In Other Parts of the World: Video Game is Becoming Really Important

Via CBC, Olds College, Alberta, is assigning an ipad game as course material for its new mandatory Discover Entrepreneurship course starting this Fall. At the same time, the provincial government of Ontario has provided Ubisoft, the software developer who brought us the Assassin’s Creed series, a grant of $263 million CAD (~$1935 million HKD) with the goal to create 800 jobs in the province in 10 years.

Video game is one of the biggest and most profitable industries around the world, and it’s becoming an important part of our lives. Not only does a blockbuster game take a lot of money to make, the process involves a lot of people in various professions as well, from motion actors, voice actors, writers, novelists, musicians, illustrators, programmers, computer engineers, historians, to unpaid beta testers and journalists; it employs all the people a Hollywood production would employ and many more.

Furthermore, game development boasters the development of myriad technologies, as a game requires a compact of good hardware and software working together seamlessly to deliver innovative gameplay and storytelling. Artificial Intelligence is one of the frontiers of today’s science, and video game provides a natural fertile ground for research and application. Just like the automobile industry in the industrial age, the video game industry is one of the best candidates for industrial policy in the information age, as it encourages development across all sectors, even the non-tradable ones.

In addition to the ecnomomic and scientific benefits it brings, video game can be a good education tool as well, as demonstrated by Olds College’s decision. A game allows the players to explore and interact in a virtual world., and the player can see in real time how their actions in the game world would lead to what outcomes. Basically, a game allows you to visualize the variables in a model and see the results according to the model’s internal logic. If books, songs, painting, and films can convey important ideas to the audience, video games have the potential to do it better, because the player can clearly see and play with the cause and effect of those ideas in the game world and create their own unique experience by deciding the outcomes with the information the game provides. Case in point, the game America’s Army is a useful training tool to the US Army, as it allows the soldiers to revisit a scenario and play out the possibilities anytime they want.

Suppose we believe that kids should get a head start in life by receiving a solid education as early as possible, then shouldn’t we invest much more in video game and utilise its potential as an educational tool? Just like we want kids to be exposed to literature, arts, music, and poetry, we might also want them to play more good video games as well. If I were the government, I would create a programme to get some poor kids (of certain age, of course) the latest video gaming platforms and allow them to rent the games at the local library. In return, they will have to write a report and critically review the games that they have played on their technical, gameplay, and literary merits. I think that’s a fair programme and everybody wins in this situation.

(In case the readers do not notice, this piece also serves as a thinly veiled attack on the people who heavily criticised a poor family in Hong Kong for buying Gundam models for their kid; these people are unimaginative.)

This entry was posted in 發展, 科學知識, 經濟學, In Other Parts of the World and tagged , , , , . Bookmark the permalink.

4 則回應給 In Other Parts of the World: Video Game is Becoming Really Important

  1. onsiu 說:

    As Hong Kong people read too little, I suggest gamers to play their video games with subtitles on; some games are quite well-written.

    Unfortunately, parents in Hong Kong will never consider video games an educational tool. They would rather force their kids to take one more class.

  2. 法因 說:

    Having spent most of my career time in education and computing, I reckon we have to progress carefully when adopting video games as an education platform. People drawn to the idea of edutainment were mainly attracted by the immersive power of video games. With the advance of technologies, there is no question that video games will become more immersive and offering options not possible in real life. Game creators will no doubt continue to sell the pedagogical values of video games, and certainly these values are quite real in specific training and simulation scenarios. Paradoxically, my reservation is also about the immersive power of video games. When video games are becoming more powerful, there is a risk that human brains cannot derive sufficient satisfaction in real life. In simple terms, the reward system, which underpins all learning, may fail to work in real life. In video games, the penalty and reward systems are clearly defined. This is one of the requirements of good game design. However, the real life does not work in this way. The younger brains particularly if overly attuned to video games, may develop escapism. My 2 cents.

    • 山中 說:

      Thanks for your two cents. I have received a total of 4 cents from my readers till now (plus $1 from Bill, but I have to pay Ms. Lam with that); I need to make a donation box.🙂

      Like any technology, we, of course, have to proceed with due caution and craft an effective programme to support it.

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