Main Body
Chapter 3 – On the Trail of Educational Games: A Reception History of The Oregon Trail by Karen Bruce Wallace
On the Trail of Educational Games: A Reception History of The Oregon Trail
by Karen Bruce Wallace
You are a farmer from Illinois. You have heard of a new territory to the west in a place called Oregon. You’ve heard rumors of the rich and fertile land in the Willamette Valley, and believe it holds not only the potential for abundant crops but a fresh start for you and your family. You tell your wife that you are heading west, and she is nervous at first. She knows that not everyone makes the long and dangerous trip to Oregon, and she is scared of ending up in a hastily dug grave by the side of the road, but you are determined.
Selling your land, animals, and seed, you raise more money than you have ever had in your life: $400. You feel as wealthy as a king, until you arrive at the general store, and have to purchase supplies for the trip. Matt the shopkeeper is warm and welcoming, but many people have passed through his doors on the way to Oregon, and he is clearly determined to rich of the boom. Your money quickly dwindles to nothing, as you purchase oxen, food, clothes, and ammunition. Matt refuses to haggle, tapping his pipe, and saying someone else will pay for it. On the way out, you pass a banker, who has a team of eighteen sleek, well-fed oxen hooked up to his wagon, and you feel a pang of trepidation. Still, you quickly get over it. You will soon be in Oregon, and become richer than that banker.
A few days later, you and your family leave. At first, the journey is smooth. The oxen make good pace, the weather is fine, and your family is in good spirits. However, when you arrive at the Big Blue River Crossing, you try to ford it, and you meet with disaster. The river is too deep and the current too strong. It overwhelms your wagon, washing away two yokes of oxen and pounds of precious food, and causing your youngest son to drown. Your wife is distraught and wants to return to Illinois, but you have sacrificed too much, and need to push forward to make it worthwhile.
With fewer oxen, your pace is slower. Your provisions, already depleted by the accident at the river, begin to run out. When you attempt to trade with people, they are uninterested in anything you have to offer. When you try to go hunting, you only find squirrels, and they skitter away mockingly before you can hit them. Once, you see a buffalo in the distance, but it thunders off when you approach it. You put your family on bare bones rations, yet the food eventually runs out, and they begin to starve. Your daughters die, and your wife follows them soon after. You can see she has lost her will to live.
You press on without them, driven by your singular purpose. You will get to Oregon, and start a new life, a new family. Days later, you feel the chills begin, and your stomach cramp painfully within you. Shortly after, you die of dysentery.
Forging the Trail: A Brief History of Oregon Trail
In 1971, American schoolchildren began their journey along a digital version of the Oregon Trail, virtually tracing the wagon tracks of around four hundred thousand pioneers who had traveled the two thousand miles from Missouri to Oregon in the nineteenth century. Assuming the role of banker from Boston, a carpenter from Ohio, or a farmer from Illinois, they made decisions about when to leave, what supplies they needed to purchase and how best to manage them, and how to navigate situations such as crossing rivers, choosing a path to follow, or hunting for food. In the process, their pioneers were afflicted by a series of random and terrible misfortunes, managing to lose their way on the trail, be robbed of pounds of food and yokes of oxen, and suffer from broken limbs, typhoid, and, of course, the ever-present dysentery. With good management and some luck, they would make it safely to Oregon.
Jeff Gerstmann explains The Oregon Trail in 60 seconds (Gerstmann, 2006).
The Trail Begins in Minnesota
This digital learning experience was the creation of three student teachers and roommates from Minnesota: Don Rawitsch, Bill Heinemann, and Paul Dillenberger. As Lussenhop (2011) recounts from her interviews with the three men, they found themselves in a challenging situation, as they had been assigned to schools in the poorest neighborhoods of Minneapolis, where they had access to limited resources and struggled to win over a disinterested student population. An idealist at heart, Rawitsch refused to be discouraged by the apathy in his eighth-grade history class, and instead adopted innovative strategies, such as dressing up as historical figures, in order to reach his students. As part of this approach, he developed the idea for a board game, in which his students could assume the role of pioneers, and travel along the Oregon Trail by rolling dice. He sketched out a map from Independence, Missouri to the Willamette Valley in Oregon, broke it down into a series of spaces, and created a set of cards that spelled out obstacles that pioneers might face, such as broken wagon wheels or snakebite. When Heinemann and Dillenberger arrived home that night, they discovered him working on it (Lussenhop, 2011). At the point, Heinemann made the observation that Rawitsch’s board-game would make an ideal computer application, since the program could track such factors as money and supplies (Wong, 2017). Rawitsch’s response was that he needed it by next Friday (Wong, 2017).
As Lussenhop (2011) and Wong (2017) explain, Heinemann and Dillenberger both had taken some classes in computer programming during their college studies, and took it upon themselves to digitize Rawitsch’s game. In the early 1970s, few people had computers in their homes, unless they were hobbyists with an interest in electronics. As a result, the two men spent the next fourteen nights in the computer lab- cum-janitor’s closet at Rawitsch’s school, entering code into a teletype machine – a form of electromechanical typewriter that hooked up to a mainframe, and could run basic programs. As a result, the original version of Oregon Trail was played in a purely text-based form. The teletype would slowly print out prompts on its roll of paper, and students would have to type in the responses. The hunting game was particularly ingenious: instead of the point-and-shoot game of later versions, players would type in “BANG,” “POW” or “BLAM,” and, if they were quick and accurate enough, they would bring down their prey. When players eventually arrived at the Willamette Valley, a bell inside the teletype machine would ring to signal their achievement (Lussenhop, 2011; Wong, 2017).
On 3 December 1971, Rawitsch’s class of eighth-grade history students played The Oregon Trail for the first time, as Rawitsch dragged the teletype machine into the classroom, divided his students up into groups, and provided them with a paper map of the trail to guide them (Rossen, 2018). As he only had one teletype machine for 25 students, he presented the game as one of a number of activities, including reading about the westward movement, or collecting pictures, or working on a map (Wong, 2017). When each group had its turn on the teletype, they soon became engrossed in working out how to spend their money, how to pace themselves on the journey, and deal with hardships such as disease or starvation (Rossen, 2018). To be more successful, they divided roles up among themselves, appointing one person the typist, making another in charge of the budget, and asking a third to be the cartographer (Wong, 2017). They even worked out how to break the game in some cases, discovering that, if they entered a negative amount of money, they could give it to themselves (Lussenhop, 2011).
At the end of the semester, Rawitsch left the school, but he took Oregon Trail with him. Although he did not see a future for the game beyond the class, he used the teletype machine to print out the code on a long roll of paper, and then deleted it off the server (Rossen, 2018).
MECC Takes up the Trail
Lussenhop (2011) picks up the story three years later. In 1974, Rawitsch had graduated from college, but found himself facing the draft. The war in Vietnam was drawing to an end, and he was among the last group of men called up for selective service. Rawitsch was a conscientious objector who disapproved of the war, and he applied to be exempted on those grounds. While his application was approved, he was required to perform two years of alternative service that benefited the country in some way. Through an old college professor, Rawitsch got in touch with Dale LaFrenz, one of the founders of the newly-formed Minnesota Education Computing Consortium (MECC) (Lussenhop, 2011).
According to Dyson (2016), MECC’s initial mission was to provide computing access to schools across Minnesota, implementing a mainframe timesharing system that meant more than 95% of schoolchildren across the state had computer access. At the same time, MECC was responsible for creating many of the educational games of the era, which they made available through the shared mainframes (Dyson, 2016). Lussenhop (2011) notes LaFrenz initially hired Rawitsch to liaise between MECC and community colleges, but encouraged him to pitch ideas for new programs. With Heinemann and Dillenberger’s permission, Rawitsch dug out the printed code, retyped it into the teletype, and made some revisions for greater historical accuracy. Most notably, he read through the journals of settlers, tallied up how often they experienced events, and used those statistics to set the probabilities in the game. When the game was released through MECC, it became their company’s biggest hit, with students across Minnesota accessing it thousands of times (Lussenhop, 2011).
The Trail Spreads across the United States
Yet, The Oregon Trail went on to achieve even greater success towards the end of the decade. As Dyson (2016) recounts, in 1977, Steve Wozniak and Steve Jobs released the Apple ][, an 8-bit microcomputer that was remarkable for its power, affordability, and six-color graphics. MECC recognized the potential of the Apple ][ for educational purposes, and proceeded to order so many of the machines that they became the largest vendor of Apple products. In turn, they redesigned their software titles for the new platform, including The Oregon Trail. Through MECC’s generous software licensing program that allowed schools to buy one disk and make unlimited copies, the game spread across the country, and became a national phenomenon. It is this version that most people have in mind when they think of The Oregon Trail (Dyson, 2016).
Since then, The Oregon Trail has been released in many different editions for platforms including DOS, Windows, the Nintendo Wii and 3DS, and even the Android. It gave rise to spin-offs such as The Amazon Trail and The Yukon Trail. Over 65 million copies of the game have been sold in the past forty years, and it was added to the Strong National Museum of Play’s World Video Game Hall of Fame in 2016 (The Strong, 2016). In the induction, the Strong (2016) noted that “The Oregon Trail not only instructed players in American history but introduced them to computers…. [It] is perhaps the oldest continuously available video game ever made, but, more importantly, it pioneered a blend of learning and play that showcases the valuable contribution games can make to education.”
Memories of The Trail: Students’ Memories of The Oregon Trail
To explore the game’s pedagogical and cultural significance, I asked eighteen Americans between the ages of 25-40 to share their memories of the trail. Almost all of these Americans represent the generation who were in the classroom during the late 1980s and 1990s when computers became prevalent in schools across the United States, bringing with them both computer-assisted instruction and educational video games. Between 1983 and 1989, the number of computers in classrooms increased almost tenfold, going from 250,000 to 2.25 million — that is, there was about one computer for every twenty students by the end of the decade (Berger, 1989). While a far cry from the present day’s one-to-one laptop or tablet programs, this ratio meant that most students had some contact with a computer, which meant they had some contact with The Oregon Trail. In fact, the game was a cultural touchstone for this generation that Garvey (2015) playfully coined the term “The Oregon Trail generation” to refer to the micro-generation that was born in the late 70s and early 80s, who “grew up with household computers, but [they] were still novel enough to elicit confusion and wonder.”
To collect these students’ memories, I sent out an online survey with three simple questions:
- What were your experiences with The Oregon Trail?
- What are your strongest memories of The Oregon Trail?
- Did you encounter The Oregon Trail in an educational context or in another context? How do you think that affected your feelings about or your experiences with the game?
The Oregon Trail in Classroom and Non-Classroom Contexts
In analyzing the responses I received, I discovered that almost all of my informants encountered it in a classroom context, although, significantly, few of them played it explicitly in a history or geography class as game-based instruction. Matt C. mentions that his teachers used it for education, but “it was so fun [he] never noticed the geography lessons [he] was getting.” Likewise, Rebecca P. notes that she encountered it at school, and her experiences in class “helped to integrate the history and the game experience,” with the result that the content has stuck with her for a very long time.
In contrast, most of my informants did not experience it as a specific part of their program of education. In many cases, it was purely a fun game that they played. Billy D. called it a “fun change of pace from lessons.” Danielle Y. described it as a “game to play after the work of the class was done,” as she got to play it in any extra time she had in computer class after keyboard exercises were done. Likewise, John L. noted that he was “often the kid in class who complet[ed] work the fastest, and Oregon Trail was another reason to finish first to get to the computer.” Similarly, Rick H. explained that it was “a loosely educational reward for doing more rigorous work in math, etc.” Cynthia R. added that “encountering it in an educational setting made it seem more silly novel to [her], since [she] was in school basically playing ‘hunting simulator’,” and that it “felt like [she] was getting away with something.”
The teachers did not seem to do much to dispel this perception, either because they did not want to destroy the students’ perception that they were having fun, or because they themselves did not have the necessary technical and pedagogical knowledge to frame it in a more educational way. As Walter S. bluntly puts it, “it was quickly dismantled for what it was as a game – there was very little context given regarding ‘why’ we were playing Oregon Trail; it just happened to be only game educators thought wasn’t Doom.”
Even so, some students picked up valuable lessons that their instructors may not have explicitly planned. Bridget M. and Sarah E. noted that they learnt about math, budgeting, and managing resources from it.
Moreover, certain of my informants encountered it outside of their own classroom context. Judith O. encountered it in her mother’s elementary-school classroom, where she had a computer set up in the back of the classroom. She and her brothers would spend hours playing The Oregon Trail over the summer, while her mother set up and decorated the classroom for the new year. When she was allowed to visit and play during the school year, she viewed it as a special treat. In similar fashion, Ursula D. described playing it at home on her parents’ desktop computer, and so viewing it purely as an entertaining game to be played on her own time. Likewise, Archie B. encountered it in a recreational context at a friend’s house, where they played it and its sequels so often that he still associates it with that family’s study. Perhaps most unusually, Frank S. mentioned he played the game for the first time during college. He downloaded it from an abandonware site, and played it in his dorm, getting a few other people in his dorm hooked on it in the process. For him, it was purely an entertaining video game, though he admits that he may have picked up some trivia along the way!
The Oregon Trail as a Game
Perhaps because of this context, many of the informants remembered it primarily as a game, rather than educational software. In exploring this aspect, it may be useful to have in mind Bernard Suits’ (1978) standard definition, which is that a game is “the voluntary attempt to overcome unnecessary obstacles” (pp. 54-55). The Oregon Trail presented students with genuinely challenging obstacles, which they had to overcome. The game was not easy and it was not always fair, which seemed to add to its appeal. They could make all the right choices and still experience random events that made it impossible or challenge to continue. Frank S. vividly remembered a thief stealing all twenty of his oxen in one night, leaving him stranded. He managed to trade for another ox and continue the journey, but then his lone animal collapsed a day later, and ended the run in disaster. Likewise, Tara S. noted that she once caulked her wagon to float it across the river, but ended up losing a lot of important items in the process.
In general, my informants felt that the river crossings were particularly fraught. Archie B. described it as “one of the most tense moments in the game (as such crossings always went terribly, particularly for the axles and, somehow, the yokes).” Part of what made the crossings so nerve-wracking was that players had to make a choice: they could ford the river, caulk their wagon and float it across, take a ferry, or wait for conditions to improve. Any of the choices had the potential to lead to disaster in the short or long term, and cause people to experience intense regret; despite the randomness of the game, their decision made them feel responsibility for the result. Unsurprisingly, then, Bridget M. described that moment in the game as “the agonizing choice of fording vs. ferry,” while Danielle Y. spoke of “the frustration of deciding to ford when [she] obviously should have taken the ferry.” Even when players had almost arrived at their destination, they had the option of facing a final, terrifying ride down the river, which could put an abrupt end to the journey. Billy D. highlighted a particularly infuriating moment from his own experience, remembering his frustration at “[t]he first time [he got] all the way to Oregon just to have [his] wagon fail to make it down the river!”
Consequently, when people beat it, they felt a real sense of accomplishment. Matt C. recalled the feeling he had when he made it across the country with his party intact, while Kayla R. noted how happy and proud she was when she reached Oregon safely for the first time.
Moreover, many of my informants voluntarily invented their own unnecessary obstacles. For instance, Cynthia R. noted how she spent all of her money on bullets at the start of the game and would simply hunt until she died, essentially treating the game as a shooter until she replaced it with Wolfenstein. John L. played the game in a similar way, as he maxed out on bullets and bought no food. He relied on his hunting skills to survive the trail, and cursed the fast-moving squirrels that were impossible to catch. Even more creatively, Frank S. attempted to speed-run the game before class one morning and managed to get to Oregon in 15 minutes. He also made it a personal mission to hunt the buffalo to extinction, and would often shoot over seven hundred pounds of food in one expedition, of which he would have to leave most to rot!
These memories help to indicate part of why The Oregon Trail has been such a success, and hold a lesson for instructors, instructional designers, and game developers. Unlike other edutainment software, The Oregon Trail succeeded as a game. It was fun. It included mechanics that had little overt educational value, such as the hunting mini-game. Beyond indicating that pioneers would often have to hunt for food and that buffalo weighed several hundreds pounds, it did not teach any particular lessons. It also gave its players a genuine challenge, and allowed for the possibility of failure, which meant that students did not experience it as patronizing or simplistic. As a result, it indicates that educators and game developers should design a successful game first, and then incorporate educational content.
Personalization, Customization, and Memorable Moments on The Oregon Trail
Furthermore, The Oregon Trail gave readers freedom and scope for creativity, which added to its game-like appeal. Many of my informants mentioned personalization as a key part of the experience. Sarah E. mentions naming her party of pioneers after her sisters and pets, Beth M. used the names of her friends and family, and Billy D. talks about playing the game with this friends and naming the members after the people involved in the session. In a darker vein, Robyn J. noted that she and her friends often named their party after their enemies, and hoped they would die of dysentery. (The author may have engaged in similar naming practices in the Worms games, and understands the appeal of that kind of virtual schadenfreude.) In either case, part of the appeal was being able to insert yourself and people you knew into the world, and seeing what happened to them on the trail.
In the same vein, some of my informants mentioned that the customizable gravestones were a memorable aspect of the game. Rick H. and Beth M. both mentioned that they remember coming across gravestones with their or other people’s names. In particular, Ursula D. noted that she enjoyed composing epitaphs for the tombstones that could be found in later games, allowing her to explore her passion for creative writing. In addition, the gravestones were another aspect of the game which allowed students to break the rules, and subvert behavioral expectations for the classroom in an excitingly taboo way. Walter S. noted that the ability to leave grave markers with curse words was “the funniest thing that could ever happen to a 7 year old.”
Interestingly, one particular tombstone gained the status of a meme in the 1990s. It read: “Here lies andy; peperony and chease.” (Spelling was not Andy’s strong point.) As the lore goes (Conradt, 2009), Andy’s game was saved on a disk that was heavily pirated, with the result that many players of the game encountered that particular tombstone. Andy was apparently inspired by a Tombstone pizza commercial, in which a bandit hanging a sheriff snarled “What do you want on your tombstone?” and the sheriff cheerfully replied “Pepperoni and cheese!”
Staying with memes, many of the informants mentioned dying of dysentery. As Judith O. put it, “I always died of freaking dystentery – always – which helped me learn what dysentery is.” It is worth exploring why dying of dysentery became the meme most associated with the game. In a follow-up conversation, Billy D. theorized it was because, unlike broken arms and legs, children had no idea what dysentery was or how people contracted it, and yet it afflicted their pioneers frequently throughout the trail. It was a memorably mysterious affliction. When they did discover what it was, it might have only increased its appeal. Children find poop funny, especially once they realize that it is inappropriate to speak about it in certain situations. Death through pooping would be hilarious to many children, and the school setting would have only increased its taboo appeal. At the same time, the alliteration of “you have died of dysentery” would have made it even more memorable.
These more granular memories also contain a lesson for educators and game developers. Specifically, they suggest that it is important to design games in ways that allow for freedom, even if that means running the risk that students will use that freedom in inappropriate ways. Students enjoy having input into the game, either through personalizing aspects of the experience, or through expressing themselves and their (sometimes twisted) sense of humor. It is important not to have too many constraints. At the same time, they show that it is important not to shy away from some adult themes or subjects. The Oregon Trail dealt with death and disease in an explicit way, and they remain two of the most memorable parts of the game for my informants.
The Technology of the The Oregon Trail
Finally, some of the commentators remembered the technology associated with the game. Rick H. mentioned that he found the game exciting as it was one of the first opportunities he had to use a computer. Kayla R. vividly recalled the green graphics of the wagon and the oxen, Robyn J. and Bridget M. described the large green and black screens on which they encountered it, while Sarah E. spoke about how it was the first game she encountered that had the potential to be played in full color. Ursula D. loved the music and tried to find what she could of it to practice on the piano. To draw out one final lesson, then, The Oregon Trail suggests the importance of educational games being technologically innovative, or at least on par with current technology. Very often, present-day educational games are inferior in terms of sound, graphics, and other technical features, which lead students to become disengaged. Once again, educators and game developers need to focus on creating successful games first, rather than using the educational content as a pretext to develop inferior products, and reasoning that it is at least better than a lecture or worksheet.
The Trail Continues
If we are to explore the reception of The Oregon Trail, though, we cannot simply stop with the memories of students who played it in the 1980s and 1980s, given its ongoing cultural presence. We are living in an age of nostalgia, where we remember our pasts through remakes, remixes, and revisions. The most recent example of this trend has been Steven Spielberg’s (2018) highly successful Ready Player One, which is adapted from Ernest Cline’s (2011) novel of the same name, and which turns nostalgia into plot and characterization. Although set in 2045, the movie contains a wealth of Gen-X and Millennial pop culture references, with one reviewer counting around 205 Easter eggs (Crow and Cecchini, 2018). As the movie runs only 140 minutes, that is over one pop culture reference per minute.
Memes
As a shared touchstone for a generation of American schoolchildren, The Oregon Trail has participated in this cultural moment, giving rise to memes, merchandise, and media. The following gallery provides just a small sample of the memes about the game that exist on the internet:
The Memes of Oregon Trail (Sourced from Bouchard, 2016; Know Your Meme, 2018)
In Bouchard’s (2016) discussion of The Oregon Trail memes, he notes that some of them make straightforward references to elements of the game, such as the hunting and being able to carry on 100lb of meat back to the wagon, being unable to cross the river, or dying of dysentery. As he points out, you have to know the game in order to understand and appreciate the humor, which lies mostly in recognition of a shared experience. In other cases, though, the memes offer a mash-up with another pop-culture element, such as Doctor Who, Space Invaders, Star Wars, Red Dead Redemption, or Breaking Bad in the above examples. They may also involve the application of a standard meme template, such as the “one does not simply” meme, the bad luck Christmas Kid meme, and the 1890s kids’ problems meme. In both these cases, the creators remix the elements, and make them into part of a larger web of nostalgic references. The pleasure lies in perceiving the twist on the standard element, or in appreciating the combination of references.
Merchandise and Media
At the same time, the game has also give rise to reactions on a larger scale in the form of merchandise and media. Amusingly, people can relive the game in a fashion reminiscent of Rawitsch’s original vision for it, as it has given rise to two officially-licensed card games. In the creatively-named The Oregon Trail Card Game (Pressman Toy Corp., 2016), you build the trail out of individual cards, which may be associated with calamities on the trail, rewards in town, or river crossings that can cause you to lose items. You also have supply cards that you can use to resolve calamities. In The Oregon Trail: Hunt For Food Game (Pressman Toy. Corp, 2017) you lay out hunting cards in a grid, and roll dice to manipulate them in various ways. Neither game has been particularly well-received, perhaps due to their overly simplistic mechanics. The video game also has inspired an unofficial dice-drafting game, Pioneer Days (Tasty Minstrel Games, 2017) in which you build a team to travel the Oregon Trail, and then roll dice to determine what resources you can find or perils you face.
Perhaps the most ambitious response, however, was provided by a parody video game The Organ Trail, which was first released by the indie studio The Men Who Wear Many Hats in 2010, and which also reflected the zombie fad of the time. In it, players take on the role of a group of survivors, who have to travel across a zombie-infested, post-apocalyptic America to find a safe haven on the other side of the country. The game plays out in a remarkably similar way to The Oregon Trail, as you choose a survivor, buy initial provisions, and then begin the long journey to safety. You force your way through zombie hordes instead of crossing rivers, and shoot zombies and zombie bears instead of hunting game, but the mechanics remain identical. Subsequently, The Men Who Wear Many Hats have come out with new cuts of the game, which add their own twists on it: character customization, conversations with survivors, boss fights, optional jobs that may involve defending towns from zombies or bandits, and “choose-your-own adventure style encounters” on the road (The Men Who Wear Many Hats, 2018).
The game also lives on in more subtle ways as an influence for other video games. To cite just one example, FTL: Faster than Light (Subset Games, 2013) seems to take some structural inspiration from The Oregon Trail. In it, you take on the role of a federation scout who is attempting to keep intelligence away from rebels. To accomplish this goal, you travel across eight sectors, following a map where you able to plot our your route, and fleeing a rapidly expanding wave of rebel forces that discourage backtracking. Consequently, it has the same sense of constant forward progression as The Oregon Trail. Moreover, the start of the game, you choose a ship, and customize your crew by changing their names and appearance, which is roughly equivalent to picking out your pioneer, and naming your wagon’s members. Along the way, you have to manage your supplies, such as fuel (cf. food), missiles (bullets), and scrap (cf. wagon parts). You also have to deal with environmental hazards in ways that recall the river crossing. At each stop, you experience random events, although they are significantly more complex than the simple diseases, injuries and thefts on The Oregon Trail. While not a direct interpretation, the game’s structure is reminiscent of The Oregon Trail, and suggests that it may have been an influence.
As this overview of The Oregon Trail‘s influence should suggest, the game has become a cultural icon in the forty years since it has been released, fondly remembered by the students who played it in the past, and who ensure that it lives on through memes, media, and merchandise that they create. It shows how a well-designed, creative educational game can transcend the boundaries of the classroom, and become a worldwide phenomenon. It sets a standard to which all educators and game developers should aspire in their use of gamification and game-based learning, and shows that it is possible to make an educational game that succeeds as both education and game.
References
Bouchard, R. P. (2016). Appendix 1: The Oregon Trail Memes. You Have Died of Dysentery: The Making of the Oregon Trail. Retrieved from http://www.philipbouchard.com/OT-book/OT-appendix1.html
Conradt, S. (2009). The Quick 10: The Oregon Trail Computer Game. Mental Floss. Retrieved from http://mentalfloss.com/article/21690/quick-10-oregon-trail-computer-game
Crow, D. & Cecchini, M. (2018). Ready Player One: Complete Easter Egg and Reference Guide. Den of Geek. Retrieved from http://www.denofgeek.com/us/movies/ready-player-one/272148/ready-player-one-easter-eggs-references-movie-guide-complete
Dyson, J.-P. (2016). MECC, the company that launched educational gaming. The Strong: National Museum of Play. Retrieved from http://www.museumofplay.org/blog/chegheads/2016/10/mecc-the-company-that-launched-educational-gaming
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Lussenhop, J. (2011). Oregon Trail: How three Minnesotans forged its path. City Pages. Retrieved http://www.citypages.com/news/oregon-trail-how-three-minnesotans-forged-its-path-6745749
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Rossen, J. (2018). Sally died of dysentery: A history of The Oregon Trail. Mental Floss. Retrieved from http://mentalfloss.com/article/523694/sally-died-dysentery-history-oregon-trail.
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Subset Games. FTL: Faster than Light. (2013) Shanghai, China: Subset Games.
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Wong, Kevin. (2017). The forgotten history of ‘The Oregon Trail,’ as told by its creators. Motherboard. Retrieved from https://motherboard.vice.com/en_us/article/qkx8vw/the-forgotten-history-of-the-oregon-trail-as-told-by-its-creators