Minnesota State University Reporter

Issue date: 12/6/07 Section: Gaming

Walk through any college dormitory floor at night - when students are winding down from a hard day of classes, homework and cafeteria food - and chances are, inside each room, video games are blaring from the televisions.

Video games have monopolized today's society and become a billion-dollar industry, surpassing other entertainment businesses such as music and movies. There are very few who haven't been sucked into this dollar-consuming machine.

"You walk down the hall and basically every room is playing video games," said Michael Euerle, a freshman living in the Gage Complex.

When a product has such mass appeal, criticism and controversy are sure to follow; the gaming industry has been hit strongly by this arm of the media.

Series such as "Grand Theft Auto," "Mortal Kombat" and "Doom" have been in the center of the video game condemnation mainly for their violent and sexual content. The "Doom" series was named a contributing factor behind the Columbine tragedy. Both Dylan Klebold and Eric Harris were fans of the game.

Video games have also been known to disrupt education.

It's easy to switch over to a game on the computer while writing a paper, said Julie Carlson, an education professor at Minnesota State.

But can video games really only be detrimental to students? Vehicles just for sex, violence and obstruction of homework?

"Depends on the video game," said Jerry Robicheau, department chair of education. "Most are for entertainment, but if it has something to do with problem-solving, it can have academic stimulation."

"God of War" definitely taught me something about solving puzzles," said Joe Johnson, a freshmen living in Gage Complex. "And I've learned history from 'Call of Duty.'"

Video games are a staple in people's lifestyles and culture, but can such a high commercial success become something more than just entertainment?

What was once considered a distraction from studies and other obligations is taking a different turn in educational systems. Video games are becoming not just a disturbance from the classroom, but are now being implemented.

An article in "Wired" magazine stated the Massachusetts Institute of Technology launched a "Games-to-Teach Project" in order to use the technological power of video games to help teach.

Programs such as the one at MIT may be the next step in connecting video games to higher learning.

"I think there's a value anytime you can make learning fun," said Carlson. "It leaves people wanting to come back to the class."

Good video games incorporate the principle of expertise. Encouraging players to achieve mastery of one level, only to challenge that mastery in the next, forces kids to adapt and evolve, said James Paul Gee, a professor at the University of Wisconsin at Madison in an article in "Wired" magazine.

And learning never has to end. Adapting and evolution applies to more then just children. Nobody has picked up on that very philosophy more then Nintendo. The success of the Nintendo DS is the proof.

Games such as "Sudoku," "Tetris DS" and other brain stimulate games are some of the systems' biggest sellers and have also created a new market group with the elderly.

Consumer machine or not, the video game landscape has never been brighter or broader and it won't be long before more hop onto the industry's proven success.


Leah Christensen is a Reporter staff writer

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