THE REAL STORY BEHIND VIDEOGAMES Long before there was a Sony Playstation, Microsoft Xbox or Nintendo Gamecube, there was the Magnavox Odyssey, the world’s first home videogame console. But the story of videogames predates the Odyssey by six years. It begins in 1966 when a television engineer named Ralph H. Baer sat down at a New York bus station and entered history. Videogames: In The Beginning is Ralph H. Baer’s account of how today’s $11-billion per year videogame industry began. A meticulous note keeper, Baer presents in his own words the real story of what led to the Odyssey… and beyond. But he doesn’t end there. In this book Baer also examines other products that he has worked on such as Simon, the most popular electronic toy ever created. He also discusses his pioneering work into early forms of CD-ROMs and digital imagery. Whether you are a student of videogame design, a game player, or a fan of inventions and history, you are sure to find Baer’s history fascinating and informative. Included in this book are: • The actual four-page treatise that Baer presented to his employers • Original schematics and photos of the first videogame prototypes • Original top secret internal notes and memos • Original United States patents

There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study. In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students’ reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed.