It's not all fun and games

“A serious game or applied game is a game designed for a primary purpose other than pure entertainment…Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users” (Wikipedia). One such serious game that could be used in a Spanish class is 3rd World Farmer.

"A simulation to make you think."

Third World Farmer is a simulation of real issues that contribute to the poverty faced in developing countries. Players manage an African farm and are responsible for choosing what to plant and how to spend their funds on other equipment and livestock. While playing, they are also faced with difficult choices caused by poverty and conflict. The goal of the game is to “open [players’] eyes to the problems and to motivate them to make positive social change,” (3rd World Farmer).

A view of the family and their farm.

The first few times I played, my family did not survive very long. However, as I continued to try different crops I learned what (in the game) yields more money – which can then be invested into more crops and livestock to continue to increase that capital. As I played, different problems arose such as civil war, crop failure, and a drop in crop value. I definitely improved from the first time I played, but there is no direction or guidance (which perhaps makes it a more realistic simulation). I am unsure if there is actually a way to “win” the game or if there is any result other than the family members dying or leaving the farm.

While this game is set in Africa, it is very applicable and relevant to the issues faced in many countries in Central and South America where a large number of people earn their living through agriculture. I think that the game could be used as an experiential means of starting discussions and raising awareness about the harsh realities of developing countries. It could further serve as a starting point for exploring the complexity of poverty or farming practices. I definitely would supplement such lessons with other resources, but I think the game would be a valuable one to use – especially to allow students to interact with such issues in a different way.

Moreover, it is possible to play the game in Spanish; the directions and explanations all appear in Spanish. Students could make lists of unfamiliar vocabulary that could be discussed in class or could be assigned the task to figure out what new words mean using the context of the game. Specific structures could be highlighted as well – either those that appear in descriptions or the events that pop up throughout play. Truly, the game lends itself to both cultural and grammatical objectives, which could be assessed through in-class discussions, personal reflections (such as a game journal log), and potential projects.

An example of the annual report in Spanish. 

I do see value and great potential in this serious game, however I think it would be very easy for students to become desensitized and just play to earn more money and "stay alive" for the sake of the game. However, with proper supplemental materials (perhaps some added background information about farming and techniques used), teacher guidance, and meaningful discussions (about students' experiences, reactions, etc.), I think that 3rd World Farmer could have the impact it’s designers desire.