There are some slightly problematic statements in this article, but it’s interesting none-the-less.
An American sophomore student (presumably at college) makes this comment regarding Assassin’s Creed:
“It’s set in Renaissance Italy. The attention to detail is so great you honestly pick up the layout of Florence and interacting with real historical figures and real events that happened.”
Now, it’s not clear from this slightly vague statement what – of value – the student feels he has learned from playing Assassin’s Creed, but it’s clear he believes he has gained something from the experience. What might be interesting to find out is whether he subsequently sought any more authoritative information on the “historical figures and real events” encountered in the game, from alternative sources.
The rest of the article deals mostly with Pokémon (presenting the series of Manga-inspired games as something of a Nineties phenomenon, although a Western-friendly version of the game was not released in the US until the tail end of the decade). I had not considered the educational value of Pokémon until now (it’s one of the few Nintendo franchises I’ve never really become obsessed with), but perhaps it warrants some investigation. From the article:
“Marquez [the student in question] said there’s a lot of intelligence and patience that goes into Pokémon games. He researches stats, some of which involve complex math equations, before compiling a Pokémon team.”
“I will sit down with a pen and paper… and make sure my team is well-balanced. You can breed Pokémon to battle.”
My main issue with the article, however, probably lies with the fact that late-Nineties games such as Pokémon are considered retro. Contrary to what the seems to sophomore think (and I may be reading more into his comments than is strictly sane), his is not the first generation of adults (if we can be called that) to have grown up with video games.