For a computer game to be more than competent in educating the player in a selected domain, it should be more than just a rehash of the conventional educational technologies used in computer-aided learning (Jaykanthan, 2002:98). This is where regulating game content is very important. For an educational computer game to be an effective learning tool, it needs to contain material that is of a high quality, and that has been developed with an impeccable understanding of its young audience and their specific social and educational needs.
Content regulation differs from ‘classification’ in that it should aim to set a standard for the games at the developmental stage of the, rather than serve as a guide for assessing the finished product before it is released to the public. A strong and beneficial regulatory system for educational software would aim to ensure that only top-quality games become learning tools within educational frameworks.
Currently in Australia, matters of content regulation and classification are handled by the Australian Broadcasting Authority. However, due to the convergence of computer game technology and education being a relatively new issue, there are not yet any set regulatory requirements for educational computer games. An ideal situation would find educational computer game regulation being the combined responsibility of all of the key players involved. This would require educators, game designers and developers, experts on child development, students and the ABA all playing a part in developing standards for educational games that meet the needs of the teachers and the students, to ensure the new technology provides a valuable tool for enhancing both teaching and learning in the classroom.
Unlike in videogames, content of educational computer software would not focus of the issues that entertainment games are often facing such as the issue of excessive violence and its negative impact on players. Rather, content regulation of educational games would focus on creating high standards for culturally and socially aware, educational resources. One example of a possible regulation may involve ensuring equality in gender and racial representation of game characters.
References:
Jaykanthan, R. (2002) ‘Application of computer games in the field of education.’The Electronic Library, vol.20, no.2, pp.98-102. [Online] Available: Academic Research Library Database. [Accessed 4 Aug. 2004].
Useful Links:
The Australian Broadcasting Association: - http://www.aba.gov.au
Video Game Theory Forum:- http://www.ludology.org
Education Arcade [Homepage of The Games-To-Teach Project] http://www.educationarcade.org
Game Studies Online:Homepage of the International Journal of Computer Game Research:- http://www.gamestudies.org
--Dannii Foley 10:34, 29 Oct 2004 (EST)
