Chalk it up to basic human behavior, which game makers have been trying to understand and appeal to for decades. The more effective a game resonates with users, the better its sales. The developer’s goal is to design a structure and system of rules in which players will a) enjoy the process or journey, and b) create a sense of added value. As gamers and developers have found, a fun process coupled with a system for incentives or rewards for a job well done can become downright addictive.

So it’s no surprise to some gamers — including yours truly — that the very same game-play mechanics that hook players are slowly wending their way into other parts of the economy, too.

The article lists some interesting examples like Mint.com which turns personal finance into a game or the Nike+ site and  technology.

I just finished Bruce Watson’s book on A. C. Gilbert, the invetor of the Erector Set titled The Man Who Changed How Boys and Toys Were Made. The book doesn’t quite work as either biography or as social history, but it ends by asking why the Erector sets and other construction toys from Gilbert Toys failed in the late 60s. Watson suggests three changes:

• From Edison to Einstein. The first shift was a shift in paradigm from science being about invention (with Edison as the hero) to science being about theory (with Einstein as paradigm.)
• After the A-Bomb. The second shift was the change in how we perceive science after the Atom Bomb. Science was no longer a unquestioned good. Watson suggests that Frankenstein’s Monster (the film with Boris Karloff) also contributed to a changing in attitude towards science.
• The Cool. The final nail was the emergence of teen culture in the 60s – a culture concerned with the cool. Kids who constructed things with Erector sets were seen not as boys, but as nerds.

Toys like Erector, which in its time was very successful, aimed to appeal to boys. They avoided presenting themselves as “educational” as that would be the kiss of death. Instead they were for tinkering and playing engineer. They appealed to parents as a solution to the “boy problem” of energetic boys getting into trouble (something we solve with drugs today.) With time, playing with Erector sets making bridges ceased to appeal to boys as a manly thing to do. It ceased to be cool and boys began to be seen less as a problem than as a market for which entertainment could be designed. Why solve the boy problem when you could feed the cool boys with rock and roll, television and movies. Toys are now sold in conjunction with TV shows (cartoons or other).

Watson ends the book by pointing out that the videogame industry now sells much more than the toy industry – especially the educational toy industry. Videogames are this generation’s boy toys. What will be next? I can’t help wonder if there is a return to construction with all the interest in Arduino’s, fabrication, and robotics.

The Globe and Mail today had a story in the Focus section titled, Why it’s okay to wage joystick jihad (Poplak, Richard, Aug. 27, 2010). The story looks at the controversy raised by the forthcoming Medal of Honor game that takes place in Afghanistan and which allows players to play a Taliban fighter. The story quotes MacKay (our minister of defense),

“The men and women of the Canadian Forces, our allies, aid workers and innocent Afghans are being shot at, and sometimes killed, by the Taliban. This is reality,” Mr. MacKay’s statement said. “I find it wrong to have anyone, children in particular, playing the role of the Taliban. I’m sure most Canadians are uncomfortable and angry about this.”

Poplak dismisses (in my mind too quickly) the argument that there is danger in imitating disreputable characters.

Speaking from the position of a frequent playground ersatz robber, I can confirm that role-playing doesn’t necessarily imply empathy and attachment. There is, after all, no appreciable evidence suggesting that children who play Indians are likely to grow up as advocates for Indians’ rights.

The argument from imitation is not that in playing Indians we would sympthize with them; it is that in repeatedly playing and practicing certain activities we would become conditioned by the activities.

What I like about the story is how it engages and quickly surveys the relationship between games and war. Games can be about all sorts of things, but an extraordinary number of them are about war and fighting. Why is it war that we want to play?

Lucio introduced me to a cool authoring environment from Layar called Hoppala!. Hoppala! Augmentation lets you author a Layar game on a map on the web. You can attach icons, media and text to the mapped points. We are using this as part of an authoring environment for PicoSafari (soon to be called fAR-Play). PicoSafari is a augmented reality game platform that humanities computing and computing science students created. It has been extended so that we can create adventures with questions you have to answer before you can see the next location. Our goal is to make it easy for people to author games and Hoppala! looks like a great tool.

Shannon sent me this link to Ubimark.com a project from Purdue that is using QR codes to enhance reading. They created an edition of Around the World in 80 Days with QR codes that allow users to get at supplemental information and social media zones. I’m not sure I like the large QR codes all over the printed page, but the idea of augmenting things easily with QR codes is a good one.

Steve sent me short story, Do Video Games Equal Less Crime?. The story raises the possibility that the drop in crime rates is due to increased video game usage. Video games might be cathartic. Unfortunately, Anderson, in the science brief I blogged last has a fairly thorough answer to this possibility:

Myth 11. If violent video games cause increases in aggression, violent crime rates in the U.S. would be increasing instead of decreasing.
Facts: Three assumptions must all be true for this myth to be valid: (a) exposure to violent media (including video games) is increasing; (b) youth violent crime rates are decreasing; (c) video game violence is the only (or the primary) factor contributing to societal violence. The first assumption is probably true. The second is not true, as reported by the 2001 Report of the Surgeon General on Youth Violence (Figure 2-7, p. 25). The third is clearly untrue. Media violence is only one of many factors that contribute to societal violence and is certainly not the most important one. Media violence researchers have repeatedly noted this.

Note, however, that for Anderson media violence (including violent games) is “certainly not” the most important contributing factor. (I wonder what the others are?)

I should add that in Freakonomics it is argued that legalized abortion led to the drop in crime rates.

Some studies have yielded nonsignificant video game effects, just as some smoking studies failed to find a significant link to lung cancer. But when one combines all relevant empirical studies using meta-analytic techniques, five separate effects emerge with considerable consistency. Violent video games are significantly associated with: increased aggressive behavior, thoughts, and affect; increased physiological arousal; and decreased prosocial (helping) behavior. Average effect sizes for experimental studies (which help establish causality) and correlational studies (which allow examination of serious violent behavior) appear comparable (Anderson & Bushman, 2001).

How will it change game studies if there is increasing evidence that violent video games lead to aggressive behaviour? What would it mean for those of us fascinated by games if games become the smoking of the next generation? Anderson concludes by calling for more research on large scale effects – as in whether violent media leads to subcultures or nations behaving more aggressively.

Finally, more research is needed to: (a) refine emerging general models of human aggression; (b) delineate the processes underlying short and long term media violence effects; (c) broaden these models to encompass aggression at the level of subcultures and nations. Several different research groups around the world are working on these various issues.

Google today has included a playable Pac-Man as their logo. If you “Insert Coin” you can play it. It is written, apparently in Javascript and HTML so it will work on an iPhone. All of this in honour of the anniversary of Pac-Man.

(Thanks to Sean for pointing this out.) Lets see more such games!

At Playing with History I met Jeremiah McCall, an innovative teacher at the Cincinnati Country Day School who uses games extensively in his teaching. I was struck by how creative and low tech he was in adapting anything at hand to teaching through play. He has just launched a new web site, Historical Simulations in the Classroom.

The first day is an unconference where we first decided what we wanted to do. Bill Turkel brought all sorts of fabrication stuff. We had sessions about different types of games.