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