Concentric Circles: A Lens for Exploring
the History of Electronic Games
International Center for the History of Electronic Games®
© 2008, The Strong®
Updated version © 2021

Introduction
This document is excerpted from “A Framework for Interpreting, Collecting, and Exhibiting
Electronic Games,” an internal white paper written by Dr. Jon-Paul Dyson in 2006 to help informa collecting and exhibition program for The Strong’s efforts to collect, preserve, and exhibit
the history of video games. This document guided the foundation of the International Centerfor the History of Electronic Games (ICHEG), the development of eGameRevolution (a majorinteractive exhibit at The Strong), and other ICHEG exhibits and collections initiatives that
followed.
The International Center for Electronic Games defines electronic games broadly to include
video games, computer games, console games, arcade games, handheld games, and toys thatcombine digital and traditional play. The ICHEG collections are therefore broadly inclusive andencompass not only games and game platforms, but also a wide variety of other material such as
packaging, advertising, publications, electronic-game-inspired consumer products, literary andpopular inspirations of electronic-game imagery, historical records, personal and business papers,
and other associated artifacts and documents that represent or illustrate the impact of electronic
games on people’s lives. All of these types of material will be included in varying degrees andways in the exhibit.

International Center for the History of Electronic Games • www.icheg.org

1Given the breadth of electronic games and their far-reaching impact, it is useful to imagine
exploring their history through a lens of concentric circles, each representing a particular layerof interpretive analysis. Such an approach might look something like this:Concentric Circles in the History of Electronic Games
I. The Games(the software and hardwarethat people play)

II. The Producers(individuals and businesses
that make the games)
III. The Players(experiences of andeffects on users of the games)
IV. Play(electronic games
as an aspect of play)

The impact of electronic games is broad. They are a rapidly evolving new form of play and arehaving a profound effect not only on how people play, but also on how they learn and how they
connect to each other.
This approach to interpreting electronic games involves a continual zooming back and forth ofthe lens of focus, from a tight focus on the games themselves, to a broader look at who makesthese games and how they are made, to a wider-angle view of their impact on players andsociety, to a panoramic consideration of them through the lens of play. Interpreting electronic
games also includes examining these issues historically, considering not only the evolution ofInternational Center for the History of Electronic Games • www.icheg.org

2the games themselves, but also the deeper layers of culture that underlie them. Exploring thesecircles of interpretation requires asking many questions. Here are a few of them—by no means
an exhaustive list—with some preliminary thoughts about answers.
Circle 1: The Games• What cultural forces inspire electronic games? Electronic games do not
emerge ex nihilo, out of nothing. They use rules, techniques, and models firstcreated for non-electronic games and toys. In other words, digital play often
resembles traditional play. The Sims echoes centuries of doll-house play,practically every electronic role-playing game is based on Dungeons andDragons, and John Madden Football is merely a simulation of the real sport.
Sometimes the cultural influences are more diffuse—it is no surprise that the firstvideo games emphasized extraterrestrial warfare at a time when the United States
and the Soviet Union were engaged in a space race.
• When was the first electronic game invented? The first electronic game (atleast the first one that used a graphical interface) was probably A. S. Douglas’s
Noughts and Crosses (1952), a tic-tac-toe game that ran on Cambridge’s EDSAC
computer. William Higinbotham invented a tennis game (1958) that ran on an
oscilloscope, but Spacewar! (1962) was probably the first video game to run on acomputer.
• What was the first mass-market electronic game? Magnavox’s Odyssey first
appeared in 1972; Atari’s Pong broadened the market when it began selling tohome consumers in 1975.
• What have people used to play electronic games? Electronic games always
play on some type of computer, whether a general-purpose computer, one
specially designed to run electronic games, or even one built into a toy or mobile
device. Originally, people played electronic games on public computers on
mainframe systems or on arcade machines, but with the rise of home computing,they increasingly played games on their own machines. Today, more and moregame play is taking place on the Internet, which is a hybrid of public and private.
• What are the different styles of electronic games? There are many different
styles, or genres, of electronic games, just as there are many different genres ofbooks or movies. Sometimes games are categorized by the type of play that is
involved. There are adventure games, puzzle games, sports games, role-playing
games, and many more. Games are also organized by the platform on which they
are played or by the length of game play, hence there are games for consoles suchas PlayStation 3 and Wii, mobile games, casual games, massively multiplayer

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3online games, and so on. As with books and movies, particular products crossgenre boundaries or may inhabit different genres at different parts of the game.
• What are the most popular games both historically and currently? Everyage of electronic games has produced its favorites. Early on, arcade classics likePong, Space Invaders, and Pac-Man caught the public’s imagination. Later,home system classics like Super Mario Bros., Sonic the Hedgehog, The Legend of
Zelda, and Halo became best sellers. Some titles, such as Mortal Kombat, Doom,and Grand Theft Auto achieved success by spicing good game play with a large
dose of notoriety. Other games, such as John Madden Football and The Sims,
have been best sellers from generation to generation. In 2008, total retail salesof gaming hardware, software, and accessories in the United States
topped $21 billion.
Circle 2: The Producers• Who have been the key electronic game designers? Just as there are famous
authors (e.g., Charles Dickens or Mark Twain) or famous film directors (e.g.,
Steven Spielberg or George Lucas), there are famous game designers. Industry
insiders and devoted players know them well, even if their names might be
obscure to the average American. People like Will Wright, Shigeru Miyamoto,and John Carmack have changed the style, structure, and substance of games.
• Where have designers gotten their ideas? Sometimes designers are inspiredby other electronic games, but equally important are other influences. Will Wrightcame up with The Sims after watching his daughter play with her doll house;traditional Japanese souvenir dolls known as Kokeshi inspired the minimalist Mii
figures in Nintendo’s Wii.
• How are electronic games made? In the beginning, when computers wereless powerful, passionate individuals could create simple electronic games.
Today, most electronic games involve teams of programmers, designers, project
managers, artists, and testers, often working with budgets of millions of dollars.
Still, the best games usually have one prime person who delivers the passion,
imagination, and perhaps the code that brings the game to life. In addition, theInternet is opening up new distribution channels, and the independent gaming
community is gaining new life as seen in the success of games such as Line Rider.
• How does someone become and electronic game designer? Once upon atime, any young kid with a computer and a basic knowledge of programming
could make an electronic game almost as compelling as those sold commercially.
Those days are gone. As the industry has grown larger and the programming
demands have become more complicated, schools and colleges such as theInternational Center for the History of Electronic Games • www.icheg.org

4Rochester Institute of Technology and Southern Methodist University have gamedevelopment programs to train the next generation of programmers.
• What companies have played key roles in producing electronic games?
Electronic games have always been made as much by companies as individuals.
Over time, those companies have changed, as pioneers like Atari, Coleco, andSega stumbled and new firms such as Nintendo entered the fray. Today, thethree main producers of electronic gaming hardware are Sony, Microsoft, andNintendo, and there are thousands of firms producing games. Some of the largest
independent game producers today include Electronic Arts, Activision Blizzard,
and Ubisoft.
Circle 3: The Players• Who plays electronic games? It used to be easy to say who played electronic
games: pre-teen and teenage boys and a few men with an interest in computers(some would have called them “geeks”). That simple formulation no longer
applies. Today, as shown through surveys such as those done by the Pew ResearchCenter, kids of both sexes are playing electronic games almost as soon as they canmove a mouse or operate a joystick, and they do not stop playing as they grow up.
According to the Electronic Software Association, the average age of players is
now thirty-five, and it continues to rise. Women are also playing electronic games
more and now represent about 38 percent of all players. In certain segments ofthe market, such as casual games that require smaller investments of time andmoney, woman may be a majority of players. Recently, additional numbers ofolder Americans have begun playing electronic games. Still, even as the gameplaying population has grown more diverse, the most committed, compulsive, andcompetitive players tend to be young and male.
• Will electronic games always appeal most to boys? In the early years of video
games, boys tended to be the primary users, with a great majority of boys playing,
and a much higher percentage of boys than girls playing for long stretches oftime. This prompted some commentators to dismiss electronic games as merely
a “boy thing.” And yet just as the use of new technologies such as the Internet
has equalized between the sexes, so girls, too, have increasingly become playersof electronic games. This has gone hand in hand with the evolution of the games
themselves. Whereas early electronic games tended to prize action and violence,
more and more electronic games are now focused on social interactions and noncompetitive play, things girls tend to enjoy more than boys. Thus, while males
still make up the majority of video-game players, females predominate in certain
games such as The Sims, in which 70 percent of the players are females under age
twenty-five. As electronic games move toward formulas that do not isolate people

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5but bring them together, more girls and women will likely become players. The
success of the Wii has stemmed in large measure from its ability to break down
traditional gender and age barriers.
• To what learning styles do games appeal? The Strong’s National Museumof Play is committed to Howard Gardner’s Theory of Multiple Intelligences,incorporates it into the design of all exhibits and education programs, andis therefore interested in what types of learning styles electronic games canaccommodate. The answer is surprisingly broad. Massively multiplayer
online play arenas like Second Life appeal to people with strong interpersonal
intelligences, while meditative, problem-solving games like Myst find favor withthose who tend to be intrapersonal thinkers. Visual thinkers like video games
full of action, and those who favor bodily-kinesthetic approaches love Dance
Dance Revolution or Wii Fit. Musical thinkers can’t get enough of Guitar Hero,Rock Band, or SingStar. Computers’ flexibility lets programmers appeal to manydifferent styles of learning. Indeed, the JumpStart line of educational software
intentionally builds the Theory of Multiple Intelligences into the structure of its
games, letting guests approach the game from whatever style of learning they tend
to favor.
• Do electronic games make people smarter or have the opposite effect?
The educational value of electronic games is much debated, and, as with all
good debates, this question is not easily answered. Researchers such as Daphne
Bavelier of the University of Rochester and James Paul Gee of Arizona State
University have identified specific positive learning outcomes from playing video
games, such as increased visual acuity and better problem-solving skills. Stephen
Johnson has generalized many of these arguments in his book Everything Bad
is Good for You: How Today’s Popular Culture is Actually Making Us Smarter,
arguing for the cognitive benefits of playing video games by highlighting themental complexity the games demand. There is little evidence that electronic
games do educational harm, and studies have found only negative correlations(i.e., no correlation) between the amount of time people spend playing electronic
games and their academic performance in school. Still, some theorists worry
that while electronic games may enhance certain narrow problem solving skills,
they may also discourage imagination and creativity by focusing kids’ play invery narrow ways. Bottom line, this is a question in which there will be as many
opinions as there are commentators.
There is perhaps a better way of thinking about this problem: that the effect ofelectronic games will be to make people think differently rather than to makethem quicker or slower intellectually. Every revolution in media has had thiseffect. The rise of the written word thousands of years ago doomed the mnemonic

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6heroics of bards like Homer who could recite thousands of lines of poetry frommemory. When inexpensive, mass-produced novels appeared in the nineteenth
century, frightened critics warned that people would become shallow-thinkers
if they read a lot of books extensively rather than a few books intensively. Morerecently, television has been derided as the “boob tube” and the “idiot box,” but
I.Q. scores over the last fifty years have risen, not fallen. Undoubtedly kids whogrow up playing electronic games will begin to think in ways different than their
grandparents did, just as their grandparents thought in ways different than their
grandparents did. As James Paul Gee points out, electronic games teach a “newliteracy.” Exploring these changes in thinking wrought by electronic games is an
exciting and fertile area of inquiry.
• Do electronic games cause violent behavior or do they prevent it? To somepeople this question seems like a no-brainer. Surely, they argue, the violent
images and violent game play of many video games must inspire violence.
Combine that seemingly common-sense observation with rumors about events
such as the Columbine High School massacre in which the perpetuators were
supposedly influenced by violent scenarios in video games such as Doom, andit seems like an open-and-shut case that violent content in electronic games
inspires violence. Some psychological studies have indeed suggested thatplaying electronic games that have violent content causes increased arousal andaggression and a diminishment of prosocial behavior. However, there is also
contrary evidence about the effects of video games in the real world (as opposed
to controlled studies). For example, there has been a dramatic drop in violence—and especially youth violence—during the years that correspond with the rise ofelectronic gaming. So the answer is not clear. Do violent games promote real-life
violence? Or, do they have no effect? Or, do they actually have a negative effect,
perhaps by occupying the time and interest that gamers might otherwise devote
to real-life violence. After all, the Uzi that a player is carrying in a video gamemight be disturbing, but it’s far less likely to cause real harm than the air rifle or
hunting gun that many kids played with in former days. This is one of the mostcomplicated questions relating to electronic games, and it will likely remain so fora long while, as independent groups such as the former The Lion & Lamb Projectand Mothers Against Violence in America advocate against electronic games withviolent content, and passionate gamers use Web sites such as Penny Arcadeto speak out against what they regard as censorship.
• Do electronic games inspire obsessive behavior? Once again, recourse toearlier revolutions in media provides parallels for understanding the extent towhich electronic games are addictive. The rise of the novel, for example, broughtwith it warnings that women were losing themselves in the pages of Walter Scottand neglecting the housework. More recently, Robert Putnam in his book BowlingInternational Center for the History of Electronic Games • www.icheg.org

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Alone blamed television for the loss of social community as people abandon the
public sphere in favor of incessant television watching in their own homes. Still,
it is important not to blithely dismiss the addictive risks of electronic games.
Some critics argue that the reward/feedback mechanism of electronic games, inwhich players are given almost instant positive or negative reinforcement for what
they do, the way games keep players hooked by offering increasing complexity
and more challenging material, and the lure of playing in fantasy worlds lessproblematic than real life, all can lead to addictive behavior. Some of these critics
are psychologists, others are family members of players jilted by their loved ones’
obsession with gaming—the online game EverQuest even earned the nickname“EverCrack” among some frustrated people. The research will likely continue inthis area, as it is an issue that cannot be ignored.
• Do electronic games isolate people or bring them together? Not surprisingly,
the answer is “it depends.” Electronic games can isolate individuals when
they spend hours battling a computer opponent. But more and more, games
are becoming social experiences. Sometimes this happens when people gather
together to play—once people gathered to play in arcades, then neighborhood
kids sprawled in each others’ living rooms, and today grown-ups host LAN
parties where they hook up high-speed networks to play games together. Moreand more gamers even lug their computers to conference halls where they playvideo-game tournaments like chess players. Even more significantly, electronic
games are altering the very notion of community. As people join virtual worlds
and massively multiplayer online games like Second Life and World of Warcraft,they establish friendships with people all over the world. Of course, this can havenegative as well as positive connotations. For example, what happens to a real-life
marriage when a husband takes a virtual wife in an online game and then spends
hours chatting with her? Some research seems to point out that players in online
communities tend to create lots of relationships, but these may not be as deep asones formed in the non-virtual world. In the end the question is not whether or notelectronic games isolate people, but how they will alter the nature of community.
• What role should parents have in kids’ electronic game play? Whiletheoretical debates will continue about the addictive quality of electronic games,
there seems little doubt that parents should be involved in their kids’ electronic
game play, be knowledgeable about it, and be ready to set appropriate limits if
necessary. The important role parents and other adults have to play is an importantreason for The Strong and the International Center for the History of Electronic

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Games to address this issue. An opportunity exists not only to interpret electronic
games historically and as a central component of present-day play, but also toprovide useful information to parents rearing children in an age when play withelectronic games will be a way of life, not just a pastime.
Circle 4: Play• How is playing electronic games similar or different than previous formsof play? The study of electronic games reveals both continuities and changes
from older ways of playing. On the one hand, electronic games involve theuniversal elements of play that The Strong’s National Museum of Play articulates
in its Field of Play exhibit: anticipation, surprise, pleasure, understanding,strength, and poise. Electronic games also, as keen observers such as gamedesigner Ralph Koster note, tap into ancient human ambitions such as thedesire for power, control, and mastery. In that respect they are no different thanold classics like chess or Monopoly. And yet an expansive liberation from theconstraints of time, space, and ordinary life occurs in electronic games that has
no parallel in old-fashioned games and toys. Electronic games can offer play
simulations of real— world activities—from urban planning to stock car racing—that were never before possible. Questions about electronic games will be at thecenter of almost all future explorations of how we play.
• How will electronic games shape the future of play? Predicting the futureis always a hazardous enterprise, and it is especially so with electronic games.
They contain possibilities we cannot imagine now. What gamer would haveimagined that thirty years after bouncing an electronic square back and forth inPong, they could play virtual tennis with someone across the world by swinging
their wireless Wii controller? (Though it’s worth noting that Ralph Baer’s first
prototypes for Magnavox’s Odyssey included a golfing game that used a real golfclub.) Or, who could have imagined that they could replace their standard-issue
black AT&T telephone with a credit-card-sized mobile device chock full of games
to play? As technology moves forward at breathtaking speed, and as people apply
their unending inventiveness to game development, the eternal human passion forplay will manifest itself in ways we cannot even begin to imagine now.

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