scholarly journals Kaahailua idyllissä

2021 ◽  
Vol 34 (4) ◽  
pp. 7-23
Author(s):  
Haron Walliander

Tutkin artikkelissani lähipeluun menetelmin, miten kotimainen digitaalinen peli My Summer Car (Suomi 2016) esittää 1990-luvun lama-ajan Suomen maaseutua ja miesten joutilaisuutta. My Summer Car on yhden ihmisen, Johannes Rojolan, projekti, ja siten se kuvaa tekijänsä näkemyksiä esittämästään aikakaudesta. Pelin vertailukohtana käytetään maaseutua ja joutilaisuutta käsitteleviä humoristisia elokuvia sekä televisiosarjoja. Kysyn, miten peli eroaa niistä.Esitän, että My Summer Car luo lama-ajan Suomesta omannäköisensä tulkinnan, jossa pelien omaleimaisuus vaikuttaa joutilaisuuden kokemiseen. Selviytymispeligenre pakottaa pelaajan aktiiviseksi toimijaksi, jolloin pelaajan positio suhteessa muihin pelin joutilaisiin hahmoihin muuttuu. Tällöin joutilaisuuden ja aktiivisen toimijuuden raja hämärtyy, ja peli pakottaa pelaajan näkemään joutilaisuuden monipuolisemmin. Joutilaisuus–aktiivisuus-asetelma on My Summer Carissa erilainen verrattuna kotimaisiin elokuviin ja televisiosarjoihin. My Summer Carissa maaseudun pelillistäminen on tarkoittanut sitä, että poikakulttuuriin olennaisesti kuuluva homososiaalisuus on poissa, sillä pelistä puuttuu käytännössä nuorten miesten yhteisöllisyys. Jäljelle jää vain rappioromantiikan ideaali, jota toistetaan.Avainsanat: joutilaisuus, rappioromantiikka, maaseutu, nostalgisointi, digitaaliset pelitSpeeding in the Idyll. The Representation of 90s Recession Era Finnish Countryside and Idleness in My Summer CarIn this article I explore through close playing method how the Finnish digital game My Summer Car (2016) depicts the fictional Finnish countryside during the 90s recession and the idleness of men. My Summer Car is a project of one person, Johannes Rojola, and thus describes the author’s views on the era he presents. The game’s representation is compared with other humorous films and television series situated in the countryside. The research focuses on the idleness represented in My Summer Car and asks how the game differs from these other Finnish audiovisual products.I claim that My Summer Car creates a unique interpretation of the recession in Finland, in which the uniqueness of digital games affects the experience of idleness. The survival game genre forces the player to become an active player, changing the player’s position in relation to other idle characters in the game. In this case, the line between idleness and active action is blurred and the game forces the player to see idleness in a more versatile way. The idleness–activity setting in My Summer Car is different from other Finnish movies and TV series. Gamification of My Summer Car’s countryside causes homosociality, an integral part of boy culture, to vanish, as there is no sense of community among young men in the game. All that remains is the repeated ideal of romanticized decadence.Keywords: idleness, romanticized decadence, countryside, nostalgization, digital games

2016 ◽  
Vol 20 (1) ◽  
pp. 237-254 ◽  
Author(s):  
Marleena Mustola ◽  
Merja Koivula ◽  
Leena Turja ◽  
Marja-Leena Laakso
Keyword(s):  

The discussion around children’s digital game culture has resulted in two contradictory images of children: the passive, antisocial children uncritically and mechanically consuming digital game content and the active, social children creatively using and interacting with digital game content. Our aim is to examine how these seemingly contradictory ideas of “active” and “passive” children could be considered. By means of empirical examples of children playing digital dress-up and makeover games, we will point out that for the successful use of these concepts, they need to be thoroughly contextualized. By discussing the context and referent of activity and passivity, it is possible to overcome the unnecessary polarization of the discourses on children’s digital game culture. If the purpose is to advance the multidisciplinary discussion on digital games and childhood, the naive or careless use of the concepts of activity and passivity should be avoided.


2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet

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”.


ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.


10.2196/12853 ◽  
2019 ◽  
Vol 6 (7) ◽  
pp. e12853 ◽  
Author(s):  
Emily Collins ◽  
Anna Cox ◽  
Caroline Wilcock ◽  
Geraint Sethu-Jones

Background Engagement in activities that promote the dissipation of work stress is essential for post work recovery and consequently for well-being. Previous research suggests that activities that are immersive, active, and engaging are especially effective at promoting recovery. Therefore, digital games may be able to promote recovery, but little is known about how they compare with other popular mobile activities, such as mindfulness apps that are specifically designed to support well-being. Objective The aim of this study was to investigate and compare the effectiveness of a digital game and mindfulness app in promoting post work recovery, first in a laboratory setting and then in a field study. Methods Study 1 was a laboratory experiment (n=45) in which participants’ need for recovery was induced by a work task, before undertaking 1 of 3 interventions: a digital game (Block! Hexa Puzzle), a mindfulness app (Headspace), or a nonmedia control with a fidget spinner (a physical toy). Recovery in the form of how energized participants felt (energetic arousal) was compared before and after the intervention and how recovered participants felt (recovery experience) was compared across the conditions. Study 2 was a field study with working professionals (n=20), for which participants either played the digital game or used the mindfulness app once they arrived home after work for a period of 5 working days. Measures of energetic arousal were taken before and after the intervention, and the recovery experience was measured after the intervention along with measures of enjoyment and job strain. Results A 3×2 mixed analysis of variance identified that, in study 1, the digital game condition increased energetic arousal (indicative of improved recovery) whereas the other 2 conditions decreased energetic arousal (F2,42=3.76; P=.03). However, there were no differences between the conditions in recovery experience (F2,42=.01; P=.99). In study 2, multilevel model comparisons identified that neither the intervention nor day of the week had a significant main effect on how energized participants felt. However, for those in the digital game condition, daily recovery experience increased during the course of the study, whereas for those in the mindfulness condition, it decreased (F1,18=9.97; P=.01). Follow-up interviews with participants identified 3 core themes: detachment and restoration, fluctuations and differences, and routine and scheduling. Conclusions This study suggests that digital games may be effective in promoting post work recovery in laboratory contexts (study 1) and in the real world, although the effect in this case may be cumulative rather than instant (study 2).


2020 ◽  
Vol 25 ◽  
pp. 109-125
Author(s):  
Bartłomiej Mycyk

The medium of digital games is constantly evolving, as many recently-published games are crucially different from titles that were popular several dozen years ago. This, as well as the com-mercial supersystems concept of Marsha Kinder, is the contribution of analysing the problem of digital game definition in this paper. The main aim of this article is to emphasise differences between digital games and other, similar artefacts. The author attempts to achieve it by constructing definition of digital games that covers all examples of the electronic entertainment medium. By doing so, the author attempts to analyse the most crucial elements and properties of digital games, e.g. their files available in the memory of digital devices, as well as aims that are supposed to be solved by the player during gameplay.


2017 ◽  
Vol 9 (4) ◽  
pp. 265-283 ◽  
Author(s):  
Aung Pyae ◽  
Tapani N. Liukkonen ◽  
Luimula Mika ◽  
Christina Kattimeri ◽  
Veroline Cauberghe ◽  
...  

Attitudes and motivation towards physical exercises play a vital role for elderly people’s adherence to exercise. In recent years, digital games have been used to enhance elderly people’s experiences in physical exercises. However, there is a limited number of studies regarding elderly people’s attitudes and motivation towards digital game-based exercises. In this study, we aim at investigating the Finnish elderly people’s attitudes towards physical and digital game-based exercises, as well as their motivation in the gameplay. Furthermore, we intend to investigate if digital games can be an alternative way of exercising for elderly people. We conducted a user experience test of the “Skiing Game” with 21 elderly participants in Finland. We applied both qualitative (e.g. interview) and quantitative (e.g. questionnaires) methods to collect data from the participants. Then, we analyzed the data by using SPSS and Nvivo. The findings show that the Finnish elderly people’s attitudes towards physical exercises are more positive than digital game-based exercises. However, their attitudes towards digital games have become more positive after the gameplay. Their in-game and post-game user experiences were moderately positive. Their motivation to play digital game-based exercises was moderately high after the gameplay. Their feedback towards the Skiing game was positive. They recommend that digital game-based exercises can be an effective way of exercising. Based on these findings, we recommend that digital games are promising to be used as an alternative way of exercising for the Finnish elderly people. The discussion in this study can help researchers gain insights about using digital games for promoting elderly people’s participation in physical exercises.


Author(s):  
Daniela Ramos ◽  
Bruna Santana Anastácio ◽  
Gleice Assunção da Silva ◽  
Clarissa Venturieri ◽  
Naomi Stange ◽  
...  

In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.


2020 ◽  
Vol 9 (3) ◽  
pp. 326-346
Author(s):  
Beverley Foulks McGuire

Abstract This paper explores structural similarities between playing a digital game and experiencing grief. The digital game Mandagon evokes a sense of loss through its game environment of grey mountainous landscapes, broken wooden scaffolds, and Tibetan temples and prayer flags in states of disrepair. It elicits feelings of disorientation and dependency as players repeatedly fall from scaffolds but ascend by using lifts or finding air bubble streams underwater. It encompasses terrestrial, corporeal, and cosmic crossings as players move through air, land, and water, as they neither inhabit nor encounter a human body, and they cross various cosmic thresholds through the course of the game. For players struggling with grief, it validates and normalizes feelings of emptiness, loneliness, and vulnerability in the wake of death and loss.


Author(s):  
Brian Herrig

This chapter discusses the development and implementation of an introductory programming unit within a seventh grade technology education course. The goal of this unit was to introduce the concepts of programming to middle school students in a way that was accessible and unintimidating. Digital games provide an inherent level of engagement not present in other programming activities, and the digital game environment provides a safe platform for experimentation without concern for safety or equipment. The curriculum described in this chapter provides many practical examples of how digital games can be incorporated into a technology education classroom to engage students in the world of programming.


2018 ◽  
pp. 159-172 ◽  
Author(s):  
Phu Vu ◽  
Martonia Gaskill

This chapter examined five cases of pre-service teachers' abilities and attitudes towards creating and using digital games in their future teaching. Participants included five pre-service teachers at a Midwest public university. The participants underwent the same research procedure including: pre-project open-ended interview, training session, and post-project open-ended interview. The researchers analyzed participants' responses to the interviews and the quality of the games they created, using the Educational Electronic Games Rubric. Results showed that students not only enjoyed learning about digital games, but also were able to create quality games without coding knowledge or advanced technology skills. Five participants indicated that they plan on creating and integrating digital games into their future teaching.


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