Doomed,
I can understand the responses of many of the members here about kids not getting out enough, playing in the real world, etc., and I agree with them to an extent. However, I have a slightly different take.
I'm a 33-year-old Ph.D. candidate in English and instructional technologist, and I teach college courses in literature and digital humanities. In my role as an instructional technologist, I collaborate with a variety of faculty to design assignments and projects in their courses that make use of technology for learning. For example, in an upper division course on apocalyptic thought in American culture, I helped the professor design blogging assignments that led cumulatively to larger multimedia projects and eventually research papers. On the idea that you can demonstrate understanding of a concept by translating it into a different medium, I helped students write and produce movies, and one particularly smart project involved a gallery of apocalyptic LOLcat images that were associated with passages from the King James Bible and its translation in LOLcat. I could see student-produced video games as a viable project for a humanities course.
All of this is to say that I take digital media -- including video games -- very seriously. They're such an integral part of our culture and experience, that it's a false divide to consider them as an alternate reality. Facebook, Royal Enfield Fora, and other social networking services are not part of our virtual lives, they're part of our real lives, and there are real-world consequences to what goes on there. Do some people become too invested in the digital aspect of life? Sure. But with a proper balance the digital and analog are mutually very stimulating.
When I was five or six (ca. 1981-2), I finally badgered my dad into buying us an Atari 2600, which was addicting. Then came the Nintendo, and then an Apple ][gs with its own set of video games. For a time I definitely got more interested in video games than in sports (which as a youngster I was never good at) and other outdoor activities. What I see now is that the level of absorption and engagement with some video games is not very different from reading a book or watching a film, though I think those activities are more enriching than the vast majority of video games. What is more, the human response to video games is as worthy of study as the human response to other art forms.
After 9/11 (I live in NYC and saw it all, and had to smell it directly for many months), my roommate picked up Return to Castle Wolfenstein, and I was blown away by the level of historical research, engineering, and artistic talent that went into creating that sort of game. I hadn't played a video game probably since I was 11 years old. I would have to say that the violence and first person perspective of the game helped me to work through some of the anger, as well as new thought processes I was having about things like enemies, the romanticization of warfare for propaganda, the role of the hero in culture and psychology, and so on. That's not to say Wofenstein is literary (it isn't), but video games can have crucial importance to our lives just like certain pop songs, movies, or other works that make felicitous entries into our lives. I hear there are video games out there that are intellectually complex. I just don't have time to play them if I want to finish my dissertation.
I also played Enemy Territory, the free online version of Wolfenstein, for a while, in part because I enjoyed the social aspect. You get to play on teams, strategize with each other, talk smack to the other team. It's good clean violent fun and you get to meet all kinds of interesting people doing it. But I have a very active social and family life outside all that.
Anyway, I apologize for writing so much, but your topic was interesting to me and I just sort of gushed. Thanks for the excuse to procrastinate.
What are you studying? What video games do you like? What kind of games do you want to design? What schools/programs are you interested in?
Jeff