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Journal articles on the topic 'Video game literacy'
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Stufft, Carolyn J. "Engaging Students in Literacy Practices Through Video Game Book Groups." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 17, 2018): 195–210. http://dx.doi.org/10.1177/2381336918787191.
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Teachers can harness the power of video games to foster interest and engage students in literacy activities. Within this study, seven 6th graders participated in a video game book group during language arts instructional time. The study focused on tweens’ figured worlds of literacy and video games and the intersections and divergences of these worlds. The research involved a comparative case study of two books (a video game text and a video game–related text), with all book group meetings audio-recorded, transcribed, and coded. The data provide support that tweens hold different figured worlds of in-school literacy versus gaming; this finding has implications for educators regarding tweens’ literacy practices within and beyond the classroom.
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Steinkuehler, Constance. "Massively Multiplayer Online Gaming as a Constellation of Literacy Practices." E-Learning and Digital Media 4, no. 3 (September 2007): 297–318. http://dx.doi.org/10.2304/elea.2007.4.3.297.
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The claim that video games are replacing literacy activities that is bandied about in the American mainstream press is based not only on unspecified definitions of both ‘games' and ‘literacy’ but also on a surprising lack of research on what children actually do when they play video games. In this article, the author examines some of the practices that comprise game play in the context of one genre of video games in particular — massively multiplayer online games (MMOGs). Based on data culled from a two-year online cognitive ethnography of the MMOG Lineage (both I and II), the author argues that forms of video game play such as those entailed in MMOGs are not replacing literacy activities but rather are literacy activities. In order to make this argument, the author surveys the literacy practices that MMOGamers routinely participate in, both within the game's virtual world (e.g. social interaction, in-game letters) and beyond (e.g. online game forums, the creation of fan sites and fan fiction). Then, with this argument in place, she attempts to historicize this popular contempt toward electronic ‘pop culture’ media such as video games and suggest a potentially more productive (and accurate) framing of the literacy practices of today's generation of adolescents and young adults.
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Sanford, Kathy, and Leanna Madill. "Critical Literacy Learning through Video Games: Adolescent Boys' Perspectives." E-Learning and Digital Media 4, no. 3 (September 2007): 285–96. http://dx.doi.org/10.2304/elea.2007.4.3.285.
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The rapidly growing phenomenon of video games, along with learning that takes place through video game play, have raised concerns about the negative impact such games are reputed to have on youth, particularly boys. However, there is a disconnect between the discourse that suggests that boys are failing in learning literacy skills, and the discourse that suggests that they are learning highly sophisticated literacy skills through engagement with video games. This article reports on a research project investigating the literacy skills boys are learning through video game play and explores whether these skills are actually beneficial and whether they aid learning or distract from more useful literacy learning and healthy pursuits.
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Stark, Doug. "Unsettling embodied literacy in QWOP the walking simulator." Journal of Gaming & Virtual Worlds 12, no. 1 (March 1, 2020): 49–67. http://dx.doi.org/10.1386/jgvw_00004_1.
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The purpose of this article is twofold: first, to cast a critical eye on an arguably conservative aspect of so-called ‘walking simulators’ ‐ their walking simulation and second, to position viral browser game QWOP (2008) as an intervention into dominant paradigms of video game walking control. The first half discusses how walking simulators inherit and share a ‘grammar of action’ for simulating walking with a number of other games (Galloway). I argue this grammar of action constitutes the reification of a particular subject position ‐ one associated with a normative bodymind ‐ in video gameplay via a combination of representations, control procedures and player ‘embodied literacy’ (Keogh). The second half considers QWOP’s alternate grammar of walking simulation and how this precipitates a different relationship between player and video game, prompting questions about distributed cognition, intentionality, failure and what it means for a game to be critical.
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Contreras-Espinosa, Ruth S., and Carlos A. Scolari. "How do teens learn to play video games?" Journal of Information Literacy 13, no. 1 (June 2, 2019): 45. http://dx.doi.org/10.11645/13.1.2358.
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The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games? In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens’ transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens’ video game experiences.
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Cunningham, Carolyn. "Girl game designers." New Media & Society 13, no. 8 (June 20, 2011): 1373–88. http://dx.doi.org/10.1177/1461444811410397.
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Educational programs designed to bridge the digital divide for girls often aim to increase girls’ technological literacy. However, little research has examined what aspects of technological literacy are highlighted in these programs. In this article, I provide a case study of a video game design workshop hosted by a girls’ advocacy organization. Through observations, interviews, and analysis of program materials, I look at how the organization conceptualizes technological literacy as contributing to gender equality. I compare this conceptualization to how technological literacy was taught in the classroom. Finally, I draw on situated learning theory to help explain how girls responded to the class. In the end, both the organization’s limited notion of how technological literacy could increase gender equality as well as gender and race differences between the teachers and the girls influenced girls’ participation in the workshop.
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Radtke, Rebekah, Eduardo Santillan-Jimenez, and Margaret Mohr-Schroeder. "Collaboration by Design: Development of a Video Game for Energy Literacy." International Journal of Designs for Learning 11, no. 2 (May 18, 2020): 46–54. http://dx.doi.org/10.14434/ijdl.v11i2.24109.
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University students, faculty, and staff from science, engineering, education, entrepreneurship, and design (SEE(E)D) backgrounds developed a video game to leverage outreach efforts promoting sustainability, science, technology, engineering, and mathematics ((S)STEM) to underserved students. This was accomplished by transforming a board game—previously developed and used to teach elementary students about complex and often misunderstood energy and sustainability issues—through a collaborative design process. The process of taking a tangible board game into the digital realm required significant design and pedagogical adaptations to maintain student learning outcomes and content delivery. Scientists, educators, and designers strengthened the graphical and pedagogical aspects of the game collaboratively to ultimately expand and deepen the energy literacy of elementary school students. This design case seeks to elucidate the multidisciplinary collaborative design process used by SEE(E)D faculty and researchers as well as students to redesign a board game into a didactic video game that is easier to both deploy and disseminate for the benefit of K-12 students and teachers.
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Lawrence, Anne M., and Michael B. Sherry. "How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action." Journal of Literacy Research 53, no. 1 (January 24, 2021): 29–52. http://dx.doi.org/10.1177/1086296x20986598.
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Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.
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Khalid, Tooba, Syeda Hina Batool, Ayesha Khalid, Henna Saeed, and Syed Waqas Hussain Zaidi. "Pakistani students’ perceptions about their learning experience through video games." Library Hi Tech 38, no. 3 (November 15, 2019): 493–503. http://dx.doi.org/10.1108/lht-03-2019-0068.
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Purpose The emergence of digital technological advances pushes educators for understanding and utilizing these technologies for classroom use. The current generation of teenagers has grown up in a networked world where everyone is immersed in technology-based gadgets in everyday life. Therefore, the purpose of this paper is to investigate video game-based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is the capital city of the province of Punjab. Literary works highlighted the importance of video games in developing academic and IL skills; therefore, the current research aims to reveal this fact in local context. Design/methodology/approach The present study adopted qualitative research design and utilized phenomenological research method to achieve study’s objectives. The data were collected through face-to-face interviews. The study participants were teenagers (aged 13‒19 years) of elite economic class of private schools where students normally owned latest video game gadgets. Findings Based on the study findings, it is elucidated that playing video games has a positive impact on teenagers’ learning, and it promotes quick thinking. The participants exert effort to achieve goals, take up challenges for completing different points at various stages of games and interact with online competitors. It enhanced their social communication, problem-solving and IL (searching/locating and evaluating) skills. Research limitations/implications The present study has some limitations. First, sample is limited to elite economic private schools of Lahore. Second, the lack of availability of regular video game players has limited the sample size, as Pakistan is a developing country and limited numbers of teenagers use and can afford gaming gadgets. Lastly, the results of this study are based on students’ perceptions, so there is a need to measure actual learning with assessments. Originality/value The results of the study are beneficial for the game developers, teachers, librarians and parents. The education sector may support video games usability as learning tools.
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Shliakhovchuk, Elena, and Adolfo Muñoz Garcia. "Intercultural Perspective on Impact of Video Games on Players: Insights from a Systematic Review of Recent Literature." Educational Sciences: Theory & Practice 20, no. 1 (January 28, 2020): 40–58. http://dx.doi.org/10.12738/jestp.2020.1.004.
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The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the diversification of the player base, until very recently little attention was devoted to understanding how playing video games affects the way people think and collaborate across cultures. This paper examines the recent literature regarding the impact of video games on players from an intercultural perspective. Sixty-two studies are identified whose aim is to analyze behavioral-change, content understanding, knowledge acquisition, and perceptional impacts. Their findings suggest that video games have the potential to help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces, to reinforce or weaken stereotypes, and to some extent also facilitate the development of intercultural skills. The paper provides valuable insights to the scholars, teachers, and practitioners of cultural studies, education, social studies, as well as to the researchers, pointing out areas for future research.
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Alberti, John. "The Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy." Computers and Composition 25, no. 3 (January 2008): 258–69. http://dx.doi.org/10.1016/j.compcom.2008.04.004.
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Triviño Cabrera, Laura, Alejandro Muñoz-Guerado, and Asunción Bernárdez-Rodal. "The educational potential of video games in the deconstruction of hegemonic masculinity through the VIGLIAM method (Video Games Literacy From Alternative Masculinities)." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 1 (March 29, 2021): 339–55. http://dx.doi.org/10.30827/profesorado.v25i1.8602.
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Generally, male video game characters represent a hegemonic masculinity based on a patriarchal system that shows as a protagonist and dominant a white, western, heterosexual, wealthy male, disabled man and anti-ecologist. Videogames are one of the most consumed entertainment industry products worldwide. For students, video games are spaces where to find their masculine identity. Therefore, education must include video games. Video games are used as an educational resource for the improvement of the teaching-learning process of students. However, the aim of this study is to propose a didactic method untitled VIGLIAM (acronym for Video Games Literacy from Alternative Masculinities). From this method, firstly, students deconstruct critically the hegemonic masculinity of the characters in video games. Secondly, students build critically and creatively alternative masculinities that promote a fairer and more equal society. From this way, students develop empowering and empathetic skills from categories as gender, race, class, sexual orientation, body and nature. In short, this research is part of masculinities studies in the area of education and it is fundamental in the light of the emergence of posmachism that arises given the possibility of the loss of male privilege.
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Rahayu, Nur W., and Nanum Sofia. "Pelatihan Literasi Digital Pada Sekolahrumah Salihah Yogyakarta: Animasi, Poster Digital, Video Dan Gim." Journal of Approriate Technology for Community Services 2, no. 2 (July 4, 2021): 50–59. http://dx.doi.org/10.20885/jattec.vol2.iss2.art1.
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Young people could learn and use technology in formal, informal and nonformal education effortlessly. As a legal nonformal education, homeschooling programs become more popular because the programs demonstrate some advantages, such as customized learning materials, personalized learning methods, and flexible learning schedules. However, some homeschooling communities face several problems related to digital literacy skill because of lack of teachers’ capacity and tools. To support digital literacy, a series of training has been conducted for teachers and students at Salihah Homeschool, Yogyakarta. It consisted of training of modern computer technology for teachers and multimedia training for students and parents. The second training taught students on how to make digital posters, videos, animations, and games related to Covid-19 pandemic. Survey showed half of the students were happy with the training activities. Furthermore, the most preferred lessons were animation and digital posters, while game and video tutorials were perceived difficult. Nevertheless, student participation showed a declining trend since the second day of training. Moreover, some parents expressed happiness with the training contents, but there were also parents who found difficulty as the parents were novice users. It implies future efforts to promote positive awareness of the ease of using IT and continuous monitoring to improve digital literacy.
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Shokri, Hossein, and Seyed Jalal Abdolmanafi-Rokni. "The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study." Studies in English Language Teaching 2, no. 3 (September 18, 2014): 266. http://dx.doi.org/10.22158/selt.v2n3p266.
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<p><em>This is a qualitative study in which video games were applied as one of the basic steps of language learning and literacy skill for specific students i.e. spelling. In this study 40 students from two classes at the age group of 14-16were randomly divided into two groups, control and experimental (each 20). The participants in the control group receive a placebo while the experimental group was presented with original computer games. During the treatment period the experimental group worked with each game by the teacher in the class. The classroom was equipped with the computer, television, overhead projector, etc. Each week they was subjected to one game. At the end of each session, the students were required to play the games and elicit words and spelling of them. After eight sessions of treatment, a questionnaire was filled out by the participants in the experimental group. The results of the study showed that the experimental group outperformed the control group. This finding subscribes to the role and efficacy of video computer games on spelling among students.</em></p>
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Sullivan, Dean, and Jessica Critten. "Adventures in Research: Creating a video game textbook for an information literacy course." College & Research Libraries News 75, no. 10 (November 1, 2014): 570–73. http://dx.doi.org/10.5860/crln.75.10.9215.
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Marlatt, Rick. "Capitalizing on the Craze of Fortnite: Toward a Conceptual Framework for Understanding How Gamers Construct Communities of Practice." Journal of Education 200, no. 1 (July 17, 2019): 3–11. http://dx.doi.org/10.1177/0022057419864531.
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This article conceptualizes a framework for understanding the discourse and literacy practices generated by players of the video game, Fortnite. As a teacher educator interested in studying how multiliteracies cultivated in social settings can be leveraged toward academic success, my two objectives for this theoretical article are to examine how Fortnite players operate within their digital community and to explore what relationships may be established between the game’s social literacy contexts and formal literacy learning. In light of Fortnite’s connections to reading comprehension, discourse systems, and social learning environments, recommendations are made for future research, including considerations of school-based implementation.
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Bommarito, Concetta, and Kathryn Dunlap. "Dream Lucidity." International Journal of Gaming and Computer-Mediated Simulations 6, no. 3 (July 2014): 35–49. http://dx.doi.org/10.4018/ijgcms.2014070103.
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In this paper, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher's theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player.
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Norton-Meier, Lori. "Joining the Video-Game Literacy Club: A Reluctant Mother Tries to Join the “Flow”." Journal of Adolescent & Adult Literacy 48, no. 5 (February 2005): 428–32. http://dx.doi.org/10.1598/jaal.48.5.6.
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Wohlwend, Karen E. "Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 117–40. http://dx.doi.org/10.1177/1468798409105583.
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In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of children's literacy play in kindergarten and primary classrooms reveals how the leading edge of technology use in print-centric classrooms is pretended into being by five-, six-, and seven-year-old `early adopters' — a marketing term for first wave consumers who avidly buy and explore newly-released technology products.`Early adopters' signals two simultaneous identities for young technology users: (1) as developing learners of new literacies and technologies; and, (2) as curious explorers who willingly play with new media. Children transformed paper and pencil resources into artifacts for enacting cell phone conversations and animating video games, using new technologies and the collaborative nature of new literacies to perform literate identities and to strengthen the cohesiveness of play groups.
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Kaatz, Anna, Molly Carnes, Belinda Gutierrez, Julia Savoy, Clem Samuel, Amarette Filut, and Christine Maidl Pribbenow. "Fair Play: A Study of Scientific Workforce Trainers’ Experience Playing an Educational Video Game about Racial Bias." CBE—Life Sciences Education 16, no. 2 (June 2017): ar27. http://dx.doi.org/10.1187/cbe.15-06-0140.
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Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program. We describe a mixed-methods evaluation of the experience of scientific workforce trainers who played Fair Play at the National Institutes of Health Division of Training Workforce Development and Diversity program directors’ meeting in 2013 (n = 47; 76% female, n = 34; 53% nonwhite, n = 26). The evaluation findings suggest that Fair Play can promote perspective taking and increase bias literacy, which are steps toward reducing racial bias and affording Blacks equal opportunities to excel in science.
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Roselló, Jarod. "I’m not afraid: Zombies, video games, and life after death." Contemporary Issues in Early Childhood 18, no. 2 (June 2017): 145–61. http://dx.doi.org/10.1177/1463949117714077.
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My daughter has always been drawn to the frightening and the spooky, with a special interest in zombies. When she was four years old, she and I played a zombie video game together which instigated a series of zombie-related events. This article is a collection of metonymic moments rendered in comics and writing, that revisits these events as memories and experiences grouped conceptually, aesthetically, and narratively around zombies. Presented as a series of narrative fragments, this article explores the tension between parenthood and childhood, and considers the chaotic, unpredictable, and pedagogical entanglements between storytelling, literacy, drawing, and playing.
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Warde-Brown, Ailbhe. "Waltzing on Rooftops and Cobblestones." Journal of Sound and Music in Games 2, no. 3 (2021): 34–55. http://dx.doi.org/10.1525/jsmg.2021.2.3.34.
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The relationship between music, sound, space, and time plays a crucial role in attempts to define the concept of “immersion” in video games. Isabella van Elferen’s ALI (affect-literacy-interaction) model for video game musical immersion offers one of the most integrated approaches to reading connections between sonic cues and the “magic circle” of gameplay. There are challenges, however, in systematically applying this primarily event-focused model to particular aspects of the “open-world” genre. Most notable is the dampening of narrative and ludic restrictions afforded by more intricately layered textual elements, alongside open-ended in-game environments that allow for instances of more nonlinear, exploratory gameplay. This article addresses these challenges through synthesizing the ALI model with more spatially focused elements of Gordon Calleja’s player involvement model, exploring sonic immersion in greater depth via the notion of spatiotemporal involvement. This presents a theoretical framework that broadens analysis beyond a simple focus on the immediate narrative or ludic sequence. Ubisoft’s open-world action-adventure franchise Assassin’s Creed is a particularly useful case study for the application of this concept. This is primarily because of its characteristic focus on blending elements of the historical game and the open-world game through its use of real-world history and geography. Together, the series’s various diegetic and nondiegetic sonic elements invite variable degrees of participation in “historical experiences of virtual space.” The outcome of this research intends to put such intermingled expressions of space, place, and time at the forefront of a ludomusicological approach to immersion in the open-world genre.
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Brown, Ron T., and Tamara Kasper. "The Fusion of Literacy and Games: A Case Study in Assessing the Goals of a Library Video Game Program." Library Trends 61, no. 4 (2013): 755–78. http://dx.doi.org/10.1353/lib.2013.0012.
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Hikmah, Yulial. "LITERASI KEUANGAN PADA SISWA SEKOLAH DASAR DI KOTA DEPOK, PROVINSI JAWA BARAT, INDONESIA." JURNAL PENGABDIAN KEPADA MASYARAKAT 26, no. 2 (May 5, 2020): 103. http://dx.doi.org/10.24114/jpkm.v26i2.16780.
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Menurut Kementerian Pendidikan dan Kebudayaan, Indonesia, Pendidikan literasi keuangan sangat diperlukan untuk mendidik manusia sadar dan paham tentang bagaimana cara mengelola keuangan secara bijak. Pendidikan literasi keuangan harus diberikan sedini mungkin kepada anak terutama pada anak usia pra sekolah dan sekolah dasar. Studi dari University of Cambridge mengungkapkan bahwa anak-anak mulai membentuk kebiasaan finansial sejak usia 7 tahun. Oleh karena itu, penelitian ini melaksanakan serangkaian kegiatan literasi keuangan untuk siswa sekolah dasar, yaitu menonton video edukasi animasi, simulasi permainana monopoli ramah anak, simulasi menabung dan membuat anggaran, serta wisata edukasi ke Museum Bank Indonesia. Kegiatan literasi diharapkan mampu meningkatkan kecerdasan finansial anak. Penelitian ini menggunakan uji beda rata-rata statistik untuk menemukan apakah rangkaian kegiatan literasi finansial meningkatkan kecerdasan finansial atau tidak. Sebelum melakukan uji beda mean, dilakukan uji kenormalan data. Jika data tidak normal maka digunakan uji beda mean Wilcoxon. Hasil pengujian menunjukkan bahwa kegiatan literasi keuangan dapat meningkatkan kecerdasan siswa sekolah dasar.Kata kunci: Kecerdasan Finansial; Permaninan Monopoli Ramah Anak; Uji Beda Mean Wilcoxon.AbstractBased on Kementerian Pendidikan dan Kebudayaan Republik Indonesia, financial literacy education is needed to educate people to be aware and understand how to manage finances wisely. Financial literacy education must be given as early as possible to the children, especially in pre-school and elementary school. A study from the University of Cambridge results that the children begin to form the financial habits from the age of 7 years old. Therefore, this study conducted a series of financial literacy activities to elementary school students, namely watching animated education videos, simulating child-friendly monopoly game, saving simulations and making budgets, and educational tours to the Bank Indonesia Museum. Literacy activities are expected to increase children's financial intelligence. This study uses a statistical mean difference test to find out whether a series of financial literacy activities increase financial intelligence or not. Before conducting the mean difference test, a normality test is performed. If the data don’t spread normally then used the Wilcoxon mean different test. The test results show that financial literacy activities can improve the financial intelligence of elementary school students.Keywords: Financial Literacy; Child-Friendly Monopoly Game; Wilcoxon Mean Difference Test.
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Schneider, Edward Francis. "A Survey of Graphic Novel Collection and Use in American Public Libraries." Evidence Based Library and Information Practice 9, no. 3 (September 6, 2014): 68. http://dx.doi.org/10.18438/b83s44.
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Abstract
Objective – The objective of this study was to survey American public libraries about their collection and use of graphic novels and compare their use to similar data collected about video games.
Methods – Public libraries were identified and contacted electronically for participation through an open US government database of public library systems. The libraries contacted were asked to participate voluntarily.
Results – The results indicated that both graphic novels and video games have become a common part of library collections, and both media can have high levels of impact on circulation. Results indicated that while almost all libraries surveyed had some graphic novels in their collections, those serving larger populations were much more likely to use graphic novels in patron outreach. Similarly, video game collection was also more commonly found in libraries serving larger populations. Results also showed that young readers were the primary users of graphic novels.
Conclusion – Responses provided a clear indicator that graphic novels are a near-ubiquitous part of public libraries today. The results on readership bolster the concept of graphic novels as a gateway to adult literacy. The results also highlight differences between larger and smaller libraries in terms of resource allocations towards new media. The patron demographics associated with comics show that library cooperation could be a potential marketing tool for comic book companies.
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Freitas, Joana. "Kill the Orchestra." Journal of Sound and Music in Games 2, no. 2 (2021): 22–41. http://dx.doi.org/10.1525/jsmg.2021.2.2.22.
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In the age of participatory and convergence paradigms, video game music has its own networked culture with cybercommunities that discuss, share, and create content, thus opening up a creative space for artistic activities in a constant digital flow. Music composition and production is one of these activities, with files made available on several platforms such as SoundCloud and YouTube, specifically in the format of modification files (or mods). Building on research for a master’s dissertation, this article examines a new model of online artistic production in the form of the circulation of musical mods that were composed and shared on the Nexus Mods platform for the The Elder Scrolls IV: Oblivion and The Elder Scrolls V: Skyrim video games. These mods add new musical material that is similar to the existing soundtrack of both titles, but the majority of the files in this platform’s audio category are related only to sounds, not to musical composition. By using titles such as “better sounds” or “immersive sounds” to describe their additions, many modders aim to give other gamers a more immersive experience in the game(s). In this case, immersive relates not only to the musical style and sound quality of the aural effects but also a plausible construction of the reality in which the gamers live, play, and negotiate meaning relating to their own social context. Intersecting “playbour,” fandom, aural immersion, and audiovisual literacy, these audio modders work on adding new layers to the soundscapes and environments of the virtual worlds presented in the two games. The modders regard immersion as a key aspect of design and playability, and they contribute audio material to enable their social capital and visibility on online platforms.
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Stone, Bessie G., Kathy A. Mills, and Beth Saggers. "Multiplayer Games: Multimodal Features That Support Friendships of Students With Autism Spectrum Disorder." Australasian Journal of Special and Inclusive Education 43, no. 2 (August 1, 2019): 69–82. http://dx.doi.org/10.1017/jsi.2019.6.
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AbstractThere is an absence of research into online friendships and video gaming activities of students with autism spectrum disorder (ASD). In this article we describe how friendships of students with ASD were developed in an online multiplayer context using the popular sandbox game, Minecraft. Multimodal analysis of the data demonstrated that online multiplayer gaming supported students’ use of speech to engage in conversations about their friendships, and to share gaming experiences with their offline and online friends. Online gaming enabled students to visually gather information about their friends’ online status and activities, and to engage in the creative and adventurous use of virtual images and material representations with friends. Despite the benefits for friendships, students with ASD experienced difficulties in friendships in multimodal ways. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of death and damage using written text, and tended to dominate shared creations of virtual images and their representation. The findings have implications to better support the friendships of students through inclusive literacy practices online.
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KOMAGO, Yasuhira. "A Quantitative Textual Analysis of the Views of Aspiring Teachers on Teaching Video Game Literacy and the Materials needed for this Purpose." Journal of Digital Games Research 10 (2017): 23–30. http://dx.doi.org/10.9762/digraj.10.0_23.
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Jayemanne, Darshana. "Chronotypology: A Comparative Method for Analyzing Game Time." Games and Culture 15, no. 7 (May 13, 2019): 809–24. http://dx.doi.org/10.1177/1555412019845593.
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This article presents a methodology called “chronotypology” which aims to facilitate literary studies approaches to video games by conceptualizing game temporality. The method develops a comparative approach to how video games structure temporal experience, yielding an efficient set of terms—“diachrony,” “synchrony,” and “unstable signifier”—through which to analyze gaming’s “heterochronia” or temporal complexity. This method also yields an approach to the contentious topic of video game narrative which may particularly recommend it to literary scholars with an interest in the form. Along with some examples from conventional games, a close reading of the “reality-inspired” game Bury Me, My Love will serve to demonstrate the use of a chronotypological approach.
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Szkwarek, Magdalena. "W co grają bohaterowie literatury latynoamerykańskiej?" Literatura i Kultura Popularna 23 (May 31, 2018): 187–97. http://dx.doi.org/10.19195/0867-7441.23.9.13.
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What games do the characters in Latin American literature play?The “open text” concept allows us to look at the literary work through the prism of the game which an author plays or could potentially play with a recipient. However, in my article I would like to show what games literally! play the fictional characters created by authors from Latin America, namely: board games, games involving physical stimulation, group games, video games, etc. Regardless of the origin and social status, the characters in Latin American literature enjoy playing games, as we shall see by analyzing selected texts.
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Alidini, Stefan. "To be or not to be: Shakespeare and video games." Kultura, no. 168 (2020): 281–302. http://dx.doi.org/10.5937/kultura2068281a.
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The paper analyses video games in the context of new media and considers their artistic potential from the perspective of Game Studies. Using to Be or Not to Be, an adaptation of Shakespeare's Hamlet as an example, the paper presents a theoretical examination of the game's structural, textual and narrative features and ludic elements, so as to elucidate the principles of adaptation and transformation of a literary text into a new digital form, as well as the advantages and the disadvantages of such processes. Trust in the narrative, along with adequate game mechanics and the player's perception have proven to be crucial for accomplishing intention of the game. At the same time, the analysis serves as a basis for interpretive framework that would lead to affirming the aesthetic potential of video games and thus give rise to uncovering the artistic potential of other algorithmic structures.
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Mendonça, Carlos Magno Camargos, and Filipe Alves de Freitas. "Game as text as game: the communicative experience of digital games." Comunicação e Sociedade 27 (June 29, 2015): 253–72. http://dx.doi.org/10.17231/comsoc.27(2015).2100.
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We propose to regard video game as text, but not by literally understanding it as a verbal expression, and instead recognizing that many assumptions of literary theory are relevant to its analysis. This option seems to put us in sync with the narratologists, who exalt games as new manifestations of narrative, but cling to a conception of text as world that values illusionist effects. Instead, we are interested in experiences that, against this perspective, recognize the possibility of regarding game as a text that is a game - an incomplete object that is to be updated by the reader in a self-reflective relationship with the signs that compose it, a central notion to theories such as Iser’s and Dewey’s. Then, instead of focusing on strategies of immersion on large virtual worlds, we favor small independent casual games (such as Small Worlds, Grey, The Beggar, and Dys4ia) analyzing how, in these, take place experiences that allow us to re-examine the aesthetic potential of the medium.
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Mitrović, Biljana. "Ludology and narratology: Legend about the battle." Kultura, no. 168 (2020): 263–80. http://dx.doi.org/10.5937/kultura2068263m.
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The paper provides an overview and an analysis of the narratological and ludological approach to the study of video games and a review of the establishment of the fledgling field of game studies. The starting points of both theoretical positions, derived from the same literary theoretical corpus, are presented. The state of this discipline and the academic tensions in this field also indicate the ways in which academic community functions, as well as the mechanisms of their division or complication in the organizational and methodological plan. The ludological approach, which reduces the study of video games to the description and classification of rules and game mechanics, is regarded as reductionist, but also useful and applicable for understanding the specifics of video games. It is concluded that ludology, together with narratology and other academic disciplines in the field of humanities, forms a complete corpus of video game studies.
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Hambleton, Elizabeth. "Gray Areas." Journal of Sound and Music in Games 1, no. 1 (January 1, 2020): 20–43. http://dx.doi.org/10.1525/jsmg.2020.1.1.20.
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“Navigable narratives” are a subgenre of narrative-based video games under the umbrella definition of “walking simulators.” While they are a subgenre of video games, analyzing their score or soundscape purely through a video game lens paints an incomplete picture because of their different artistic focus. Models like Elizabeth Medina-Gray's modular analysis are a useful start but insufficient on their own to understand this genre's sound. Rather, a participant's experience in a navigable narrative is often quite similar to that of a soundwalk, especially a virtual reality soundwalk; the game composer/audio designer creates an intricate soundscape through which the participant moves, and with the main focus on the story and gradual travel, the participant has more time and capacity than in a typical video game to build meaning from the soundwalk they perform. One of the major relationships navigable narratives have with soundwalks is the breakdown of diegesis in the soundscape the participant takes in, which is unlike most video games. To analyze the soundwalk and also the soundscape present in navigable narratives, I draw from R. Murray Schafer, Hildegard Westerkamp, and Janet Cardiff. In the opposite direction, in many ways navigable narratives are very much like “literary computer games,” or interactive narratives that may be analyzed via “ludostylistics” à la Janet Murray and Astrid Ensslin. A key element in many navigable narratives is the use of narrative time, as described by Alicyn Warren, rather than real time, which also sets navigable narratives apart from standard video games and especially from soundwalks. To explore these varied models and lenses, I demonstrate an analytical approach, using Leaving Lyndow (2017) as my primary case study. And so, between these analytical lenses of video game music theory, soundscape and soundwalk study, and ludostylistics applicable to literary computer games, I posit that the sound of navigable narratives is best understood through a synthesis of all three.
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Hayot, Eric. "Video Games & the Novel." Daedalus 150, no. 01 (October 2020): 178–87. http://dx.doi.org/10.1162/daed_a_01841.
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In the last sixty years, the video game industry has grown from quite literally nothing to a behemoth larger than the film or television industries. This enormous change in the shape of cultural production has failed to make much of an impact on the study of culture more generally, partly because video games seem so much less culturally important than novels. No one has ever imagined the Great American Video Game. But video games have more in common with novels than you might think, and vice versa. Anyone trying to understand the combination of neoliberal individualism and righteous murderousness that characterizes our world today will do well to pay them some attention.
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Susilawati, Eni, and Samsul Fahrozi. "UTILIZATION OF RUMAH BELAJAR IN SCHOOLS AFFECTED BY EARTHQUAKE DISASTERS." Jurnal Pendidikan dan Kebudayaan 5, no. 1 (June 13, 2020): 99–114. http://dx.doi.org/10.24832/jpnk.v5i1.1504.
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Penelitian ini bertujuan untuk mengetahui penerapan dan kendala pemanfaatan Rumah Belajar di sekolah terdampak bencana. Penelitian menggunakan pendekatan deskriptif kuantitatif. Sampel adalah guru-guru sekolah di NTB peserta Program Pembelajaran Berbasis TIK (Pembatik) level 2 dan Level 3 yang telah dilaksanakan oleh Pustekkom pada tahun 2019. Pengumpulan data menggunakan kuesioner, observasi dan wawancara terbatas. Hasil penelitian menunjukkan bahwa: 1) kesiapan sekolah dalam pemulihan sarana prasarana TIK, kompetensi guru dan literasi TIK siswa dalam kategori siap, 2) bentuk pemanfaatan Rumah Belajar di sekolah terdampak bencana meliputi: pemanfaatan rumah belajar secara daring (online); sumber belajar adalah fitur yang paling sering dimanfaatkan guru; jenis konten video dan BBI (Bahan Belajar Interaktif) yang banyak disukai siswa; serta dalam memanfaatkan rumah belajar masih dominan menggunakan metode ceramah; 3) Beberapa rekomendasi upaya peningkatan pemanfaatan rumah belajar di sekolah terdampak bencana, perlunya meningkatkan: dukungan kesiapan sekolah, guru, dan siswa dalam memanfaatkan rumah belajar, ketersediaan konten game untuk healing therapy, jumlah dan variasi konten-konten mitigasi bencana serta meningkatkan sinergi kolaborasi antarsekolah, pemerintah, masyarakat serta stakeholder dalam pemanfaatan rumah belajar di sekolah-sekolah yang terdampak bencana. Rumah Belajar dapat menjadi solusi pembelajaran di daerah bencana. Belajar dapat dilakukan di rumah seperti saat darurat pandemi Covid-19.
This study aims to determine the application and constraints of the use of learning application (Rumah Belajar) in schools affected by disasters. The research uses a quantitative descriptive approach. The sample is school teachers in NTB participating in Level 2 and Level 3 ICT-Based Learning Programs (PembaTIK) that have been implemented by Pustekkom in 2019. Data collection uses questionnaires, observation and limited interviews. The results show that: 1) school readiness in the restoration of ICT infrastructure, teacher competence and ICT literacy of students are in the ready category, 2) forms of utilization of Rumah Belajar in schools affected by disasters include: utilization of online of Rumah Belajar; learning resources are the features most often used by teachers; the type of video content and interactive learning content (BBI) that many students like; as well as in utilizing the Rumah Belajar is still dominant using the lecture method; 3) Some recommendations for efforts to increase the use of Rumah Belajar in schools affected by disasters, the need to improve: support the readiness of schools, teachers, and students in utilizing of Rumah Belajar, the availability of game content for healing therapies, the number and variety of disaster mitigation content and increase the synergy of collaboration between schools, government, communities and stakeholders in the use of learning houses in schools affected by disasters. To conclude, the Rumah Belajar can be a learning solution in disaster areas. Learning can be done at home such as during the Covid-19 pandemic emergency.
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Maza, Antonio José Planells de la. "The expressive power of the Possible Worlds Theory in video games: when narratives become interactive and fictional spaces." Comunicação e Sociedade 27 (June 29, 2015): 289–302. http://dx.doi.org/10.17231/comsoc.27(2015).2102.
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The philosophical concept of possible worlds (Lenzen, 2004; Lewis, 1986) has been used in literary studies and narratology (Dolezel, 1998; Eco, 1979) to define the way in which we conceive different narrative possibilities inside the fictional world. In Game Studies, some authors have used this concept to explore the relationship between game design and game experience (Kücklich, 2003; Maietti, 2004; Ryan, 2006), while Jesper Juul (2005) has studied the fictional world evoked by the connection between rules and fiction. In this paper we propose a new approach to video games as ludofictional worlds - a set of possible worlds which generates a game space based on the relationship between fiction and game rules. In accordance with the concepts of minimal departure (Ryan, 1991) and indexical term (Lewis, 1986), the position of the player character determines his/her actual world and the next possible or necessary world. Lastly, we use this model to analyse the video game The Elder Scrolls V: Skyrim and show that the possible worlds perspective provides a useful, flexible and modular framework for describing the internal connections between ludofictional worlds and the interactive nature of playable game spaces.
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Gumulak, Sabina, and Sheila Webber. "Playing video games: learning and information literacy." Aslib Proceedings 63, no. 2/3 (March 22, 2011): 241–55. http://dx.doi.org/10.1108/00012531111135682.
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Švelch, Jan. "Resisting the perpetual update: Struggles against protocological power in video games." New Media & Society 21, no. 7 (February 13, 2019): 1594–612. http://dx.doi.org/10.1177/1461444819828987.
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This article explores the evolution of video game updates and patches from a mechanism of customer support to a tool of control over the way games are played in the ecosystem of digital gaming platforms. It charts a historical trajectory across various cultural industries, including literary publishing, screen industries, and music, to show a shift from multiplicity of editions to one perpetually updated contingent commodity. Focusing on the issues of power and control enabled by the always-online platforms, the analysis shows that previously updating was often voluntary. However, now players must actively resist patches if they wish to play the game on their own terms. As illustrated by three case studies of update resistance, developers, publishers, and platform holders wield protocological power, which can be successfully opposed—although the outcome often remains localized and tends to alter a specific iteration of protocol and not the underlying infrastructure.
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Astuti, Septin Puji, Ardhi Ristiawan, Annida Unnatiq Ulya, Purwono Purwono, and Nurwulan Purnasari. "Pengenalan Literasi Sampah Pada Anak-Anak Melalui Video Dan Permainan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 2 (October 23, 2019): 129. http://dx.doi.org/10.36339/je.v3i2.202.
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Environmental education creates environmental behaviour of people. Children are social agent who plays prominent role for shaping future life. In order to create environmental consciousness generation environmental education should be delivered to children. This paper reports community engagement activity through providing environmental education for first to third grade of primary school children. The delivery process of environmental education to children was transferred through movies and games. Two movies were played to children have attracted them to understand of the prominent of putting trash to the right litter bin. Meanwhile, game simulation for practicing waste separation resulted 96% of children were able to put rubbish in the right litter: organic, paper and plastic litter. Children who did wrong argue that they made mistakes due to time limit which influenced them to put to the right litter.
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Gałkowski, Artur. "Świat onimiczny sagi o wiedźminie Andrzeja Sapkowskiego w przekładzie na język włoski." Annales Universitatis Paedagogicae Cracoviensis | Studia Historicolitteraria 17 (October 12, 2018): 210–19. http://dx.doi.org/10.24917/20811853.17.18.
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The onymic world in the Andrzej Sapkowski’s saga of the Witcher, translated into ItalianAbstractThe paper presents the results of the analysis of the names in Italian translation of AndrzejSapkowski’s fantasy saga series about The Witcher, and the video game inspired by it. The author of the article distinguishes tendencies in the applied translation mechanismsappropriate for the literary and video game space. He discusses the representative rangesof names associated with characters, places, and other objects individually identified in TheWitcher’s story. He also details the motivation for the translation and unsuccessful choicesthat affect some of the translations of The Witcher’s onymy into Italian.Keywords: Andrzej Sapkowski, fantasy, The Witcher, onymy, literary onomastics, translation
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Daly, Jessica R., Colin Depp, Sarah A. Graham, Dilip V. Jeste, Ho-Cheol Kim, Ellen E. Lee, and Camille Nebeker. "Health Impacts of the Stay-at-Home Order on Community-Dwelling Older Adults and How Technologies May Help: Focus Group Study." JMIR Aging 4, no. 1 (March 22, 2021): e25779. http://dx.doi.org/10.2196/25779.
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Background As of March 2021, in the USA, the COVID-19 pandemic has resulted in over 500,000 deaths, with a majority being people over 65 years of age. Since the start of the pandemic in March 2020, preventive measures, including lockdowns, social isolation, quarantine, and social distancing, have been implemented to reduce viral spread. These measures, while effective for risk prevention, may contribute to increased social isolation and loneliness among older adults and negatively impact their mental and physical health. Objective This study aimed to assess the impact of the COVID-19 pandemic and the resulting “Stay-at-Home” order on the mental and physical health of older adults and to explore ways to safely increase social connectedness among them. Methods This qualitative study involved older adults living in a Continued Care Senior Housing Community (CCSHC) in southern California, USA. Four 90-minute focus groups were convened using the Zoom Video Communications platform during May 2020, involving 21 CCSHC residents. Participants were asked to describe how they were managing during the “stay-at-home” mandate that was implemented in March 2020, including its impact on their physical and mental health. Transcripts of each focus group were analyzed using qualitative methods. Results Four themes emerged from the qualitative data: (1) impact of the quarantine on health and well-being, (2) communication innovation and technology use, (3) effective ways of coping with the quarantine, and (4) improving access to technology and training. Participants reported a threat to their mental and physical health directly tied to the quarantine and exacerbated by social isolation and decreased physical activity. Technology was identified as a lifeline for many who are socially isolated from their friends and family. Conclusions Our study findings suggest that technology access, connectivity, and literacy are potential game-changers to supporting the mental and physical health of older adults and must be prioritized for future research.
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Kerr, John. "Everyday Use of Computer/Video Games and Critical Literacy." International Journal of Technology, Knowledge, and Society 1, no. 1 (2006): 16–23. http://dx.doi.org/10.18848/1832-3669/cgp/v01i01/56231.
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Sun, Haichun. "Operationalizing physical literacy: The potential of active video games." Journal of Sport and Health Science 4, no. 2 (June 2015): 145–49. http://dx.doi.org/10.1016/j.jshs.2015.03.006.
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Quijano, Johansen. "Video Games and Writing Instruction." International Journal of Gaming and Computer-Mediated Simulations 12, no. 1 (January 2020): 1–27. http://dx.doi.org/10.4018/ijgcms.2020010101.
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This study measures the increase in rhetorical knowledge in two groups of first-year community college students. The control group took the course while following the standard curriculum, while the experimental group replaced a writing-intensive unit on Rogerian rhetoric with a unit on visual and procedural rhetoric where videogames were used as primary texts. The researcher analyzed the data in an attempt to establish the existence, or lack thereof, of possible connections between the use of video game texts in writing instruction and students' acquisition of rhetorical and literary skills.
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Ivanauskienė, Gintė Marija. "Integration of Video Games in Teaching and Learning at School: Use, Analyze, Make-create." Vilnius University Open Series 3 (December 28, 2020): 42–52. http://dx.doi.org/10.15388/sre.2020.4.
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This article aims to reveal different ways of integrating video games, and emerging challenges in Lithuanian schools. The integration of computer games is exposed by selecting the project Big Small Screens. Media Literacy in Schools of Lithuania and analyzing the experience of teachers who participated in this project. The research showed that the project activities invite teachers and pupils to change the perspective of their view and become critics or creators. However, while the integration of video games can bring many positive results, this process also contains a number of challenges. Therefore, after the end of the project, the possibilities for further integration of video games into formal education remain limited.
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Hill, Valerie. "Digital citizenship through game design in Minecraft." New Library World 116, no. 7/8 (July 13, 2015): 369–82. http://dx.doi.org/10.1108/nlw-09-2014-0112.
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Purpose – This study aims to describe a library project exploring innovative options for embedding information literacy skills in the elementary school library by utilizing Minecraft, a virtual world three-dimensional (3D) building game environment. Design/methodology/approach – The small-scale descriptive study, with a follow-up survey, focuses on a group of fifth-grade students in an after-school technology club facilitated by the school librarian. The students designed and built a 3D virtual world library game for younger students to help them learn digital citizenship and information literacy. Findings – Analysis of observations, interviews and videos indicated that students were highly engaged in learning information literacy elements throughout all stages of the project from design, building, implementation and testing of younger students. Research limitations/implications – Although the small number of students enrolled in the club is a limitation, the feedback provided strong evidence of motivation for learning through gamification. Further research could assess learning outcomes with the curriculum, specifically for digital citizenship and information literacy. Practical implications – Embedding information literacy into a 3D world allows students to learn computer code, mathematics, game design, and fosters collaboration while demonstrating digital citizenship. Social implications – Game design requires teamwork, a real-life skill essential for students entering the work force. Originality/value – Few articles share student-designed solutions of critical information literacy needs. This study exemplifies constructivist learning in a gaming environment.
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Bozdog, Mona, and Dayna Galloway. "Worlds at Our Fingertips: Reading (in) What Remains of Edith Finch." Games and Culture 15, no. 7 (May 2, 2019): 789–808. http://dx.doi.org/10.1177/1555412019844631.
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Video games are works of written code that portray worlds and characters in action and facilitate an aesthetic and interpretive experience. Beyond this similarity to literary works, some video games deploy various design strategies that blend gameplay and literary elements to explicitly foreground a hybrid literary/ludic experience. We identify three such strategies: engaging with literary structures, forms, and techniques; deploying text in an aesthetic rather than a functional way; and intertextuality. This article aims to analyze how these design strategies are deployed in What Remains of Edith Finch to support a hybrid readerly/playerly experience. We argue that this type of design is particularly suited for walking simulators (or walking sims) because they support interpretive play through slowness, ambiguity, narrative, and aesthetic aspirations. Understanding walking sims as literary games can shift the emphasis from their lack of “traditional” gameplay complexity and focus instead on the opportunities that they afford for hybrid storytelling and for weaving literature and gameplay in innovative and playful ways.
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Richards, Kristin, Jacqueline Williams, Thomas E. Smith, and Bruce A. Thyer. "Financial Video Games: A Financial Literacy Tool for Social Workers." International Journal of Social Work 2, no. 1 (May 18, 2015): 22. http://dx.doi.org/10.5296/ijsw.v2i1.7130.
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Bremner, Ann. "Singing and gaming to math literacy." Teaching Children Mathematics 19, no. 9 (May 2013): 582–84. http://dx.doi.org/10.5951/teacchilmath.19.9.0582.
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Games and videos lend themselves to student engagement and learning, but how do teachers determine what is most beneficial to student learning? How can we effectively incorporate technology into our teaching of mathematics?