A friend said to me,
“I am trying to make a video game to create interest in engineering. Someone told me Spore taught a lot about evolution. What do you think?”
I did play Spore and I was very disappointed. I was angry, actually, because the things that are so cool about evolution were not present. Playing Spore was like expecting an excellent new baseball game and instead it was a soccer game. The worst part is, that real evolution would make a great game!
The real problem with Spore was that Maxis and EA advertised it as being about evolution, and bragged about it being a real science video game. However, anyone who knows about evolution knows that isn’t true. The problem is that so many people do not know how evolution actually works, and could easily be confused by the version of “evolution” presented in Spore.
Why am I writing about it? Because science can be explained by playing games, but only when the core of the science must be used to win the game. For example, a game about evolution should require the player to overcome that fact that random events may wipe out your offspring at any moment. That would be exciting and teach real science. I am writing about this because we (learning technology folks) are still struggling with this concept. I believe we have learned the theory: we know we want a game that requires the player to use real science to win. The struggling is coming from the question, how do we make that game? Working closely with the scientist, or having the scientist be the game writer is the answer. For examples, see Metablast, Cellcraft and Surge (and Immune Attack, of course).
At the USA Science and Engineering Expo, we had a great time introducing our “free Video Game” to 4000 people. While kids of all ages ran into our booth to see for themselves whether Immune Attack was any good or not, parents were happy to hear that our video game is about white blood cells fighting bacteria. The main character isn’t a military character, it’s a Microbot. It’s main weapon is a ray gun that activates proteins.
The crowd at the USA Science and Engineering expo was curious and eager to hear about real science! Some high school kids wanted to talk about careers in science. FAS is a science policy think tank, so we had plenty to talk about! Additionally, video game production requires many different types of scientific, mathematical and engineering related skills. Someone needs to design the game and designing means testing to find out whether the game is fun. Testing means experimental design! Which audience finds your game fun? And what is your control game? Then someone will program the game. Someone else is an expert at drawing three-dimensional objects using software like Maya, Studio Max, or Cinema4D. Then still another artist uses other software to create all of the backgrounds. Then another artist uses more technology to create the characters. And if you are making a realistic video game, then someone serves as a subject matter expert and makes sure the historical context is correct, or that the science in the Microbot is accurate… I could go on and on. See below for links to art and biological science in particular:
I enjoyed meeting all of you. Please support technology in our schools! Why? Because you can’t see viruses, you can’t see bacteria. You can’t see proteins. But you can see them in a video game! Imagine learning soccer, but never being shown the field. Previously, we did not have ways to see bacteria and proteins, but now we do! And the new data is being used by many people in the Medical Illustration Field to create videos and diagrams that explain the molecular science that affects our everyday lives.
Here are some examples of great medical illustration resources: