Moral panics and myths about games
The idea that computer games can play a transformational role in contextualising the curriculum and enhancing the learning experiences of learners within today’s schools is one that has generally been received with degrees of scepticism.
This scepticism is usually fuelled by news reports that frame computer games in the guise of a new folk devil. This folk devil is seen as a dark, and in many respects unknown, influence that engenders a moral panic (Cohen 1972) in society in relation to how these ‘games’ are corrupting our children and polluting their childhood (Palmer 2006). There are a number of criticisms and concerns levelled at computer games including:
- they encourage and promote violent attitudes and possibly desensitise young learners to the results of violent actions
- they make young learners socially isolated as they sit alone in their rooms playing games
- they contribute to rising obesity levels due to sedentary and inactive lifestyles
- they inhibit cognitive development due to the content of the game… why play a game when they should be reading a book?!
However, other viewpoints suggest that computer games can act as positive learning environment and that they can offer players a cathartic environment in which their frustrations and fears can be released. James Paul Gee (2004) suggests that the concern associated with violent games promoting and nurturing violent or aggressive behaviour is somewhat misplaced.
His research, which has its theoretical base embedded in Erikson’s ‘psychosocial moratorium’, suggests that children identify with particular characters within games but that this identification is detached from their own identity.
At the Consolarium we are not attempting to dismiss concerns about certain aspects of games, games culture and games-based learning and in many cases we sympathise with and even share these concerns. However, we do believe that there are many games that do not follow the stereotypical view of a computer game and that games can be used to engage, motivate and extend learners. These are the games that we aim to identify, explore and recommend to teachers and the wider education community.
In order to make headway in terms of understanding and appreciating the many ways in which these myths/concerns can be addressed we suggest an engagement with some of the texts from our recommended reading list, particularly Killing Monsters by Gerard Jones. Alternatively, have a look at what Professor Henry James from MIT has to say about some myths surrounding computer games.