Video games can encourage civic engagement, says a survey report from the Pew Internet &American Life Project. Beginning with the questions of whether and under what circumstances youth video game play is likely to help or hinder civic engagement, the survey found correlations between certain game characteristics and civic involvement.

"The stereotype that gaming is a solitary, violent, anti-social activity just doesn’t hold up. The average teen plays all different kinds of games and generally plays them with friends and family both online and offline," said Amanda Lenhart, author of a report on the survey and a Senior Research Specialist with the Pew Internet & American Life Project. The survey found:

•    76% of gaming teens play games with others at least some of the time.

•    82% play games alone at least occasionally, though 71% of this group also plays games with others.

•    65% of gaming teens play with others in the same room.
Additionally, game playing can incorporate many aspects of civic and political life.

•    76% of youth report helping others while gaming.

•    44% report playing games where they learn about a problem in society. 

•    52% of gamers report playing games where they think about moral and ethical issues. 43% report playing games where they help make decisions about how a community, city or nation should be run.

•    40% report playing games where they learn about a social issue.

The survey indicates that youth who have these kinds of civic gaming experiences are more likely to be civically engaged in the offline world. They are more likely than others are to go online to get information about current events, to try to persuade others how to vote in an election, to say they are committed to civic participation, and to raise money for charity.

"We need to focus less on how much time kids spend playing video games and pay more attention to the kinds of experiences they have while playing them," noted Prof. Joseph Kahne, Director of the Civic Engagement Research Group at Mills College, and co-author of the report. "Games that simulate aspects of civic and political life may well promote civic skills and civic engagement. Youth, parents, teachers, and others who work with youth should know about the wide diversity of video games – so they can take full advantage of games and their civic potential."

Kahne’s group published a white paper related to the survey. While the survey focuses on potential implications of the responses, the Mills College paper suggests further research on issues such as the impact of civic gaming experiences and the role that schools can play.

For the latter, the paper notes that standardized tests can provide a disincentive for such play. Additionally, given that white students from families with higher income generally have the greatest to civic learning opportunities, equality of access is especially important in this arena. Interestingly, the PEW survey found that lower-income teens (41%) and teens from homes with lower overall education levels (41%) are more likely than their counterparts (29%) to have played a game for school. Black teens (46%) are more likely that white teens (32%) to have played a game at school for educational purposes. Younger teens are also more likely to have played a game at school than older teens: 40% of teens ages 12-14 have played a game at school as part of a school assignment, while 29% of teens ages 15-17 have done so.

Overall, 34% of American teens have played a computer or console game at school as part of a school assignment. Many mentioned “math” and “typing” games. Five or more mentions were given for Oregon Trail, Fun Brain, Lemonade Stand, and Roller Coaster Tycoon.

The Mills College paper also makes recommendations for educators, parents and game designers. Simply “informing educators about the civic possibilities embedded in some games” is seen as an action that could considerably boost use in schools. Educational organizations and game advocates, recommends the paper, should “reach out to teachers and youth workers, many of whom are unlikely to be aware of ways in which certain video games might support their work.”

The paper provides solid examples:

•    Social studies educators, for example, might be interested in using a game like Democracy in a government class. Democracy is a multidimensional political simulation in which players respond to varied constituencies, shape policies, and interpret data on approval ratings in an effort to win re-election.

•    Global studies educators might be interested in Real Lives, in which students can become a different person in a different country. Students then confront decisions, challenges, and opportunities based on the realities of life in those countries. The game can help foster empathy and understanding of the lives of others and teach about dynamics associated with different political systems, economic structures, cultural beliefs, and religions.

•    Teachers implementing Quest Atlantis are active participants who guide students through their quest. These teachers receive significant professional development (both online and face-to-face) to effectively monitor student progress and support student reflection and deep thinking in relation to the student’s game experience.

•    The University of Chicago Charter School Carter G. Woodson Campus, middle school students are expected to develop the ability to represent their understanding of core academic content through the creation of digital videos, graphics, music (lyrics and instruments), and interactive simulations. For instance, all sixth-grade students are required to learn to create games using GameStar Mechanic, a game created to teach students the core principles of how to design games. Once students have mastered GameStar Mechanic, they use their newfound game design skills to create a game that demonstrates their understanding of a scientific concept such as global warming.

As the Pew report points out by quoting Thomas Jefferson, “The qualifications for self-government are not innate, but rather are the result of habit and long-training.”

Both documents were funded by John D. and Catherine T. MacArthur Foundation
Pew Internet & American Life report, Teens, Video Games and Civics
Mills College white paper, The Civic Potential of Video Games