6 Research and education
6.1 Introduction
Game development is, on no uncertain terms, a knowledge and innovation-driven field that is dependent both on research and development (R&D) and on the provision of training in the area. Video games can also be used in various learning contexts.
R&D is an important framework condition for the video game industry. This applies both to the research and development that is aimed directly at the video game industry and to the research directed at adjacent areas. In the following, the Ministry will give an account of relevant research into video games.
Game development involves a number of occupational groups, cf. 2.4. This entails a need for training and expertise in several different fields in order to meet the need for highly qualified manpower in the video game industry. In this chapter, the Ministry will briefly describe the course programmes directly geared towards development of video games. Game development companies will also be able to recruit manpower from more general course programmes, such as computer science, animation and graphic design.
Video games have arrived in the school, and are used as educational teaching aids at all levels from pre-school to higher education. The Ministry provides a brief description of this area, with reference to Report No. 17 to the Storting (2006–2007) An Information Society for All.
6.2 Research into video games
Since 2000, research into video games has had an explosive development. According to the Norwegian game researcher Torill Mortensen, there is research into video games in the fields of law, philosophy, literature, art, media studies, education and psychology – in addition to the technologically oriented research. Conferences are held all over the world with video games as a main topic, and increasing numbers of books are published on the subject.
Until now, research into video games in Norway has had its centre of gravity at the University of Bergen, with a number of game-related doctorates, and the foundation of the game journal Game Studies in 2001. In pace with the increasing interest for video games as a medium, the perspectives within game research have become increasingly broad. Today, there are research institutions, doctoral research fellows and master’s students who focus on video games at several Norwegian universities and university colleges.
Research into video games can be divided into two main categories: research into the use of video games and research into the development of video games.
The research into the use of video games lies at the intersection between ICT and humanities, sociology and psychology. A major aspect of such research is studies and surveys of the very phenomenon video games, the social role of video games and their influence on individuals (cf. 8.2). The question of the effect on the user of violence in entertainment has been the subject of considerable research. Attempts have been made for several decades to find answers to questions surrounding the effects of media violence, resulting in a large number of published articles and publications on the subject. The research community is divided into two schools of thought. Some researchers draw parallels between media violence and children’s aggressive behaviour, while others maintain that there is no correlation. The studies that have been carried out specifically in relation to video games and such effects arrive at similar conclusions.
Research into the development of video games has traditions in fields such as computer technology, but also includes other fields, such as art, graphic design, storytelling and sound/music. Research into the development of video games therefore includes both the technological and the expressive aspects of the process of creating a video game. Such research has a wide range and intersects with many fields. A major aim of such research is to try out, improve and create new technology, game concepts, tools, methods, processes, ways of interacting and new styles. Another aim is to investigate how game technology can be used in new areas and in new ways. For example, in the field of applied mathematics, SINTEF ICT assisted the company Capricornus with mathematical models for 3D modelling when it began production of video games. The Centre of Excellence in Applied Mathematics (University of Oslo / SINTEF), the University of Bergen and Narvik University College have leading researchers who are recognised for their expertise in the development of methods and algorithms for sound mathematical and geometrical representation of visual effects.
Development of video games requires multi-professional expertise, which is also reflected in the development of the research environments. NTNU for example has a more technologically oriented tradition for research related to the development of video games. This research has focused on various aspects of video game development, such as graphics and visualization, games and simulation, mobile telephone games, artificial intelligence and “serious games”. A greater multi-professional focus on video game research is currently being established at NTNU, where there is a desire to view the research fields within a common context. In addition to this, several master’s theses have been written on the topic of video games, concerning both the video game phenomenon and the development of video games. Other Norwegian universities and university colleges have similar research in different areas of video game development.
Research and coordination of research into video games may contribute to innovative technologies and solutions, which in their turn will strengthen the industry. Another effect is that such a focus will also stimulate innovation within the games’ artistic and visual expression.
6.3 Training and expertise
The diversity of the video game market results in a demand for a large variety of competence. At one end of the scale are companies that develop simple games to promote a product or service, or as a supplement to other entertainment services. These companies need basic expertise. At the other end are game development companies such as Funcom, where specialized knowledge in areas such as data technology is decisive for success. This type of game development demands high-quality expertise in a number of different areas.
In terms of the number of employees, the Norwegian video game industry is a relatively small niche of the IT industry. It is difficult to estimate recruitment needs since no survey of this has been conducted, but Norwegian manufacturers report challenges, particularly associated with the recruitment of graphic designers and programmers. The industry competes for expertise with industries such as the petroleum industry, where in recent years technology such as remote control of drilling operations has resulted in an increased need for expertise in simulation, visualization and artificial intelligence. There is a generally large shortage of IT-expertise in Norway. According to the company survey for autumn 2007 of the Norwegian Labour and Welfare Service, there was a shortage of 1 900 system developers and programmers and 850 computer engineers and technicians. Computer engineers and computer scientists are occupational groups vulnerable to trade cycles. Unemployment is currently extremely low for these occupations, and many people are now offered jobs before they have finished their training. Employment expectations in the ICT sector are very high. There is therefore reason to believe that recruitment problems in the video game industry will increase during the time ahead.
Provision of courses in video games is subject to student demand and to the priorities of the institutions. The market’s demand for people with short courses in IT and graphic design is probably limited. There is a greater need for specialized knowledge to be applied to the development of new technology, for example for further development of game engines for advanced graphics and artificial intelligence, further development of processors for hand-held game machines and mobile telephone, and communications technology for games via the net. This demands considerable expertise in computer technology and mathematics.
In recent years, a number of different course provisions have been established in Norway that are promoted as course programmes in video game development. These have received a relatively large number of applications compared with similar course provisions not actively promoted in this way. In the following, we provide details of universities and university colleges that have begun to provide courses with an element of specialization in video games. However, a number of educational institutions provide education in game-relevant disciplines without offering any specialized training in video games. This applies for example to various mathematics, computer science and simulation technology environments. These are not discussed here.
6.3.1 NTNU
The Norwegian University of Science and Technology (NTNU) is in process of strengthening its focus on training in video games. NTNU will provide video games as part of the master’s programme in computer technology from autumn 2008. Similar provision will also be included in the computer science programme. NTNU has also initiated two research projects in video games with three associated doctoral research fellowships.
Measures such as the game development competition Norwegian Game Awards and the resource network JoinGame should increase the visibility of NTNU in the industry in the coming years.
NTNU has taken the initiative to establish AV Arena Norway. This is an academic network that aims to strengthen Norwegian media competence in general, and to bridge the gap between research and development, industry and the public authorities. AV Arena Norway has a number of collaborators, among others, Sør-Trøndelag County Authority, Trondheim Municipality, Innovation Norway, Lyse, Uninett and others.
A resource network, JoinGame, has been established, the aim of which is to strengthen research, development and cooperation between different institutions engaged in video games. The main aim of the project is to provide a meeting place for the use and development of video games in order to strengthen research and innovation in video games in Norway. In order to achieve this goal, JoinGame intends to survey the available resources in the video games field in Norway, and to highlight current research into video games across the various academic disciplines and institutions engaged in the development of video games. The network also aims to be a link between research and industry in the video games area.
JoinGame holds two gatherings each year. The participants in these gatherings come both from the industry and from a wide range of academic institutions. The purposes of the gatherings are network building, exchange of research results, ideas, technology, research projects, etc. The gatherings are open to all institutions engaged in development and research of video games.
JoinGame is funded by means of support from the Research Council of Norway and contributions from collaborators.
6.3.2 Hedmark University College
Hedmark University College was the first University College in Norway to provide courses in video game development, and has today two bachelor’s programmes in video games. The college has succeeded in creating relations to the industry. For example, the first students to qualify had during their project work close cooperation with ARM Norway, which develops computer chips for mobile telephones.
In cooperation with Kunnskapsparken Hedmark AS [Hedmark Knowledge Park], Hedmark University College has developed a separate incubator programme for game developers known as Hamar Game Studio. Partly as a result of the incubator programme, a number of students from Hedmark University College have chosen to start their own game development companies as well as companies providing other types of interactive technology.
Each year, the Knowledge Park and Hedmark University College hold Hamar Game Challenge, a competition where students at Hedmark University College present their game ideas before a professional jury.
The Norwegian National Lottery, which has its head office in Hamar, is a potential future collaborator, cf. 3.5.3.
6.3.3 Narvik University College
Narvik University College began already in 1998 to provide game design as a specialization in computer technology at bachelor’s and master’s levels. The college has a keen focus on technology, in areas including:
game design, game theory and learning systems
object-oriented programming/analysis, metaprogramming, GPU programming
structuring of heavy software systems and massive multi-user systems
geometrical modelling and special effects
virtual reality, graphics, animation and sound modelling
simulations and computations
artificial intelligence (AI)
Narvik University College cooperates closely with the industry and, in the subject “Prosjekt IT – Ekstern aktør” [“Project IT – External Participant”], provides students with the opportunity of working on a real case for a company. The college cooperates with SINTEF ICT and NORUT IT.
In order to equip the Virtual Reality Centre, the college has received support from the Research Council of Norway. With these funds, the college will equip the centre with “motion tracking” equipment, laser and flying-spot scanners, VR helmets and VR gloves, in addition to a general upgrade of the centre (projectors, machines, etc.).
6.3.4 NITH
The Norwegian School of Information Technology (NITH) is a private university college that provides a bachelor’s programme in game programming. The course focuses on programming, design and communications. The programme started in 2005, and has technology as its main focus. As in the case of the other course programmes, most of the disciplines are general programming disciplines, but several disciplines have games as their main focus. NITH wants to extend the course provision in video games with two new course programmes, and is engaged in a dialogue with the industry on the development of a course programme to meet the needs of game development companies in Norway.
6.4 Video games and learning
Video games have made their arrival in the school. The survey ITU Monitor is conducted every other year. Its purpose is to survey professional and educational use of ICT in the Norwegian school. ITU Monitor 2007 shows that 24 per cent of the pupils in the 7th grade, 16 per cent of the pupils in the 9th grade and 22 per cent of the pupils in the second year of the Upper Secondary School use video games daily or weekly.
Report No. 17 to the Storting (2006–2007) An information society for all states as follows:
“The relationship between children and young people’s use of video games and learning has still not been established, and the issue has to a great extent been marked by public concern about negative influence. (…) However, with a view to the explosive development during recent years of multi-player online games and other forms of computer games, where thousands of young people participate in the various communities and networks in order to solve problems, it is very relevant to ask how the concept of learning can be associated with such activities. The relationship between video games and learning is also an interesting topic because it is difficult to understand without playing a great deal oneself. The genre video games is very diverse, perhaps more diverse than other media genres.”
The report further draws attention to research findings that, when children and young people play video games, they are involved in complex learning situations. Play requires that one has a command of various forms of expression, such as written and oral language, pictures, symbols, tools, etc. in order to communicate. Research into video games in the school points in several directions concerning how video games should be used in teaching, and what benefits can actually be derived from using video games.
The report suggests that video games could be used as a point of departure for discussions in the classroom by the teacher demonstrating a game followed by class discussions or exercises. Games may have a motivating effect on weaker pupils. In order to succeed in using video games in the school, it is necessary that teachers familiarize themselves with the games that are used, and that the games are adapted to the pupils. The games must be used in accordance with stated learning objectives, and not as rewards.
A number of games have been developed with a view to training and instruction, cf. the account in 2.3.3.
6.5 The Ministry’s assessments and conclusions
The video game industry is dependent on investment in training and research. In Norway, we see a tendency for various educational institutions to focus on both research and education in game development. This plays an important role in meeting the competence needs of the video game industry and in ensuring the necessary innovation for the Norwegian video game industry to be competitive.
No collective survey has been made of the video game industry’s need for competence. Nor are there any available analyses of recruitment needs in the various areas of activity that are necessary for game development. The Government will therefore conduct a survey of major centres of expertise and of the recruitment needs of the video game industry.
Video games may also be useful teaching aids. In connection with development of the provision of electronic teaching aids, cooperation with the video game industry might prove interesting.