I had been using a computer for just a few years back in 1991. Like many teachers, my early educational use was primarily for basic tasks such as creating my syllabi and tests and computing grades. The Internet Age had not yet dawned. I found myself wondering if the computer might also be used as a teaching/learning tool.
I happened across a review of a game called “Sid Meier’s Civilization“ that claimed the program had educational value, so I decided to give it a try despite never having previously played a computer or video game. After ordering a review copy of the game I loaded it on my computer one evening at about 8:30 PM. The game seemed a bit complex, but after about an hour I had the hang of it. Several hours passed quickly, the game was quite engaging, but I suddenly realized it was getting late and I had to be up early the next day for classes. It was pitch dark outside as I reluctantly turned the computer off. I was still quite alert and could have continued the simulation for some time despite the hour. Strangely, I heard birds chirping outside. What were birds doing singing in the middle of the night (I thought it was about midnight)? I glanced at the clock; it was 5:00 in the morning! I had been playing for 8 ½ hours straight! No breaks to stretch, grab a bite to eat, take a bathroom break, etc.
We’ve all had the experience of being engaged in an absorbing activity and losing track of time. A good book can do that, as can an engaging movie. I recall the days of working in the photography darkroom when the hours flew by. However, I can never remember being immersed in an activity for over 8 hours without coming up for air. The level of stimulation and engagement was on a scale I had not previously encountered. “What have we here?” I recall saying to myself at the time.
Civilization (now in its fourth incarnation) is a historical simulation that allows you to create your own civilization and guide it through several thousand years of history. It challenges you on many levels with planning and organization, decision making (practical and ethical), and problem solving among the skills that are demanded. What is significant is that those hours were not taken up with mindless fun, they were intellectually stimulating hours that kept me glued to my computer screen just so I could complete “one more turn.” Certainly an experience like this has potential value in an age when many teachers are concerned about their students’ lack of motivation and engagement.
After sharing the game with a fellow teacher (History) and observing his enthusiasm, we both decided to use the game in our classes. That was the beginning…
