scholarly journals Challenging “Play”

2021 ◽  
pp. 79-101
Author(s):  
Heather Wardle
Keyword(s):  
Young People ◽  
Digital Games ◽  
Game Play

AbstractOur understanding of when gaming ends and gambling begins is unclear. This has been hotly debated among theorists and the inclusion of gambling-like practices within digital games makes this even more indistinct, arguably subverting traditional notions of what it means to play. We are hyper-attuned to changes in game play because we know the learning power and potential of games and thus worry, rightly or wrongly, about their content: debate over loot boxes is the latest example of this. Whilst young people themselves have varied perspectives on whether wagering with or for in-game currency or items is gambling or not, they do tend to see these practices as coercive and as potentially addictive. They are acutely aware that these gambling-like mechanics do precisely what they were designed to—obtain money—raising broader questions about the ethics and responsibilities of the games industry as the creators of this content.

scholarly journals Language in Game Rules and Game Play: A Study of Emergence in Pandemic

2015 ◽  
Vol 5 (6) ◽  
pp. 1 ◽  
Author(s):  
Rei Masuda ◽  
Jonathan DeHaan
Keyword(s):  
Discourse Analysis ◽  
Speech Acts ◽  
Digital Games ◽  
Foreign Languages ◽  
Future Research ◽  
Board Game ◽  
Academic Vocabulary ◽  
Game Play ◽  
Analysis Tools ◽  
Compare And Contrast

<p class="western"> </p><p>Language and games are both creative activities that can exhibit unexpected behaviors and meanings. Previous studies in the connections between games and language have focused on digital games. The current study investigated the emergence of language in a modern cooperative board game (Pandemic) and used discourse analysis tools to compare and contrast the textual rule book and oral discussions in observed gameplay in terms of speech acts and vocabulary. Unexpected language did emerge in the gameplay, and in general, the longer text and sentences of the rulebook contained more academic vocabulary, and the shorter game play language contained more slang and expressives. Limitations of the study are elucidated and suggestions for future research and uses of analog games for learners of foreign languages are offered.<strong></strong></p><p class="western"><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><br /></span></span></span></p>

The older player of digital games: A classification based on perceived need satisfaction

2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Qualitative Study ◽  
Digital Games ◽  
Need Satisfaction ◽  
Digital Game ◽  
Game Play ◽  
Perceived Need ◽  
Freedom Fighters ◽  
Larger Sample

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

Games-Based Learning in the Classroom and How it can Work!

2009 ◽  
pp. 274-286 ◽  
Author(s):  
Helen Routledge
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Digital Divide ◽  
Real World ◽  
Digital Games ◽  
Practical Guide ◽  
The Impact ◽  
Changing Role ◽  
Theoretical Overview

Based on real-world experiences using a variety of digital games, this chapter presents a guide for teachers on how to use games-based learning in the classroom. Beginning with a theoretical overview of the change in learning styles and the growing digital divide, the impact that games have had on young people will be discussed. The limitations faced and ways to overcome these to create effective pedagogical experiences when using games will follow. The second half of this chapter aims to provide a practical guide for teachers wishing to integrate games into their classrooms, beginning with an overview of the changing role of the teacher, moving onto preparation guidelines, before finally discussing assessment and practical implementations.

scholarly journals Storied lessons: Learning from anger in childhood by narrating

2019 ◽  
Vol 43 (6) ◽  
pp. 553-562 ◽  
Author(s):  
M. Pasupathi ◽  
C. Wainryb ◽  
K. Oldroyd ◽  
S. Bourne
Keyword(s):  
Young People ◽  
Video Game ◽  
Game Play ◽  
Video Game Play ◽  
Anger Reduction

We evaluated whether narrating anger-provoking events promoted learning from those events, as compared with other responses to anger, and whether the effectiveness of narrative depended on age. In addition, we tested relations between anger reduction and learning and, in a subset of participants, between narrative quality and learning. A sample of 248 young people (eight to 17 years old) recalled an anger-provoking experience and were randomly assigned to one of four activities: recalling the event a second time; narrating the event; and distraction (via video game play or conversation). The young people then recalled the event one last time, and rated the extent to which they had learned from that event. Younger children reported more learning when they had narrated their experience. Youths reported more learning when they had narrated the event more frequently prior to participation. Stronger reductions in anger following regulation were associated with greater self-reported learning. Finally, more elaborative and less resolved narratives were associated with greater self-reported learning.

scholarly journals Exploring factors related to college student expertise in digital games and their relationships to academics

2017 ◽  
Vol 9 (1) ◽  
pp. 28-36
Author(s):  
Karla R. Hamlen
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Latent Variables ◽  
Digital Games ◽  
Personal Control ◽  
Success Factor ◽  
Academic Outcome ◽  
Digital Game ◽  
Game Play ◽  
Subject Specific

AbstractDigital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.

Moral Choices in Digital Games

2020 ◽  
pp. 707-724
Author(s):  
Cleve Graver ◽  
Fran C. Blumberg
Keyword(s):  
Real World ◽  
Digital Games ◽  
Moral Judgments ◽  
Digital Game ◽  
Game Play ◽  
Game World ◽  
Moral Decisions ◽  
Theoretical Perspectives ◽  
Growing Body ◽  
Moral Choices

Digital game play is increasingly acknowledged as an activity in which moral decisions are made. Research to date has largely addressed decisions pertaining to transgressions despite opportunities for prosocial moral choices. These decisions range from relatively benign acts of cheating to gain advantage within a game to the more egregious infliction of physical harm on virtual others to advance one’s goals. Research examining the ramifications of these transgressions as they apply to perceptions of game play and to real-world behaviors is still relatively new and largely studied among undergraduate participants. We survey this growing body of work with consideration of the theoretical perspectives that have been used to frame it and the factors, such as game narrative and mode of play, that have been identified as impacting players’ moral judgments and choices in the digital game world.

The Importance of Digital Games for Children and Young People

2013 ◽  
Vol 221 (2) ◽  
pp. 65-66 ◽  
Author(s):  
Mark Blades ◽  
Fran C. Blumberg ◽  
Caroline Oates
Keyword(s):  
Young People ◽  
Digital Games ◽  
Children And Young People

Uncovering young children’s transformative digital game play through the exploration of three-year-old children’s cases

2017 ◽  
Vol 18 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Youn Jung Huh
Keyword(s):  
Young Children ◽  
Real Life ◽  
Physical Space ◽  
Digital Games ◽  
Virtual Space ◽  
Learning Tools ◽  
Digital Game ◽  
Game Play ◽  
Everyday Lives ◽  
Digital World

In contrast to studies focusing on digital games as learning tools, this study shows how young children use digital games as a means of facilitating spontaneous play in their everyday lives. This article highlights how 4 three-year-old children’s play with digital games revealed their ability to create new forms of play by mixing their digital game play and other play in real life. In addition, this study shows various examples of young children breaking game boundaries (e.g. rule-breaking; using virtual space as a source for their spontaneous play; navigating between virtual and physical space for their play) in their digital game playing. This finding suggests that digital games do not entirely change or displace other practices in early childhood, but young children’s digital game play is very closely related to their spontaneous play as it occurs in their everyday lives. Young children are agentic and capable users of digital technologies, incorporating the digital world for their own purposes.

scholarly journals Jogos eletrônicos e ensino de língua portuguesa: algumas reflexões / Electronic games and Portuguese language teaching: some reflections

2017 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Andréa Pisan Soares Aguiar
Keyword(s):  
Young People ◽  
Social Action ◽  
Language Teaching ◽  
Electronic Devices ◽  
Digital Games ◽  
Special Importance ◽  
Valuable Resource ◽  
Human Relations ◽  
Cultural Artifacts ◽  
Electronic Games

RESUMO:As discussões em âmbito acadêmico que consideram o potencial dos jogos digitais para além do entretenimento têm ganhado relevância e se tornado mais frequentes. A presença da tecnologia e, consequentemente, dos games, na vida dos jovens é uma realidade da qual os professores podem se valer para promover aulas, conteúdos e atividades mais envolventes (GEE, 2009; LEFFA; PINTO, 2014), que suscitem nos estudantes o prazer pela busca do conhecimento, o senso colaborativo e a autonomia, requisitos de especial importância em um mundo em que muitas das relações humanas são mediadas por dispositivos eletrônicos. No que se refere ao ensino de línguas, foco deste estudo, os games têm se mostrado um recurso valioso, especialmente porque permitem a abordagem dos fatos linguísticos de forma contextualizada. Neste artigo, reflete-se sobre o uso de jogos eletrônicos no ensino de língua portuguesa; especificamente, no ensino de gêneros textuais orais e escritos. Enfatiza-se a concepção sociointeracional da linguagem (KOCH, 2006) e a noção de ação social (MILLER, 2009) que revestem não só os gêneros textuais, mas também os games, uma vez que ambos constituem artefatos culturais por meio dos quais os indivíduos agem socialmente. Visando ressaltar as relações que podem ser estabelecidas entre jogos digitais e ensino de língua portuguesa, tecem-se considerações sobre conteúdos linguísticos que podem ser explorados por meio do jogo Life is Strange.PALAVRAS-CHAVE: ensino; língua portuguesa; gêneros textuais; ação social; jogos eletrônicos. ABSTRACT: Academic discussions that consider the potential of digital games beyond entertainment have gained relevance and become more ubiquitous these days. The presence of technology, and consequently of games, in the lives of young people is a reality that teachers can take advantage of to promote more engaging lessons, contents and activities (GEE, 2009; LEFFA; PINTO, 2014) that could provide students with pleasure in the search for knowledge, collaborative sense and autonomy, which are requirements of special importance in a world mediated by digital electronic devices that permeate human relations. Regarding language teaching, focus of this study, games have proved to be a valuable resource, especially because they allow an approach to linguistic facts in a contextualized way. This paper then proposes a reflection on the use of electronic games in Portuguese language teaching, specifically in the oral and written textual genres teaching. It emphasizes the socio-interactional conception of language (KOCH, 2006), as well as the notion of social action (MILLER, 2009) that covers not only textual genres but also games, since both of them constitute cultural artifacts through which individuals can act socially. In order to highlight the relations that can be established between digital games and Portuguese language teaching, some considerations are made about linguistic contents that can be explored through the game Life is Strange.KEYWORDS: teaching; Portuguese language; textual genres; social action; electronic games.

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