scholarly journals Video Games as Concepts and Experiences of the Past

10.5334/bck.h ◽  
2021 ◽  
pp. 81-92
Author(s):  
Aris Politopoulos ◽  
Angus A. A. Mol

More and more, people do not experience the past through books, museums, or even television, but through video games. This chapter discusses how these popular entertainment products provide playful and fun experiences of the past.

Sexualities ◽  
2021 ◽  
pp. 136346072110136
Author(s):  
Caroline Bem ◽  
Susanna Paasonen

Sexuality, as it relates to video games in particular, has received increasing attention over the past decade in studies of games and play, even as the notion of play remains relatively underexplored within sexuality studies. This special issue asks what shift is effected when sexual representation, networked forms of connecting and relating, and the experimentation with sexual likes are approached through the notion of play. Bringing together the notions of sex and play, it both foregrounds the role of experimentation and improvisation in sexual pleasure practices and inquires after the rules and norms that these are embedded in. Contributors to this special issue combine the study of sexuality with diverse theoretical conceptions of play in order to explore the entanglements of affect, cognition, and the somatic in sexual lives, broadening current understandings of how these are lived through repetitive routines and improvisational sprees alike. In so doing, they focus on the specific sites and scenes where sexual play unfolds (from constantly morphing online pornographic archives to on- and offline party spaces, dungeons, and saunas), while also attending to the props and objects of play (from sex toys and orgasmic vocalizations to sensation-enhancing chemicals and pornographic imageries), as well as the social and technological settings where these activities occur. This introduction offers a brief overview of the rationale of thinking sex in and as play, before presenting the articles that make up this special issue.


2021 ◽  
Vol 2 (4) ◽  
pp. 13-35
Author(s):  
Juan Pablo Fernández-Cortés

In the past two decades, the study of video game music has come into its own and gained acceptance in the academic community. This subdiscipline, now commonly referred as ludomusicology, is still attempting basic questions concerning how it can be researched. This article aims to present the current situation and to reflect about some of the main lines of research related to the music of video games and their culture, a field of ongoing research that has received little attention in Hispanophone academia up to the present time. This article was originally published in Anuario Musical 75 (2020): 181–99 and has been translated for the Journal of Sound and Music in Games. https://doi.org/10.3989/anuariomusical.2020.75.09


2016 ◽  
Vol 44 (4) ◽  
pp. 532-564 ◽  
Author(s):  
Scott Alan Metzger ◽  
Richard J. Paxton
Keyword(s):  

2020 ◽  
Vol 3 (1) ◽  
pp. 32-43
Author(s):  
Oliver Brown

This article examines and critiques the American copyright regime's increasingly protective approach to video games and their subject matter. Over the past decade, a trio of district court decisions have bolstered protection for video games by relaxing standards for protectability and substantial similarity. Subsequent rulings, concerning both games and other forms of intellectual property, suggest this protective streak will continue. While heightened protection might provide a necessary deterrent to ‘cloning’ and other kinds of impermissible copying, it will also endanger valuable forms of appropriation. After decades of limited copyright involvement, mimesis has become an important element of game creation – widely tolerated by the gaming community as a source of inspiration, interoperability, and cultural conversation. A more expansive view of protectability may inhibit imitative behavior that has, in the past, benefited new creators and fans without harming the economic expectations of prior authors. Moreover, that new approach, which relies heavily on juries for unpredictable, case-by-case determinations, may restrict the financial and creative outlook of the video game industry at large. In its first section, this article identifies the elements of video games that have been deemed protectable under copyright law. The second section summarizes foundational video game case law, in which courts established restrictive standards for protectability and substantial similarity. The third then discusses the paradigm shift towards more expansive protectability, recounting cases where courts found games worthy of heightened protection. In its fourth section, this article argues that the protective trend has yet to peak, looking to evidence gleaned from recent copyright suits. A concluding section outlines the risks of overprotection, cautioning against a potentially unreasoned and impractical copyright standard.


Author(s):  
James Andrew John Piggott

This article presents two related ideas. Firstly, video-games should be considered a historically relevant medium through their capacity to generate narratives and lessons of the past. Secondly, the issue of censorship – the doctoring of the past when creating said narratives – is as equally detrimental to history as shown within video-games as it is in alternative formats. The historical significance of censorship within video-games, however, has been largely ignored, mainly due to the perceived ‘trivial’ or ‘ludified’ nature of the medium. As a result, the historiographical capacity of video-games continues to be trivialised and undermined. These arguments are covered over three sections. The first unpacks several criticisms of video-games, in turn showing the medium’s historical capacity. The second uses the example of Nazism to describe and explain the presence of censorship within video-games and the rationale that informs it. The final section links these two ideas, discussing the historical impact of censorship within video-games and why the ‘ludic frame’ of video-games seemingly shadows their equally significant ‘historical frame’. 


2019 ◽  
Vol 7 (4) ◽  
pp. 198-212 ◽  
Author(s):  
Adam M. Large ◽  
Benoit Bediou ◽  
Sezen Cekic ◽  
Yuval Hart ◽  
Daphne Bavelier ◽  
...  

Over the past 30 years, a large body of research has accrued demonstrating that video games are capable of placing substantial demands on the human cognitive, emotional, physical, and social processing systems. Within the cognitive realm, playing games belonging to one particular genre, known as the action video game genre, has been consistently linked with demands on a host of cognitive abilities including perception, top-down attention, multitasking, and spatial cognition. More recently, a number of new game genres have emerged that, while different in many ways from “traditional” action games, nonetheless seem likely to load upon similar cognitive processes. One such example is the multiplayer online battle arena genre (MOBA), which involves a mix of action and real-time strategy characteristics. Here, a sample of over 500 players of the MOBA game League of Legends completed a large battery of cognitive tasks. Positive associations were observed between League of Legends performance (quantified by participants’ in-game match-making rating) and a number of cognitive abilities consistent with those observed in the existing action video game literature, including speed of processing and attentional abilities. Together, our results document a rich pattern of cognitive abilities associated with high levels of League of Legends performance and suggest similarities between MOBAs and action video games in terms of their cognitive demands.


Author(s):  
Noah L. Schroeder

Throughout the past two decades, researchers have seen rapid innovations in the field of learning technologies. Virtual reality, video games, and online learning are becoming quite common in educational contexts. Pedagogical agents are often present in a variety of these virtual environments. Pedagogical agents are virtual characters with an on-screen presence that are designed to facilitate learning in multimedia environments. In this chapter the author examines the theoretical rationale for incorporating a pedagogical agent into a learning environment, critically examines their effectiveness for learning, and discusses how they have been implemented in research studies to date. Suggestions for future research in virtual reality environments are highlighted.


2020 ◽  
Author(s):  
Sarah Wang ◽  

As the novel coronavirus continues ravaging communities worldwide, children and adults are spending more time than ever before on their electronic devices. Social networking websites, streaming platforms, and video games accumulate hours of usage. Students and employees are turning to remote learning and working. Even before the COVID-19 pandemic, teleworking was already on the rise. In the US, the population of employees working remotely increased from 19.6% in 2003 to 24.1% in 2015, and in Sweden, the prevalence of working from home jumped from 5.9% in 1999 to 19.7% in 2012 (Feldstead & Henseke, 2017). Research conducted by the Trades Union Congress (TUC) reported that the teleworking rate in the UK increased by at least 20% over the past decade. There are currently no official reports on the increase of remote working in 2020. However, given the current pandemic situation along with the rapid advancement of technology each day, the numbers are expected to be at an all-time high. This may introduce the world to a new set of health problems: the Digital Eye Strain syndrome.


Author(s):  
Pei Qin Tan ◽  
Kim Hua Tan

The contributions of video games to learning, including vocabulary acquisition, have been acknowledged over the past few decades. In-game instructions may account for the majority of such contributions. This study checks whether such instructions can pique the curiosity of participants and subsequently enhance their vocabulary acquisition. Ten 11 to 12-year-old pupils were recruited for a month-long video game experiment. Three instruments, including vocabulary tests, interview questions and observation checklists, were employed. The qualitative data were analysed to determine the key aspects of in-game instructions and how they enhance the vocabulary acquisition of these pupils. Findings show that not all participants have gained additional vocabulary from in-game instructions. Whilst all participants were interested in playing the video game, only four of them showed curiosity towards the in-game instructions. Therefore, the usefulness of in-game instructions fundamentally depends on the attitudes of players towards the game, the suitability of the language level being used in the game and the players’ demand for such instructions.


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