| Gaming is not just about revenue, addiction, gamers, | | | | far back as 4000 BCE leading them through different |
| and so on. A game being an expression of technology, | | | | developmental stages of the world with the creation |
| developing cultural norms, and a world wide | | | | of cities, temples, libraries, granaries, railroads and more. |
| phenomenon that transcends all boundaries, becomes | | | | Many games are map based and re-enact actual |
| a source of study. | | | | events that have taken place in the world. |
| Games are not mere toys, they promote: | | | | Â The setting up of virtual learning to explore |
| Â Information literacy. Players download text files, | | | | new game related technologies, new gaming elements, |
| make notes, they also take “screen | | | | and modes of play with peers. In fact, |
| shots” of the game and upload it with their | | | | “Civilization” aficionados created |
| comments. A group then examines the suggestions | | | | “Give peace a Chance” in which players |
| and discussions emerge on strategies as well as | | | | learn about wining by using non violence. |
| required improvements or changes. Knowledge | | | | Â Interpretation of data and lateral thinking. |
| creation and rapid sharing is common to digital spaces. | | | | Players spend long hours absorbed in researching |
| People of all ages and ethnicities from around the | | | | information, searching high and low for tips, cheats, and |
| world pool their understanding and resources to solve | | | | tricks, developing what are known as walkthroughs. |
| problems. | | | | Â Curiosity and sets the wheels of the mind |
| Â Curiosity and a thirst to find out more. Leading | | | | clicking leading to innovations in design, software |
| to the development of learning. Players pool thoughts | | | | programming, graphics, strategies, and more. |
| and resources and try and work out how different | | | | Â Team work, a sharing of ideas, as well as |
| elements function. Individual skills are sharpened using | | | | collective problem solving. |
| pooled resources. | | | | Â Competitiveness a thirst to succeed and win. |
| Â Development of well developed research skills | | | | In depth research has proven that gaming plays a role |
| and the use of a huge mind boggling variety of | | | | in increasing self esteem, and is motivational in many |
| resources. For games like “Lineage” a | | | | ways. Children who play games perform better at |
| player would need to become a member of a 100 or | | | | comprehension, spelling, and math. |
| more strong clan and in order to protect his castle or | | | | Gee, Squire, and Stienkuehler, University of |
| carry out sieges he or she needs to manipulate text, | | | | Wisconsin-Madison professors, are studying learning |
| images, research equipment use, draw out maps, | | | | through game playing and the advantages of gaming |
| manage resources, design strategies, create and | | | | over traditional teaching tools truly believe that gaming |
| maintain treasuries, write down facts, theories, and | | | | has woven within its matrix important learning |
| proposals, as well as design workable models. | | | | technologies. Learning in the e-learning world of virtual |
| Â Social interaction and exchange of ideas and | | | | gaming is hands on, interactive, has no restrictions or |
| thoughts especially in multiplayer online games. | | | | boundaries, promotes collaborative working, problem |
| Â An understanding of world history. A few | | | | solving, creating a new generation of leaders. |
| games are based on civilizations and take players as | | | | |