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- Bennerstedt, Ulrika, 1979, et al.
(författare)
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How gamers manage aggression: Situating skills in collaborative computer games
- 2012
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 7:1, s. 43-61
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Tidskriftsartikel (refereegranskat)abstract
- In the discussion on what players learn from digital games, there are two major camps in clear opposition to each other. As one side picks up on negative elements found in games the other side focuses on positive aspects. While the agendas differ, the basic arguments still depart from a shared logic: that engagement in game-related activities fosters the development of behaviors that are transferred to situations beyond the game itself. With an approach informed by ethnomethodology, in this paper we probe the underlying logic connected to studies that argue for such general effects of games. By focusing on proficient gamers involved in the core game activity of boss encounters in a massively multiplayer online game, we examine the fundamentals that must be learnt and mastered for succeeding in an ordinary collaborative gaming practice where aggression is portrayed. On the basis of our empirical analysis we then address the contentious links between concrete instances of play and generic effects. As expected, the results point to “aggression” as well as “collaboration” as major components in the gaming experience, but our analysis also suggests that the practices associated with these notions are locally tied to the game. Based on these results, we propose that to reverse this relationship and claim that game environments foster collaboration or aggression in general first assumes strong theoretical claims about the nature of cognition and learning, and second, risks confusing the debate with hyperbole.
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| 2. |
- Bennerstedt, Ulrika, 1979, et al.
(författare)
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The Spellbound Ones: Illuminating Everyday Collaborative Gaming Practices in a MMORPG
- 2009
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Ingår i: In C. O'Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Proceedings of Computer Supported Collaborative Learning. ; (CSCL 2009):Rhodes, Greece, s. 404-413
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Konferensbidrag (refereegranskat)abstract
- A common argument about computer games and learning is that the commitment gamers have might be transformed and used in educational practices. In order to unpack gamers’ commitment, the present study investigates collaboration in a Multiplayer Online Role-Playing Game (MMORPG). It investigates gamers’ practices in order to expose their everyday gaming activities and knowledge domains. Drawing on detailed descriptions of team gaming practices, the paper highlights that gamers’ of MMORPGs are hands-on experts in handling a game interface. Their expertise is about skilled stances tied to gaming structures. Also, gamers are members in certain communities and adhere to both community specific epistemologies and to generic ones. These gaming stances are from certain educational approaches difficult to make-sense of, while gamers’ commitments in other perspectives become means for learning. Lastly, in relation to MMORPGs and education, a neglected issue concerns social pressure in gaming communities, resulting in various forms of participation.
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| 3. |
- Linderoth, Jonas, 1970, et al.
(författare)
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Att leva i World of Warcraft: Tio ungdomars tankar och erfarenheter : Living in World of Warcraft: The thoughts and experiences of ten young people
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vad gör ungdomarna egentligen framför datorn? Varför kan de inte sluta spela och äta tillsammans med familjen? Hur ska de orka med skolan när de spelar hela nätterna? Frågorna tyder på att okunskapen kring dataspel är stor, speciellt kring de genrer som innebär spelande online, dvs. tillsammans med andra spelare runtom i världen. I denna rapport studeras högkonsumtion av det populära online-spelet World of Warcraft genom intervjuer med ett antal ungdomar som berättar om livet kring spelet, vad som lockar och vad som leder till konflikter. Rapporten ger en unik insyn i vad omfattande online-spelande innebär och nyanserar den problembild som förekommer i mediedebatten. Studien är genomförd av fil.dr. Jonas Linderoth och fil. mag. Ulrika Bennerstedt på institutionen för pedagogik och didaktik vid Göteborgs universitet.
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| 5. |
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| 6. |
- Linderoth, Jonas, 1970, et al.
(författare)
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This is not a door: An ecological approach to computer games
- 2007
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Ingår i: Situated Play: Proceedings of DiGRA (Digital Games Research Association) Conference 2007 (Tokyo, September 2007). ; , s. 600-609
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Konferensbidrag (refereegranskat)abstract
- In this chapter we outline an ecological approach to computer games and test out how the theory of ecological psychology can be used for understanding digital games and game-play. Ecological psychology holds that learning is a process of differentiating and not of interpreting or construing. Therefore semiotic/cognitive views on learning and perception with computer games, were the perceptual act is thought to be adding experiences to the things we see in a game in order to make meaning, can be questioned. The theoretical points are illustrated with data from an interaction study made on players playing the game Timesplitters 2 on an X-box.
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