by Kara Platoni
Social studies teachers Karl Atkins and Scott Deckelmann take on a very serious subject by giving their students a very amusing challenge: Win a computer game. In fact, students have to win PeaceMaker, a simulation of the Middle East peace process, twice -- once while playing as the Israeli prime minister and once as the Palestinian president.
In both cases, students must respond to a rapidly evolving political situation by choosing which actions -- building settlements, launching rockets, making speeches -- are most likely to broker peace. The Scappoose, Oregon, teachers have played PeaceMaker with more than a dozen sections of their freshman global-studies and junior international-relations classes, and they say gaming is an effective way to explore intricate political issues. Indeed, PeaceMaker is at the forefront of a movement -- often called serious games or social-issues games -- in which educators use games to illustrate complex social issues, from immigration to climate change.
"Games are largely misunderstood in our society. They aren't necessarily trivial or sophomoric. Gaming is just a young medium," says Suzanne Seggerman, president and cofounder of Games for Change, a resource and support clearingouse for game developers, nonprofit organizations, and educators. "They're a great way for people to explore serious issues."
Better yet, they make that exploration fun, even addicting, according to Scapoose sophomore Ashley Amick, who played PeaceMaker at school last year. "I never wanted to go to my next class, because I hadn't won yet, and I wanted to see what would happen when I did," she explains. "We usually learn from textbooks or worksheets, but because you automatically learn while you play it, even my classmates that don't like school had fun."
Modeling the Real World
Social issues are by their nature complex and dynamic. Understanding them involves analyzing cause and effect, multiple viewpoints, and rapidly shifting scenarios. Games easily mirror this fluidity.
"The thing we get with games that is different from what we get with books or other media is that we are able to actually build models of relationships between the different moving parts of a system and let people mess around with them, let people experience what happens when they change one variable or when they introduce a different kind of behavior," says Ian Bogost, an associate professor of computational and digital media at the Georgia Institute of Technology. (Bogost is also an adviser to the Serious Games Summit at the annual Game Developers Conference, and he wrote the book Persuasive Games: The Expressive Power of Video Games.)
"Understanding something such as war or poverty or immigration demands understanding a whole range of different kinds of inputs and outputs," he adds. In other words, if you take an action in PeaceMaker, you'll soon find out what the other side thought of your input.
"It is very clearly active, not passive," says Deckelmann of the way his students use the game. "They are part of the game. They are helping determine the end of the story. They don't get to determine the end of a documentary. It's about them deciding what's important, as opposed to us telling them what is important. And it's allowing them to fail in a safe place where no one can shame them." Games teach almost entirely through trial and error, with few real-world consequences; if you mess up, you can always restart.
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Social studies teachers Karl Atkins and Scott Deckelmann take on a very serious subject by giving their students a very amusing challenge: Win a computer game. In fact, students have to win PeaceMaker, a simulation of the Middle East peace process, twice -- once while playing as the Israeli prime minister and once as the Palestinian president.
In both cases, students must respond to a rapidly evolving political situation by choosing which actions -- building settlements, launching rockets, making speeches -- are most likely to broker peace. The Scappoose, Oregon, teachers have played PeaceMaker with more than a dozen sections of their freshman global-studies and junior international-relations classes, and they say gaming is an effective way to explore intricate political issues. Indeed, PeaceMaker is at the forefront of a movement -- often called serious games or social-issues games -- in which educators use games to illustrate complex social issues, from immigration to climate change. "Games are largely misunderstood in our society. They aren't necessarily trivial or sophomoric. Gaming is just a young medium," says Suzanne Seggerman, president and cofounder of Games for Change, a resource and support clearingouse for game developers, nonprofit organizations, and educators. "They're a great way for people to explore serious issues."
Better yet, they make that exploration fun, even addicting, according to Scapoose sophomore Ashley Amick, who played PeaceMaker at school last year. "I never wanted to go to my next class, because I hadn't won yet, and I wanted to see what would happen when I did," she explains. "We usually learn from textbooks or worksheets, but because you automatically learn while you play it, even my classmates that don't like school had fun."
Modeling the Real World
Social issues are by their nature complex and dynamic. Understanding them involves analyzing cause and effect, multiple viewpoints, and rapidly shifting scenarios. Games easily mirror this fluidity.
"The thing we get with games that is different from what we get with books or other media is that we are able to actually build models of relationships between the different moving parts of a system and let people mess around with them, let people experience what happens when they change one variable or when they introduce a different kind of behavior," says Ian Bogost, an associate professor of computational and digital media at the Georgia Institute of Technology. (Bogost is also an adviser to the Serious Games Summit at the annual Game Developers Conference, and he wrote the book Persuasive Games: The Expressive Power of Video Games.)
"It is very clearly active, not passive," says Deckelmann of the way his students use the game. "They are part of the game. They are helping determine the end of the story. They don't get to determine the end of a documentary. It's about them deciding what's important, as opposed to us telling them what is important. And it's allowing them to fail in a safe place where no one can shame them." Games teach almost entirely through trial and error, with few real-world consequences; if you mess up, you can always restart.
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