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Journal articles on the topic 'Video games history'
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Lawler, Jeffrey, and Sean Smith. "Reprogramming the History of Video Games: A Historian’s Approach to Video Games and Their History." International Public History 4, no. 1 (June 1, 2021): 47–54. http://dx.doi.org/10.1515/iph-2021-2018.
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Abstract This paper explores the need and opportunities for historians to recognize the importance of video games to their research in modern American history. While this paper is rooted in examples specific to United States history, the call for historians to examine video games, engage with the rich field of games studies, and explore video games as sources in historical scholarship is a universal one, applicable to all fields of history. In this paper we argue that digital games are an essential part of media and cultural history and while media scholars and others interested in game studies have taken up the mantel of video games history, historians have been slow to respond to the medium and even slower to engage with video games as historical sources.
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Olsson, Tore. "Teaching History with Video Games." American Historical Review 128, no. 4 (December 1, 2023): 1755–75. http://dx.doi.org/10.1093/ahr/rhad488.
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Arditya Prayogi. "Application of Video Games as Part of Learning Islamic History." EDUTREND: Journal of Emerging Issues and Trends in Education 1, no. 1 (January 20, 2024): 20–27. http://dx.doi.org/10.59110/edutrend.300.
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Teaching Islamic history is generally considered boring because most of the learning methods focus on storytelling. For this reason, other creative efforts are needed to make learning history enjoyable. One way is to apply video games in learning Islamic history. This is especially considering that video games apparently have a participatory dimension in learning Islamic history. This article then aims to present how video games are applied in learning Islamic history, especially conceptually considering that not many practices have been carried out systematically. This article was prepared using a qualitative approach supported by data collection methods in the form of literature studies. From the results of this study, it was found that video games can be applied in learning Islamic history if seen from their role as a medium for transferring information and values. Substantially, the form of application can be by choosing a video game as well as the game's tools and themes and then involving a mentor who directs and accompanies students to learn Islamic history well.
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Filipović, Aleksandar. "ERGODIC VIDEO GAMES AS AGONIST OF MASOCHISM IN GAMERS." KULTURA POLISA 21, no. 1 (April 24, 2024): 63–81. http://dx.doi.org/10.51738/kpolisa2024.21.1r.63f.
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Throughout their history, even though their purpose and function have essentially remained unchanged, video games have repeatedly changed their essence, from pioneering technical endeavors, through arcade machines, to thoroughly complex modern video games. At a certain stage of their development, video games were very difficult to complete, with one of the main reasons being that for many years games were primarily played on coin-operated arcade machines, so it was in developers' interest for the games to be challenging. However, there is a crucial difference between difficult video games and video games that we call ergodic video games. The essential difference is that ergodic video games (or video games with ergodic elements) require players to adopt a non-trivial approach, i.e., additional effort, skill, and dedication, and since ergodicity drastically changes the difficulty level of the game, it also requires certain character traits from players, in terms of readiness to respond to frustration with persistence rather than giving up, which often borders on a specific type of masochism. Therefore, ergodic video games are colloquially called masocore games, which is a portmanteau of the words "masochism" and "hardcore". This paper aims to explore the causality between ergodic video games and the existence of masochistic character traits in players who play them, as well as how such games, by combining pain and frustration on one side with pleasure and a sense of accomplishment on the other side, provide a gaming experience that is almost impossible to experience by playing classic, non-ergodic video games.
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Ciszek, Przemysław. "Polish Thematic Media on Video Games 1990–2020." Media Biznes Kultura, no. 1 (10) (2021): 103–14. http://dx.doi.org/10.4467/25442554.mbk.21.006.13972.
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This article presents the history and contemporary state of Polish media on the theme of video games. Media about video games emerged on the Polish market after the country’s political transformation of 1989 and quickly became very popular. The ever increasing multitude of players led to demand for information and reviews on games. During 1990’s there were many more or less significant magazines about video games in Poland. Almost all of them perished. Currently, there are only three of them on the Polish market. TV programmes about video games appeared during the 90s which effectively showcased them in action. The media landscape has changed as the internet has become widely available and largely overtaken the information and entertainment function of the press and television in regards to video games. Today thematic websites about games are still important but youtubers and Twitch streamers are taking advantage. Their broadcast is especially important for younger generation of gamers. Presenting video games in action and live commentary is a very popular way of communication. Many online content creators have built great audience and income doing so.
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Bass, Ian. "The Potential of Video Games for Enhancing Teaching History." International Journal of Management and Applied Research 7, no. 3 (September 4, 2020): 308–18. http://dx.doi.org/10.18646/2056.73.20-022.
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This paper reflects on the potential of using video games as a medium to teach medieval history. Building on feedback from students and research around the topic of using video games to teach medieval history, this paper explores how video games can be used to create counterfactual simulations and their potential use as an academic teaching tool.
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Belov, Sergey. "Japanese experience of using video games with a historical plot as tools of memory politics." OOO "Zhurnal "Voprosy Istorii" 2022, no. 3-1 (March 1, 2022): 175–85. http://dx.doi.org/10.31166/voprosyistorii202203statyi31.
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The presented research is devoted to the study of the Japanese experience in the implementation of memory policy tasks through video games. The methodology of the work is built through a combination of comparative and structural analysis. The author concludes that video games can effectively popularize basic symbols related to key events in national history, while increasing the motivation of some gamers to in-depth study of the memorial narrative.
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Somoza Medina, Xosé, and Marta Somoza Medina. "Video Games and the COVID-19 Pandemic: Virtual Worlds as New Playgrounds and Training Spaces." COVID 4, no. 1 (December 19, 2023): 1–12. http://dx.doi.org/10.3390/covid4010001.
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The COVID-19 pandemic forced the authorities to take an unprecedented measure in history: the house confinement of millions of people worldwide. Video games, especially open-world video games (OWVGs), became meeting spaces, a digital places to play, chat, learn and socialize due to the context of the health crisis, respecting the rules of social distancing. This article analyses the role of video games and, more specifically, OWVGs, as playgrounds and training spaces during the pandemic. Statistical data and analyses carried out by consulting companies and civil associations show the definitive insertion of these video games in our routine and social relations. The challenge is to take advantage of the skills and abilities that these video games develop within a new framework of individual and community learning. The conclusions of the research show that the virtual worlds of video games are for the new digital society, safe and comfortable meeting spaces, and that since the confinement, these digital places have greatly expanded their reach, previously only limited to the gamer community.
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Belyaev, Dmitriy A., and Ulyana P. Belyaeva. "Video games as a screen-interactive platform of historical media education: educational potential and risks of politicization." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 478–91. http://dx.doi.org/10.32744/pse.2021.4.32.
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Screen culture today, absorbing verbal-narrative and written culture, is the dominant memorial-representative format for the reproduction, preservation and broadcast of cultural information. Among the varieties of screen culture, since the beginning of the 21st century, video games have become especially popular and widespread. They possess unique interactive-procedural qualities, which, together with the traditional grammar of screen narrative, create an original complex of rhetorical techniques that effectively influence the mass public consciousness. In turn, the plot and visual design of video games is often based on historical narratives, becoming a platform for virtual interactive reconstruction of history. The study is devoted to the up-to-date topic of analyzing the on-screen phenomenon of video games as an innovative platform for historical media education, identifying its educational potential and the risks of political distortion of history. The methodological basis of the study is cultural-civilizational, dialectical and historical approaches, as well as structural-functional analysis, comparative-political science approach and systemic method. The study made it possible to identify a wide range of historical video games and classify the modalities of the implementation of historical topics in them with its general educational potential. In addition, the fundamental deconstructive nature of the actualization of the historical metanarrative in the procedural-interactive architectonics of video games has been determined. Finally, three main strategies for distorting and falsifying history in video games have been revealed. According to the results of the study, it was revealed that almost every significant cultural and historical era, with an emphasis on military battle plots, is reflected in the video game format. These game projects have serious educational potential, procedurally immersing the gamer in the context of the main historical facts, cultural aesthetics of the era and internal determinants of historical dynamics. At the same time, the postmodern essence of video games has been established, which poses a threat to the invariance of the perception of history, latently encouraging the intentions to rewrite it. Other risks are contained in the identified examples of politicization of the historical narrative of video games, which are concretized in the tendency to belittle the role of Russia in the international arena and the Eurocentric value accentuation.
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Kolkunova, Ksenia. "Religiosity and videogames." St. Tikhons' University Review 111 (February 29, 2024): 110–25. http://dx.doi.org/10.15382/sturi2024111.110-125.
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The study of video games in the context of religious studies of popular culture is one of the fastest growing fields. Here the interests of researchers of games, media, modern religious processes, youth and many other fields of research intersect. In this article we will turn to how the “effects” paradigm manifests itself in the field of video games, an approach to the study of popular culture through the prism of its influence on a person or society as a whole. Here the tradition of phenomenological and structuralist research turns out to be important, and the main conclusion is the danger, some destructive potential of games. The strong influence of video games on the minds is noted not only by researchers, but also by representatives of religious organizations that specifically create computer games for educational, missionary and, generally speaking, entertainment purposes.An alternative to such a focus is being sought and found by researchers from the interdisciplinary field of studying video games and religion, which is already developing in the 21st century. There is a study of communities of gamers, the narratives they create, and research from the field of social psychology and even aesthetics. Video games are no longer perceived only as a carrier of an idea that is potentially dangerous and has a one-sided impact on the consumer, but rather as a space of co-creation, interaction and active participation of all involved - the players, their environment, those who create the games. This field can be a source for new research in the field of contemporary religious processes.
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Denning, Andrew. "Deep Play? Video Games and the Historical Imaginary." American Historical Review 126, no. 1 (March 1, 2021): 180–98. http://dx.doi.org/10.1093/ahr/rhab002.
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Abstract Video games earned $43.8 billion in revenue in 2018, and many of the most popular and enduring games in recent years are set in historical environments. They are a form of popular art that sheds light on the mentalité of our era. As this article argues, the act of participating in history in virtual forums frames the public’s view of history. This article examines how recent video games focused on the Nazis shape public understanding of the Third Reich, as well as how they stage who and what matters in history and assume how historical change occurs. Historical video games connect the past to present, shaping historical memory and contemporary political debates simultaneously. Video games are a form of “deep play” that build knowledge of the past and present, but that knowledge must be broadened through historians’ attention to structural forces and disadvantaged groups. Historians should understand how video games shape the wider public’s knowledge and philosophy of history, and they should develop strategies to bring the virtues of play into their own research and teaching.
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Belyaev, Dmitriy. "The media language of video games: the history of the formation and semiotics of cybertexts." OOO "Zhurnal "Voprosy Istorii" 2023, no. 9-1 (September 1, 2023): 188–97. http://dx.doi.org/10.31166/voprosyistorii202309statyi07.
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The article analyzes the linguistic structures of video games, their formation in a historical perspective and explication of the current semiosphere of video game cybertexts. The history of the formation of the graphic code system of video games is reconstructed. The significance of the technical factor (computing capabilities of hardware game devices) in shaping the diversity of the spectrum of video game icons is highlighted. Parallels in the visual semiotics and aesthetics of cinematic animation and video games are noted. Particular attention is paid to the analysis of the procedural cluster of video game semiotics.
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Poliakova, Anastasiia, and Kateryna Lut. "NARRATIVE IN VIDEO GAMES’ VERBAL MODE." Scientific Journal of Polonia University 59, no. 4 (November 15, 2023): 87–92. http://dx.doi.org/10.23856/5912.
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As a distinctive form of art, video games feature a narrative element in a similar way that literature, theatre, and cinema do; however, there are certain characteristics that make video game narrative different from its counterparts in other art forms. Through the video games’ brief history (as compared to other art forms), the narrative went from being almost absent and neglected to playing an integral role in the product. The goal of this paper is to research the narrative element present in the verbal mode of video games. Hence, the study focuses on the history and evolution of video games and narratives represented in them. It also considers the peculiarities of video game texts resulting in their analysis and detailed description. Methods used in the research include induction, deduction, synthesis and analysis; categorization; descriptive method, and historical method. Practical importance of the paper lies in that the results may become the basis for further investigation of narrative elements and the role texts play in video games.
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Tselykovsky, Aleksey A. "Utopia, war, post-apocalypse: The image of the USSR in foreign and Russian video games." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 23, no. 4 (December 18, 2023): 409–13. http://dx.doi.org/10.18500/1819-7671-2023-23-4-409-413.
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Introduction. The article is devoted to the study of the representation of the image of the USSR in foreign and domestic video games. The main purpose of the study is to examine the specifics of the impact of video games on the historical memory of the Soviet past. Theoretical analysis. The study was based on the hypothesis that video games in the conditions of mediatization and digitalization of public consciousness turn into one of the significant factors in the formation of historical memory. The research interest in the representation of images related to Soviet history in video games is conditioned by the policy of returning the Soviet heritage to the Russian ideological and socio-political discourse. Since Soviet history, and primarily the period of the Great Patriotic War, has become a significant element of contemporary Russian memory politics, there is a need to analyze the specifics of the images of the USSR constructed and broadcast by both domestic and foreign video games. Conclusion. As the study has shown, foreign video games are characterized by a predominantly negative image of the USSR based on Cold War stereotypes. Domestic video games broadcast various images of the Soviet past, which can be considered as a tool for reflection on the history of the Soviet Union and working through the historical trauma associated with its collapse.
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Belyaev, Dmitriy A., and Ulyana P. Belyaeva. "Historical Video Games in the Context of Public History: Strategies for Reconstruction, Deconstruction and Politization of History." Galactica Media: Journal of Media Studies 4, no. 1 (March 21, 2022): 51–70. http://dx.doi.org/10.46539/gmd.v4i1.204.
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Today, historical video games going beyond the boundaries of the purely entertainment framework of screen media are increasingly influencing the formation of the public history infosphere. The aim of the study is a comprehensive analysis of historical video games as a tool for constructing mass historical consciousness and the implementation of ideologized strategies for the politics of memory. Methodologically, the work is based on the concepts of “public history infosphere” and “politics of memory”, as well as the historical method and classification approach. In addition, elements of comparative analysis, the method of narrative research of cultural artifacts and the optics of I. Bogost’s procedural rhetoric are used.
The study determines the specificity and nature of broadcasting historical plots in the context of procedural actualization of video game narratives. Starting from the interactive-procedural nature of video games, the original possibilities and objective constraints in the reproduction of “stories about the past” are revealed. It is demonstrated that the programmatic and subjective-user modalities of a video game existence endow it with rhizome and nomadic characteristics. Video game architectonics has an intention to deconstruct the “metaphysics of presence” and the main repressive instances characteristic of traditional historical narrative. At the same time, based on the concept of simulations by G. Frasca, three main formats of historical video game reconstructions are revealed: factual (plot and setting), logical-dynamic and hybrid. The article identifies the most common ways of distorting, mythologizing and politicizing history in video games. Special attention is paid to the explication of the ideologized concept of “anti-Sovietism” in video game plots, as a form of quasi-historical criticism of the Soviet regime and the continuation of the rhetoric of the “Cold War”.
The results of the study can be used in the expert assessment of the space of public history, in the identification of relevant media tools and meaningful concepts that form its semantic framework. In addition, certain conclusions are essential for the effective correction of memory policy strategies implemented in screen digital media.
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Dyson, Jon-Paul C. "Building a Video Game Collection: Lessons Learned from The Strong’s International Center for the History of Electronic Games." International Public History 4, no. 1 (June 1, 2021): 7–16. http://dx.doi.org/10.1515/iph-2021-2019.
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Abstract In 2006, The Strong National Museum of Play began an initiative to collect, preserve, and interpret the history of video games. That effort led to the founding of the International Center for the History of Electronic Games and World Video Game Hall of Fame. The museum’s collection today numbers more than 60,000 video game-related artifacts and hundreds of thousands of archival materials from key creators and companies in the industry. This article discusses the genesis of the museum’s efforts in its play mission, tracks the trajectories of The Strong’s video game initiatives over the years, and discusses some of the challenges faced by museums and other institutions working with video games.
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Santos, Christiano Britto Monteiro dos, and George Leonardo Seabra Coelho. "O Antropoceno e suas relações com a história dos games." Topoi (Rio de Janeiro) 24, no. 54 (September 2023): 747–69. http://dx.doi.org/10.1590/2237-101x02405406.
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RESUMO Este artigo tem o objetivo de apresentar um panorama sobre o desenvolvimento tecnológico no século XX, particularmente dos videogames, a obsolescência tecnológica e o lixo digital. O mapeamento desse cenário é fundamental para problematizar as aproximações entre -games e o pensamento acerca do Antropoceno, o qual será feito por meio da exposição de alguns exemplos de jogos eletrônicos que incorporam narrativas ambientais em seu -gameplay. Baseados nessa estrutura, desenvolvemos um estudo que demonstra como a indústria dos videogames surgiu sincronicamente ao desenvolvimento militar no século XX, tornou-se um problema ambiental ao produzir lixo digital e, nas duas últimas décadas do século XXI, incorporou as preocupações originadas da perspectiva do Antropoceno na elaboração de gameplay.
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Belyaeva, Ulyana, and Dmitriy Belyaev. "The infosphere of public history through the prism of historical video games: pro et contra." OOO "Zhurnal "Voprosy Istorii" 2023, no. 4-2 (April 1, 2023): 140–51. http://dx.doi.org/10.31166/voprosyistorii202304statyi42.
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The article is devoted to historical video games, which since the beginning of the 21st century. have a noticeable influence on the formation of the space of public history. Based on the analysis of the software architectonics of video games, based on the principles of procedurality and interactivity, their fundamental focus on the deconstruction of history, the destruction of the invariance of the historical narrative, is revealed. At the same time, the possibilities of video games for the reconstruction of event-factual plots of history and multifactorial, interactive simulation of the dynamics of the determinants of the historical process are revealed.
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Сапицька, О. М. "The role of video games in obtaining and disseminating historical knowledge." ВІСНИК СХІДНОУКРАЇНСЬКОГО НАЦІОНАЛЬНОГО УНІВЕРСИТЕТУ імені Володимира Даля, no. 3(259) (February 18, 2020): 62–70. http://dx.doi.org/10.33216/1998-7927-2020-259-3-62-70.
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The formation of the historical background in video games is provided by spatial narratives. In recent years, they are more and more amenable to adjustments in the direction of maximally exact correspondence to socio-economic, political, cultural, domestic, geographical, climatic and so on elements of the localized on the scenario of the game`s chronotop. This may indicate another qualitative transformation of video games as a socio-technical and socio-cultural phenomenon, as well as about the positive cultural and intellectual dynamics of the modern “consumer society”.
Computer video games, as part of the digital, educational and entertainment industry as a whole, are in a state of constant high-speed dynamic transformation in the context of global digitalization of all aspects of society and a lot of competition in the field of video games in particular.
Based on the analytics of the results of direct surveys, statistical and factual data, in article an attempt was made to assess the use of video games as a non-formal education tool for relaying and consolidating historical knowledge for different age and social groups of game products consumers, as well as the appropriateness of their use in the classical educational system at different levels.
Computer video games with the most accurate historical content as well as “alternative” historical content can become highly effective additional pedagogical tools for acquiring basic and in-depth knowledge of history both for self-education and in academic institutions. As part of the study of academic history, whole historical digital laboratories can be created that study both the multivariance of history and bring “alternative realities” into the linear real history of the development of human civilization. The success of using video games with historical content for the needs of academic history is high only if the teacher understands not only historical but also technical terms, knows the features of developmental psychology, knows the scenario and features of the video game proposed for modeling, and can develop their own teaching methods based on an interdisciplinary approach.
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Kamp, Michiel. "Musical Ecologies in Video Games." Philosophy & Technology 27, no. 2 (June 26, 2013): 235–49. http://dx.doi.org/10.1007/s13347-013-0113-z.
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Meister, Helle, and Gerrit Herlyn. "Notes on the Biographical Meaning of Games and Online-Games." Eludamos: Journal for Computer Game Culture 3, no. 1 (February 26, 2009): 33–41. http://dx.doi.org/10.7557/23.5993.
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The usual stereotype of the player of video games is that as young and male. That players become older and video games abide in peoples´ lives is still a new perspective on video games. This is the starting point of our research project “Cultures of gaming. Towards the biographical meaning of games and online-games” which focuses the meaning of games and video games in a biographical viewpoint. We are comparing the experiences and reflections in different age groups with a main focus on players that are approximately 60 years or older. By using the method of biographical interviews we are centring the context between play, video games, the use of technology and the life story. In our lecture we discuss some results of the analysis of the biographical interviews. First we point out the role of the different modes of speaking about games by showing some typical patterns that were frequently used by the interviewed persons by talking about games. The second top is about the relation between games and biography showing some examples how games become important for life history. The third point deals with the different evaluations of games and the preferences that were expressed by the interviewed persons. In a final step we ask in how far the adoption of technology plays an important role - especially for older people - for their open-mindedness towards video games.
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Ertan, Ersin. "The History and Problems of Experimental Digital Pinball and Developing a Pinball Video Game Concept Based on Music." Etkileşim 6, no. 11 (April 2023): 421–31. http://dx.doi.org/10.32739/etkilesim.2023.6.11.203.
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Pinball games may have lost their popularity over time; however, developers revived their features inside other video games or completely renovated them. While arcade pinball machines offer limited gameplay, digital pinball can be much more flexible. Nevertheless, according to the author’s preliminary investigation, academic research is lacking in pinball gaming. This artistic paper attempts to close this gap by shedding light on experimental digital pinball games. Moreover, the author focuses on music visualization features of digital pinball games, and he developed an experimental pinball video game concept based on synaesthesia by answering a simple question, “How does a classical music-based pinball video game would look like?”.
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Lessard, Jonathan, and Carl Therrien. "Indies de province." Le jeu vidéo au Québec 14, no. 23 (July 8, 2021): 15–35. http://dx.doi.org/10.7202/1078726ar.
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This paper looks at the emergence of video game creation in Québec prior to the industrial boom and the popularization of independent games. Built from personal archives and oral history, the paper highlights two unknown personalities from the history of video games in Québec: Christian Boutin and I-Grec. These portraits contribute to diversify the “indie” narrative and reconsider it as part of a longer history.
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Russworm, TreaAndrea M., and Samantha Blackmon. "Replaying Video Game History as a Mixtape of Black Feminist Thought." Feminist Media Histories 6, no. 1 (January 1, 2020): 93–118. http://dx.doi.org/10.1525/fmh.2020.6.1.93.
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This article, a Black feminist mixtape, blends music, interviews, and critical analysis in order to demonstrate some of the ways in which Black women have impactfully engaged with the video game industry. Organized as musical “tracks,” it uses lyrics by Black women performers as a critical and cultural frame for understanding some of the work Black women have done with video games. In prioritizing the personal as not only political but also instructive for how we might think about digital media histories and feminism, each mixtape track focuses on Black women's lived experiences with games. As it argues throughout, Black feminism as defined and experienced by the Combahee River Collective of the 1970s has been an active and meaningful part of Black women's labor and play practices with video games.
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Gheitasi, Mahdi, Joan Arnedo Moreno, Sorin Hermon, and Marc Aurel Schnabel. "Gaming the Past– Commercial Video Games with historical contexts: Evaluation of the Iranian Lotf Ali Khan Game." Journal of Games, Game Art, and Gamification 8, no. 1 (June 26, 2023): 24–36. http://dx.doi.org/10.21512/jggag.v8i1.9874.
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Virtual environments have numerous potentials for assisting the general public in experiencing cultural heritage, complementing current tools and practices centered on tangible goods such as museums, exhibitions, books, and visual content. Video games designed for educational purposes, which are becoming increasingly popular, have emerged as a new method of learning cultural content engagingly. The learning experience's specific goal distinguishes the educational use of video games. There is little doubt that we can learn from video games, but the more difficult questions about who, what, where, why, and how quickly we learn are not easily answered. This study examines the role of commercial video games in history learning and aims to enhance their effectiveness by analyzing their potential and limitations, using strategic planning and network analysis models. Through a case study on the Lotf Ali Khan game, it identifies strategies for improving history education through commercial video games. In this case study, it can be utilized to establish a conceptual framework for current trends in deployments of the past in historically focused video games, as well as a SWOT-ANP analysis to determine the major ways in which historical video games can aid in learning the subject matter under assessment. The data for this case study includes secondary sources and documents, fieldwork, observations, and semi-structured interviews with fifteen participants, as with other case studies (experts and children). Following the results, successful implementation occurs when a video game fully utilizes the following opportunities: antiquarian, monumental, and critical elements; wish story; composite imagination; borrowed authenticity; historical provenance; and legitimacy
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Nyitray, Kristen J. "The Alert Collector: Game On to Game After: Sources for Video Game History." Reference & User Services Quarterly 59, no. 1 (December 11, 2019): 7. http://dx.doi.org/10.5860/rusq.59.1.7219.
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Kristen Nyitray began her immersion in video games with an Atari 2600 and ColecoVision console and checking out games from her local public library. Later in life, she had the opportunity to start building a video game studies collection in her professional career as an archivist and special collections librarian. While that project has since ended, you get the benefit of her expansive knowledge of video game sources in “Game On to Game After: Sources for Video Game History.” There is much in this column to help librarians wanting to support research in this important entertainment form. Ready player one?—Editor
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Tarasov, Aleksey, and Dmitry Belyaev. "Explication of the Cold War concept in video game cyber texts: peculiarities of media grammar and ideologization of history." OOO "Zhurnal "Voprosy Istorii" 2023, no. 6-2 (June 1, 2023): 108–15. http://dx.doi.org/10.31166/voprosyistorii202306statyi45.
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The article analyses historical video games whose narratives are confined to the “Cold War” thematic frame. Video games are treated as original cyber texts of modern screen culture which shape the current discourse of popular history. Emphasis is laid on both the ideological content of video game narratives and features of the media language in which they are publicly explicated.
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San Nicolás Romera, César, Miguel Ángel Nicolás Ojeda, and Josefa Ros Velasco. "Video Games Set in the Middle Ages." Games and Culture 13, no. 5 (February 14, 2016): 521–42. http://dx.doi.org/10.1177/1555412015627068.
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Within the study of video games, there is a burgeoning interest in the phenomenon of historical representation; nonetheless, few studies have centered on the reflection of particular eras of History, such as the Middle Ages and the effect of this on interpretations of culture and potential pedagogical applications with respect to this specific period of time. In this study, we present and discuss the compilation and content of a database of over 600 medieval titles released between 1980 and 2013, demonstrating the growing popularity, with producers and consumers, of what we could now refer to as a stand-alone genre. We discuss our categorization of the collection as purely historical or as hybrid and provide what could prove a very rich source of data for researchers on typical plot lines, most and least popular eras or events in history, genres commonly adopted within both types of game.
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Spring, Dawn. "Gaming history: computer and video games as historical scholarship." Rethinking History 19, no. 2 (November 6, 2014): 207–21. http://dx.doi.org/10.1080/13642529.2014.973714.
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Wai-ming, Benjamin Ng. "Japanese Video Games in Singapore: History, Culture and Industry." Asian Journal of Social Science 29, no. 1 (2001): 139–62. http://dx.doi.org/10.1163/156853101x00361.
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Radetich, Laura, and Eduardo Jakubowicz. "Using Video Games for Teaching History. Experiences and Challenges." ATHENS JOURNAL OF HISTORY 1, no. 1 (December 31, 2014): 9–22. http://dx.doi.org/10.30958/ajhis.1-1-1.
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Donald, Iain, Nick Webber, and Esther Wright. "Video games, historical representation and soft power." Journal of Gaming & Virtual Worlds 15, no. 2 (June 1, 2023): 105–27. http://dx.doi.org/10.1386/jgvw_00075_1.
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This article explores how historical video games have become tools for UK and Chinese ‘soft power’ or ‘public diplomacy’ and the role of historical representation in portraying cultural identity in the global marketplace. In the United Kingdom, state support has been introduced for games representing British culture, which are assumed to conduct cultural diplomacy (a subcategory of public diplomacy). In China, public diplomacy – ‘telling China’s stories well’ – has been central to national promotion strategies under Xi Jinping. Although the success of these approaches is visible in game companies like Tencent and NetEase, regulators remain attentive to games that reflect upon China’s history and cultural heritage. What does this mean for historical representation in and around video games? Do nationalistic regulatory environments threaten the capacity of games to offer thoughtful or challenging engagements with the past? And how effectively is historical representation mobilized to project soft power through video games?
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Bösche, Wolfgang. "Violent Video Games Prime Both Aggressive and Positive Cognitions." Journal of Media Psychology 22, no. 4 (January 2010): 139–46. http://dx.doi.org/10.1027/1864-1105/a000019.
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Previous studies have shown that violent video games prime aggressive thoughts and concepts. Interestingly, positively valenced test stimuli are rarely used in this field, though they might provide useful information on the nature of the emotional response to virtual violence and its associative structure. According to the General Aggression Model (GAM) and its extensions ( Carnagey, Anderson, & Bushman, 2007 ), normal negative reactions to violence are expected. Alternatively, playing violent video games might be construed as engaging in positively valenced playful fighting behavior. To test the potential of violent video games to prime positive concepts, N = 29 adult males played either a violent or a nonviolent video game for 20 minutes and were subsequently tested in a standard lexical decision task consisting of positive, aggressive, nonaggressive negative, and neutral target words. The data show that the violent video game primed aggressive concepts as expected, but also raised positive concepts, and did so independently of the participants’ history of playing violent video games. Therefore, the results challenge the idea that violent video games inherently stimulate negative concepts only.
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Rodríguez-Ponga Albalá, Diego. "The The Application of Video Games in Education:." Multidisciplinary Journal of School Education 10, no. 1 (19) (June 8, 2021): 139–57. http://dx.doi.org/10.35765/mjse.2021.1019.08.
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There is a lack of motivation in high schools that is difficult to ignore. This is even worse in the case of history courses, which are perceived by students as “useless.” Many would cite video games and mobile phones as some of the technological changes that explain how teenagers are less interested in such subjects. However, there is an enormous educational potential in video games that should not be ignored. This work is an explanation of how history can be translated not only through audio-visual language, but also in the form of a new type of word: ludic language. Moreover, an educational activity is proposed in order to find a solution to this lack of motivation. For this activity, the Early Modern period simulator Europa Universalis IV has been chosen as the video game to be implemented in a history class for 14-year-olds.
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Vas, János. "videojátékok és a történelemoktatás keresztmetszete – egy speciálkollégium tapasztalatai." Hallgatói Műhelytanulmányok, no. 5 (March 11, 2022): 113–36. http://dx.doi.org/10.55508/hmt/2021/10867.
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Vas, István: Video games in the Education of History– An Analysis of a University Lecture
The needs of reforming the current educational methodology is in the focus of research during the past few years both in international researchers (Prensky 2006; Gee 2012) and in Hungarian researchers (Fegyverneki 2016; Prievara 2015, 2018) as well. According to the results the sphere of the current curriculum and methodology are extended with digital practices, meanwhile one has been trying to integrate videogames in the educational system (Squire 2003; Radetich 2005; Ellard 2012; Wainwright 2014). In Hungary, there is an undergoing research of using video games in education since 2016 (Vas 2016, 2017, 2018). This article represents a research update, where according to the main concept, video games should be used in university education for the teacher training students to get acquainted with the methodological possibilities in order to use them bravely in the future. As a pilot lecture for the further research a university course was kept in the second semester of 2017/2018 with the author’s supervisor in the University of Debrecen. The article summarizes the experience of the lecture, the requirements and the syllabi of the course, and introduces the results of the three surveys, which were filled during the semester (N=82). The surveys investigated different approaches towards video games like the gaming habits of the students, the platforms they use, their opinions about the four categories based on using video games in History lessons in high schools and how the students feel the lecture successful. The course was taken by first- and second years students’, who use mainly laptops (52.4%), smart phones (48.4%) and computers for playing video games. According to the different styles of video games, they prefer mobile games (2.86); however, there are differences between males and females. As for educational purposes, they would use grand strategic video games (3.28) yet in terms of franchises, they would use the Assassin’s Creed-series (3.69), while in classes they would use them in language sessions (26%). According to the positive feedbacks of the lecture, using video games in the university for teacher training students is a motivational way of establishing a methodological open-mindedness for their future profession.
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Anderson, Sky LaRell. "The interactive museum: Video games as history lessons through lore and affective design." E-Learning and Digital Media 16, no. 3 (March 7, 2019): 177–95. http://dx.doi.org/10.1177/2042753019834957.
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This article approaches games from the perspectives of design and analysis in order to describe how games might employ pedagogical strategies that capitalize on their strengths as interactive media while avoiding the pitfalls of traditional learning games. Specifically, it draws attention to how games employ world building through lore—such as through item text descriptions—as well as affective game design aesthetics to create a learning experience closer in similarity to touring a museum than reading a textbook. Describing this phenomenon as the interactive museum, the article discusses how the concept operates through an analysis of the game Valiant Hearts: The Great War. The article first addresses games as teaching tools, including their potential to teach about historical wars, while paying close attention to the ethical dilemma of producing an entertaining game that also aims to teach. The design analysis begins by examining item text descriptions, lore and historical world building before describing the affective aesthetic of the interactive museum. The article concludes with a discussion on games’ potential use of tangential learning as a method to teach through interactivity.
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Wright, Esther. "On the promotional context of historical video games." Rethinking History 22, no. 4 (October 2, 2018): 598–608. http://dx.doi.org/10.1080/13642529.2018.1507910.
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Valdés-Argüelles, Cristina, Aquilina Fueyo Gutiérrez, and María Verdeja. "Gender perspectives on educational contributions to the study of video-gaming: A baseline feminist genealogy." Journal of Technology and Science Education 14, no. 3 (June 19, 2024): 916. http://dx.doi.org/10.3926/jotse.2621.
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As video games have evolved, they have emerged as useful tools in areas such as education, tackling global issues through their storylines and mechanics. However, never in the history of video games, not even today, has there been parity in the proportion of women directly employed in the development of video games. This paper is part of a broader research project undertaken in the context of a doctoral thesis within the framework of the R+D+I project ‘Building global citizenship with young people: researching transformative practices with participatory and inclusive methodologies’. It provides a historical perspective on video games and their place in culture and society, and attempts to outline a brief genealogy of the contributions of pioneering women in the video game industry. Recognising the work of women and addressing gender representation in video games is now a matter of great importance. Current trends in the video game industry reflect the impact of the pandemic on video game consumption habits, its expected continued growth in the future and its relationship with the development of virtual and augmented reality. Video games are therefore likely to remain an important part of culture and society in the future, with an ever-increasing role in education. It is therefore imperative to showcase the achievements of women in the video game industry, to highlight inequalities and to provide girls with genuine role models.
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Ruberg, Bo. "The Mystery of the Missing AIDS Crisis: A Comparative Reading of Caper in the Castro and Murder on Main Street." American Literature 94, no. 1 (January 27, 2022): 49–71. http://dx.doi.org/10.1215/00029831-9696987.
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Abstract This article addresses the seeming absence of the HIV/AIDS pandemic in video games from the 1980s and 1990s, the height of the US AIDS crisis. As Adrienne Shaw and Christopher Persaud have noted, stories about HIV/AIDS were pervasive across American popular media during this period, which also represented a boom in video game development. However, documentation remains of only a handful of early video games that mention HIV/AIDS. This article argues that, far from being absent from video game history, HIV/AIDS and the US AIDS crisis were actually influential in shaping a number of the design elements and narrative genres that have become important to contemporary video games. Scholars like Cait McKinney have demonstrated how people living with HIV/AIDS in America played a crucial part in the evolution of internet technologies that now form the backbone of video games. Through a comparative reading of two games by C. M. Ralph, Caper in the Castro (1989) and Murder on Main Street (1989), this article demonstrates how HIV/AIDS has also manifested in the content and form of video games, even (and perhaps especially) when it seems absent. Derritt Mason has explained how Caper in the Castro, widely celebrated as the first LGBTQ video game, contains clear echoes of the AIDS crisis. Yet, as this article demonstrates, HIV/AIDS remains a powerful presence even in Murder on Main Street, Ralph’s “straight version” of the game. Together, these games offer a microcosm through which to explore larger tensions between HIV/AIDS and video games, with the AIDS crisis representing a key element of what Cody Mejeur has termed the “present absence of queerness in video games.”
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Utoyo, Arsa Widitiarsa. "Video Games as Tools for Education." Journal of Games, Game Art, and Gamification 3, no. 2 (October 19, 2021): 56–60. http://dx.doi.org/10.21512/jggag.v3i2.7255.
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Computer and video games are a channel of evolution and productivity that is most consumed keeping the notice of scholars through a variety of disciplines. In general, computers and video games were ignored by educators. When educators considered the games, they noticed the social consequences of gambling, ignoring the remarkable educational potential of the game. This article looks at the history of educational research games and argues that the perceptive potential of games has been ignored by educators. Current developments in the game, including interactive stories, authoring tools, and digital world collaboration, suggest powerful new opportunities for educational media. Video games are an important part of improving education through its ability to force players to present realistic simulations of real-life situations. The beginning of the proper use of gaming technologies for education and training and there is no need for scientific and engineering methods to create games not only as a more realistic simulation of the physical world but to provide experience Effective learning. This document illustrates building up to date Integration of educational principles and game design into a dialogue between them and defining games that can be integrated based on design, entertainment, and educational features. The work follows a drawing tray that forms part of the framing definition and after selecting categories of design templates, before focusing on user interaction modes, from a pedagogical point of view, given its relevance to end users
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Gackenbach, Jayne Isabel, and Beena Kuruvilla. "Video Game Play Effects on Dreams: Self-Evaluation and Content Analysis." Eludamos: Journal for Computer Game Culture 2, no. 2 (September 21, 2008): 169–86. http://dx.doi.org/10.7557/23.5980.
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Recent dreams were collected over a year’s period from college undergraduates. In addition to providing self-evaluations of the dreams, participants were also asked to answer a variety of media use questions. These were both in terms of their media use the day before the dream and in terms of their historical media use with the most interactive and absorbing media available today, video games. High-end gamers’ dreams were content-analyzed using the Hall and Van de Castle system. These were compared to dreams from a similar population that were collected by interview but were not necessarily recent. There was some replication and some differences in these two different dream samples from individuals with the same gamer history. The second analysis examined day before electronic media use more specifically by loading all the gamer history and media use information with two types of dream variables: sum scores from the Hall and Van de Castle scale and self-evaluations of the dream. Seven of nine factors loaded some combination of media and dream content. This study further supports the idea that general electronic media use and game play in particular are affecting how we process and store information by demonstrating changes at the source of such processes, in dreams.
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Snow, Cason E. "Playing with History: A Look at Video Games, World History and Libraries." Community & Junior College Libraries 16, no. 2 (March 31, 2010): 128–35. http://dx.doi.org/10.1080/02763911003707560.
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Mangiron, Carmen. "The Localisation of Japanese Video Games." Journal of Internationalization and Localization 2 (January 1, 2012): 1–20. http://dx.doi.org/10.1075/jial.2.01man.
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Over the course of the last three decades the entertainment software industry has become a multibillion dollar industry and a worldwide phenomenon. The United States and Japan have traditionally been the main players in this industry, which owes part of its global success to internationalisation and the associated localisation processes. Due to the cultural distance between Japan and Western countries, Japanese games often undergo extensive cultural adaptation in order to market them successfully in those territories. This paper analyses the localisation of Japanese console games. After presenting a brief overview of the history of the localisation of Japanese games it describes the main internationalisation strategies adopted by Japanese developers and publishers. It also explores the main localisation strategies applied to Japanese games, i.e. domesticating or exoticising, exploring the cultural adaptation processes to which some Japanese games have been subject, and examines how critics and players reacted to the localised versions. Finally, it concludes with a reflection on the extent to which Japanese games should be culturally adapted for their international release in order to strike the right balance between domesticating and exoticising strategies taking into account different factors, such as the genre of the game, the gaming preferences of the target players, and the intended audience.
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Reid, Darren. "Video Game Development as Public History." Public Historian 46, no. 1 (February 1, 2024): 74–107. http://dx.doi.org/10.1525/tph.2024.46.1.74.
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Public historians have recently directed significant attention toward video games as a media form for engaging diverse audiences with participatory historical representations and arguments. Yet despite the availability of easy-to-use game creation tools, historians have been slow to adopt game development. I developed a video game, Ab Uno Sanguine, based on my PhD research to assess the practicality of game design as a venue for public history practice. This article reflects on my experiences in historical game development along the ADDIE (Analyze, Design, Develop, Implement, Evaluate) process of game production. This paper connects game studies, historical game studies, and digital public history scholarship to demonstrate how historians can become historian-developers to disseminate their research without a large budget or a professional game design team.
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Cassidy, Ryan, and Matthew McEniry. "How the new generation of video game consoles have accelerated the need to preserve digital content – part 1." Library Hi Tech News 31, no. 9 (October 28, 2014): 17–20. http://dx.doi.org/10.1108/lhtn-08-2014-0066.
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Purpose – This two-part study aims to expose the challenges and establish the necessity of preserving digital content, with a focus on console video games. Design/methodology/approach – Through a method of establishing the history of video game consoles, identifying the challenges presented by the format and addressing the current preservation efforts, this article serves as a brief retrospective of the issues and a guide to extending the conversation. Findings – Representing a unique format, heavily reliant on advances in technological and industrial standards, console video games have experienced a demonstrated lack of preservation. Originality/value – With special attention to the non-gamer, this is an introduction to the conversation and an invitation to lend expertise to not only an often overlooked area of popular culture, which is facing (and in some cases, has experienced) irretrievable loss of information, but also to other formats facing adjustment to the digital, always-online environment.
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Wood, Kelli, and David S. Carter. "Art and technology: archiving video games for humanities research in university libraries." Art Libraries Journal 43, no. 4 (October 2018): 185–95. http://dx.doi.org/10.1017/alj.2018.29.
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AbstractOver the past half-century video games have become a significant part of our cultural environment, in part, by leading advances in both technology and artistic innovation. In recent years librarians and researchers have recognized these games as cultural objects that require collection and curation. Developing and maintaining collections of this fast moving and somewhat ephemeral media, however, poses challenges due to constantly advancing technology and a corresponding lack of consistent terminology. This article addresses the literature and critical issues surrounding collections of video games within libraries and presents a case study of the University of Michigan’s Computer and Video Game Archive (CVGA), one of the largest academic archives of its kind. Moreover, video games are situated in a humanistic approach to the field of game studies as the article draws on the relevance of methods from art history and film studies.
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Trépanier-Jobin, Gabrielle. "Toward a Foucauldian Genealogy of Video Game (Pre)history." International Public History 4, no. 1 (June 1, 2021): 25–34. http://dx.doi.org/10.1515/iph-2021-2022.
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Abstract This paper highlights the distortive nature of narrative models that are often employed in video game historiographies to produce captivating tales. More precisely, it argues against: the search for video games’ origin(s); the “chronological-teleological” model based on linear progressions; the “chronological-organic” narrative revolving around a biological-like evolution; the “epistemic breaks” structure based on radical transformations; the “bi-polar” model involving a dialectic of oppositions; and the “cyclical” narrative revolving around postmodern tropes of return, recycling, and retrofitting. In addition to explaining why the uncritical use of these emplotment techniques is problematic, this paper argues in favor of a Foucault-inspired genealogical approach which avoids the quest for the media’s origin(s) and articulates video game history around coexistence, overlaps, interferences, synergies, networks of influences, and discontinuities. This genealogical method also restores the missing inventors, devices, and games in historical records while highlighting the power relations that led to their omission in the first place.
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Fong, Byron. "Animating for Interactivity: The Walk Cycles of Prince of Persia (1989) and Ninja Gaiden (1988)." Animation 18, no. 2 (July 2023): 117–33. http://dx.doi.org/10.1177/17468477231182910.
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This article uses the walk cycle to simultaneously place movement in video games within the history of animation, and to show how the walk cycle has been adapted for the video game medium. Dating back to the pre-cinematic toys of the 19th century, the walk cycle is an animation technique that depicts a character’s walking animation as a self-contained, reusable loop. Video games import this technique into a new context with different affordances. A comparative analysis of the video games Prince of Persia (1989) and Ninja Gaiden (1988) explores different methods of implementing the walk cycle and reveals a trade-off between verisimilitude of movement and responsiveness to user input. Prince of Persia’s walk cycle, inspired by full cel animation, foregrounds fluid movement, while Ninja Gaiden utilizes limited animation techniques to prioritize responsiveness. Thus, this article argues that interactivity becomes a site of tension between movement and responsiveness, with video games drawing on older forms of animation to negotiate this tension.
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Doi, Satomi, Aya Isumi, and Takeo Fujiwara. "Association between Adverse Childhood Experiences and Time Spent Playing Video Games in Adolescents: Results from A-CHILD Study." International Journal of Environmental Research and Public Health 18, no. 19 (October 2, 2021): 10377. http://dx.doi.org/10.3390/ijerph181910377.
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Background: Excessive time spent playing video games is associated with adverse health outcomes in adolescents. Although poor child–parent relationship and social relations with peers are considered as possible predictors, little is known as to whether adverse childhood experiences (ACEs) are associated with time spent playing video games. The aim is to examine the association between ACEs and time spent playing video games in adolescents. Methods: We used pooled data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2016 and 2018, which is a population-based cross-sectional study in Adachi City, Tokyo, Japan (N = 6799, 4th, 6th, and 8th-grade students). Adolescents answered questionnaires examining the time spent playing video games, per day, on weekdays (“less than 1 h”, “less than 3 h”, and “more than 3 h”) and ACEs (eight types). Results: The results of the ordinal logistic regression analysis showed a positive association between ACE total score and time spent playing video games after adjusting for covariates (1 ACE: OR = 1.28, 95% CI = 1.10–1.48; 2 ACEs: OR = 1.25, 95% CI = 1.06–1.48; 3 + ACEs: OR = 1.44, 95% CI = 1.14–1.82, p for trend < 0.001). Regarding each type of ACE, the experiences of single parenthood, parental history of psychiatric disorders, and peer isolation were independently positively associated with time spent playing video games. Conclusions: Health policy to address ACEs might be important to shorten the time spent playing video games.
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Duan, Zhuokun. "Reconstruction of History and Legends by Video Games from the Perspective of Postmodernism: The case of Sekiro: Shadows Die Twice." Communications in Humanities Research 5, no. 1 (September 14, 2023): 372–78. http://dx.doi.org/10.54254/2753-7064/5/20230314.
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While being important as a means of entertainment in a digital society, video games also have a serious and profound social dimension. "SEKIRO: SHADOWS DIE TWICE", released by the Japanese studio From Software on March 22, 2019, once again showed the world the charm of video games with its excellent gameplay design, unique plot narrative, and excellent art design. After in-depth play and a lot of relevant literature, this study will take "SEKIRO: SHADOWS DIE TWICE" as the research object, based on the theory of "Monomyth" and "Meta-Narrative", analyze the reconstruction of religion and myth in the game. Also, it attempts to explore the connection between games and Japanese postmodern society. At the same time, in the process of research, it can be further discovered that video games are not only a reflection of society but also promote the reflection of social relations and the construction of the spiritual world.