Players compete in huge arenas, cheered on by thousands of screaming fans, with millions of dollars in prize money at stake. Top competitors must endure grueling training regimens, but also enjoy soaring salaries and corporate endorsement deals.
We’re not talking about basketball or football here, but the elite world of professional gaming. Isn’t it time we called video games a sport?
WHERE is Ubisoft’s video production studio located?
WHEN was Ubisoft founded in France?
HOW does Mr. Measroch make some of the sound effects used in video games? HOW does performance capture lead to more realistic imagery? HOW many people work for Ubisoft around the world? HOW many different nationalities are represented at the Ubisoft Montreal studio?
WHY do you think Ubisoft’s video production studio employs an “overwhelmingly male staff”? WHY would someone want to work for a video game company?
Some say the future of classroom learning should be digitized and “gamified,” so that students barely notice they are learning. Do students learn important skills and concepts playing computer games? What do you think?
Should video games be used more and more for classroom instruction?
Overview | Do violent video games promote aggressive or hostile behaviors among gamers? How have social scientists tried to answer this question? Is it answerable?
In this lesson, students read about studies exploring how video games affect gamers. They learn about the challenges in adequately exploring this question, critically evaluate the evidence that both supports and rejects the connection between violent video games and aggression, and discuss the issue in a class talk show or structured debate.
Young people, especially boys, are playing bloodier and more realistic video games than ever before, and scientists are looking for links between real life violence and violent video games. However, the research so far is inconclusive.
What do you think? Do violent video games make people more violent in real life? Why or why not?