Survey of Courseware: "Age of Empires" (c)1997



SUBJECT:       Assignment #2, CAI/Mindtool Review #1
COURSE:        MCTE 625 - Survey of Courseware
CAI/Mindtool:  "Age of Empires"
               ©1997, Microsoft Corporation
Authors:       Bruce Shelley, Tony Goodman, Dave Pottinger
               Ensemble Studios, Dallas, Texas
Professor:     Dr. George Fornshell
Student:       Leanne C. Boyd
Usercode:      boydl
Due date:      October 27, 1997


                     Review of the Game/Mindtool:
                     Microsoft’s "Age of Empires"


I.  "Age of Empires" as a Mindtool

     There are many indicators of success in any software, 

including tools that qualify as Computer-Aided Instruction (CAI) 

or "Mindtools." One of these would have to be the acceptance of 

the tool by a wide variety of users. One of the most impressive 

"finds" of this research was initially discovered in an online 

search engine query with these keywords: history, game, student. 

The first software listed in the search results was Microsoft’s 

"Age of Empires," (Microsoft, Standard Price, 1997) located at 

http://www.microsoft.com/products/prodref/464_pr_st.htm . AOE, 

as it is referred to, is experiencing a tremendous popularity 

worldwide, in locations such as Germany, the Netherlands, 

and Norway, to name just a few. (Please see Sources Consulted at 

the end of this writing.) The purpose of this review is to 

examine AOE, and to show that it is an excellent Mindtool.

     The creators of AOE are a software team from Dallas, Texas, 

called Ensemble Studios. The team consists of Bruce Shelley 

(game creator), Tony Goodman (art), and Dave Pottinger 

(artificial intelligence). Microsoft CD-ROM is the publisher. 

(Microsoft, Behind The Scenes, 1997)

     In an initial review of online documentation, it was 

immediately noted that there were several things that portend 

the eventual high success of this software as both an action 

game and as a Mindtool for use by learners of many ages. First 

of all, the game will be available exclusively on Microsoft’s 

Internet Gaming Zone. Learners of all levels from all corners of 

the world will be able to participate in team games, over 

variable time spans. Secondly, due to massive interest in the 

game at a pre-release level, several websites such as the CD-ROM 

Shop (at http://198.53.145.135/cdshop/desc/p.60297.html) are 

offering a pre-release book, _MS Age of Empires_, for $61.84. 

Since AOE initially has been created for the IBM/PC platform, it 

is assumed that popularity will increase as Microsoft and the 

creators make the software available for platforms such as 

Macintosh or UNIX.


II.  Overview of the Game’s Offerings

     One game site describes AOE: "The theme of ‘Age of Empires’ 

is the rise of the first great civilizations over the 10,000 

years that followed the last Ice Age. You are the guiding spirit 

of a tribe that predates one of the great cultures of antiquity. 

Your goal is to build your tribe into a mighty civilization that 

can vie for world (game) dominance (victory)." (4cds, 1997) As 

the player advances through the ages, he/she is confronted by 

events of actual history, in very realistic and graphical 

interface. The player learns to establish alliances with other 

civilizations, establish trade routes, build warfare models 

including walls, fortifications, towers, and catapults, and 

experience victory through exploration, conquest or wonders of 

the world. The game covers 12 ancient civilizations and includes 

a 100-node "technology tree" -- which are more technologies than 

can be covered in one game!

     "Age of Empires" allows the learner to experience, first-

hand, the actual facts of history. Moreover, it allows the 

player to mold, create, devise, speculate, and generally "re-

write history." Advancements made are results of quick, decisive 

thinking. As knowledge of historical events increases, so do the 

parameters of the scenario that each player builds. Included in 

the software is an extensive, 40,000-word dictionary/ 

encyclopedia that covers items as diverse as metallurgy and crop 

growth in the Nile Valley. The player cannot escape this game 

without learning actual dates and facts, and also critical 

wisdom in the PROCESS of the making of history. (4cds, 1997) The 

game is not a game...it is a tiny, little world!


III.  Academic Criteria

     Some background research into methods of teaching history 

to student teachers revealed interesting results that apply to 

the use of this particular Mindtool. Over recent years, methods 

"specifically have focused on teaching practices that enable 

pupils to become aware of historical problems and be better able 

to grasp the interpretive nature of history." (Wilson, 1997)

     Teachers who have become aware of the lessons of history 

and the disciplines of historical thinking are "more sensitive to 

the issues of historical interpretation, to multiple causation, 

and to the importance of seeing events in a broad context." 

(Wilson, 1997) These teachers probably will be able to utilize a 

Mindtool such as "Age of Empires" in helping learners to broaden 

their thinking about factual, historical events.

     The game, utilizing genuine events such as the Trojan 

Horse, the conquests of Alexander the Great, or the Fall of 

Rome, also allows for the creation of scenarios within the 

event, by the players, themselves. Using evaluation, strategy, 

and critical and creative thinking, the student learner is 

catapulted into a realistic version of history that he/she 

literally has helped to bring into being. The understanding of 

each event becomes more personal and less likely to be 

forgotten.

     This same research revealed that "various students 

explained that the methods course activities involved the use of 

speeches, music, song lyrics, oral history, posters, 

photographs, historical fiction, letters, and diary entries" 

(Wilson, 1997) which helped them gain an understanding of 

history. Obviously, a Mindtool such as "Age of Empires" could be 

added to this list of methods and tools.

     In fact, AOE bears a strong resemblance to recent software 

developed by the Brookings Institution in Washington, D.C. The 

software program, named Sugarscape, enables social scientists to 

study history by modifying a solitary variable and charting the 

results. Sugarscape becomes a model of an artificial society! 

The results aid in the study of "social phenomena ranging from 

racial segregation to mass migration." (Tyson, 1997)

     The saying that history repeats itself is negated by the 

actuality that the rise and fall of civilizations only happen 

once, and cannot begin again in a repeat performance. This 

"inability to perform repeatable, verifiable experiments on 

social phenomena has caused some in the physical sciences to 

denigrate the social sciences as ‘soft.’" (Tyson, 1997) 

Sugarscape’s abilities to shed new light on old history may very 

well revolutionize the way social scientists work. In this same 

manner, Mindtools such as "Age of Empires" may pave the road to 

the levels of higher thinking needed for strategizing the 

possibilities inherent in professional works such as Sugarscape. 

The student utilizing AOE will be more apt to learn –- and 

instigate -- the "possibility thinking" of the academic or 

scientific researcher.


IV.  Conclusion

     This review includes a Software Checklist form. Using 

specified criteria, "Age of Empires" has been given excellent 

scores in the evaluation of its offerings as a Mindtool. In my 

estimation, it also sets new standards in all technical areas, 

as well as graphics. Learners with access to this Mindtool will 

greatly benefit in the understanding of history and the making 

of civilization.


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REFERENCES

     4CDs, and Ensemble Net. Pre-order guide book now! 

Interactive Catalog. (1997). [Online]. Available: 

http://www.4cds.com/prd.i/pgen/fourcds/0L/hotgames/strategy/age.ht
ml

     CD-ROM Shop. MS age of empires. (version: pre-release).

(1997). [Online]. Available: 

http://198.53.145.135/cdshop/desc/p.60297.html

     Microsoft, Corp. Age of empires: Standard price. (1997).

[Online]. Available:

http://www.microsoft.com/products/prodref/464_pr_st.htm

     Microsoft, Corp. Age of empires: Behind the scenes. (1997).

[Online]. Available:

http://www.microsoft.com/games/empires/behind.htm

     Shelley, Bruce, Goodman, Tony, and Pottinger, Dave. (1997). 

Age of Empires. (version 1.00) [Computer Software]. Dallas, TX: 

authors. Available (information):

http://www.microsoft.com/products/prodref/464_pr_st.htm

     Tyson, Peter. (April, 1997). Artificial societies. 

(artificial life software programs). Technology Review [Online], 

v100 n3 p15(2). InfoTrac: Expanded Academic ASAP. Available:

(with password only):

http://sbweb3.med.iacnet.com/infotrac/session/405/387/7557169/5!xr
n_9&bkm_5

     Wilson, Elizabeth K. (April/May, 1997). Teaching historical

thinking in the social studies methods course: a case study. The

Social Studies [Online], v88 n3 p121(6). InfoTrac: Expanded

Academic ASAP. Available (with password only):

http://sbweb3.med.iacnet.com/infotrac/session/405/387/7557169/5!xr
n_6&bkm_5


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SOURCES CONSULTED, INTERNATIONAL GAME SITES:

Germany: http://home.t-online.de/home/kretek/

The Netherlands: http://www.pcmedia.demon.nl/info/infageemp.htm

Norway: http://sol.games.no/


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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
APPRAISAL CHECKLIST
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

COMPUTER SOFTWARE

KEY WORDS:
World history, civilization, ancient society, ancient history,
Egypt, Greece, Asia, Persia, Assyria, China, Korea, Japan,
Babylon, Ice Age, Stone Age, Tool Age, Bronze Age, Iron Age,
warfare, architecture, world domination, economy, agriculture,
exploration, diplomacy, conquest, ships, weapons, tools,
technologies, cultural characteristics, chronological eras,
authentic civilizations, Alexander the Great, Trojan War,
Glory of Greece.

                                       Format:
Title: Age of Empires                  |__| Drill and practice
                                       |__| Tutorial
Series Title (if applicable):          |XX| Game
None                                   |*x| Simulation
                                       |*x| Discovery program
Other: *note: multidimensional format  |*x| Problem solving

Additional information: Although this is a game, because of 
the ultra-realism in the graphical interface, it is also a
form of simulation. The element of discovery is also strong,
as well as the necessity for problem solving.

Source: 1) Beta version/demo, Microsoft website,
           http://www.microsoft.com/
        2) Retail version, Microsoft website, various online
           game retailers, also available in stores as of
           October 30, 1997.

Date: retail version to be released October 30, 1997.

Cost: Retail, $54.95 to $61.95, depending on reseller

Length:
Average game lasts two hours minimum; length could be much
longer, depending on players' interest.

Subject Area:
Social Studies, History, Civilization.

Intended Audience: 
History buffs, game players, students of all ages.

Brief Description:
Players choose settings in 12 actual historical locations, 
learn process of developing societies and civilizations by
re-visiting history, setting strategies, experiencing real-
time action and results of decisions.

Objectives:
To become conqueror of specific society in age and time; to
learn historical strategies and events, ways of life.
Problem-solving encounters in a simulation-like, ultra-
realistic game setting. Potential for rediscovering world
history by re-experiencing actual history, or "re-writing" it.

Entry Capabilities Required:
(e.g., prior knowledge, reading ability, vocabulary level, 
math ability)
Computer skills, basic game navigation techniques, prior
familiarity with world history is a plus, but not essential.


Rating:	                                   High  Medium  Low  
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Match with curriculum                         |X|    |_|   |_|  
Comments: This has excellent potential for reaching students
of any age, in particular, those who have had no interest in
social studies, history, or civilization (Middle/High school).

Accurate and current                          |X|    |_|   |_|  
Comments: Based on current encyclopedic historical
information; game includes an extensive online encyclopedia
of facts.

Clear and concise language                    |X|    |_|   |_|  
Comments: Action and learning are intuitive to those familiar
with computer setting; learning curve easy, although
documentation is large. Well-written instruction, help files,
easy to understand language.

Arouse motivation/maintain interest           |X|    |_|   |_|  
Comments: Excellent involvement; action; player learns in
spite of himself! Acts of discovery propel the player.

Learner participation                         |X|    |_|   |_|  
Comments: Action-packed involvement. Extremely difficult to
NOT become involved both in game action and the telling of
history.

Technical quality                             |X|    |_|   |_|  
Comments: Action game at its finest; will probably be top
seller of this year and possibly 1998. Technology and
graphics totally state of art.

Evidence of effectiveness
(e.g., field-test results)                    |_|    |_|   |X|  
Comments: BETA release is not even 2 months old; no data is in
on learner or even gaming effectiveness; however, popularity
is worldwide, with special websites already developed by
fans/users.

Free from objectionable bias                  |X|    |_|   |_|  
Comments: All sites consulted depicted same overview of
high quality, tremendous action and learning possibilities.
Notable: Microsoft website, if anything, was the least
"hard-sell," putting emphasis on the creators and
technology, rather than sales. Software is also priced
right; in fact, is excellent material at this price.

User guide/documentation                      |X|    |_|   |_|  
Comments: Tremendous! Exceptional online encyclopedia, help
files, troubleshooting guide.

Clear directions                              |X|    |_|   |_|  
Comments: As noted above, game has clear instructions, but
level of game demands commitment to learn the strategies.

Stimulates creativity                         |X|    |_|   |_|  
Comments: Player is not only actively involved in learning
facts of past history, but is forced to become creative and
strategic in thinking out procedures. Involves critical
thinking as well as creative.


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Strong Points:
The game is terrific at drawing in players, no matter their
level of history knowledge, with the act of learning the
material built into the action. Part of this is the high
technology, and part is the actual beauty of the game: music,
art and layout are excellent.

Weak Points:
Even the demo of this game, used in this review, is a memory
hog. Installation of necessary components on the user's hard
drive takes up considerable room. Many computers do not have
the necessary hardware to be able to use this; while even
those with basic usable hardware may have trouble with RAM
memory crashes or freezes. Documentation claims a minimum of
16MB of RAM, but actual usage indicates need for much more.
This game will be more easily utilized by secondary teachers--
younger children won't have the educational background to
fully appreciate the history, although the action of the game
is appealing to every age.

Recommended Action:
As a media center director, I would not hesitate to urge the
purchase of this game. Personal use and reviewed materials
convince me that this would be a terrific addition for the
social studies department of any middle or high school. I see
particular possibilities with at-risk, low achievement/
motivation students, as well as an extremely good teaching
tool for English-as-a-second-language students, who often
have not had this history background.

Name:  Leanne C. Boyd
Date:  October 21, 1997


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
|  Prentice Hall grants the reader permission to reproduce   |
|  this checklist for personal use only. Heinich, Molenda,   |
|  Russell, and Smaldino, Instructional Media and            |
|  Technologies for Learning (1996). A computer version of   |
|  this Checklist is found in "The Classroom Link."          |
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~