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Contextualizing Gam...
Contextualizing Game Literacy : A transhistorical approach to understanding Game-Based Learning environments
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- Berg Marklund, Björn, 1988- (författare)
- Högskolan i Skövde,Institutionen för informationsteknologi,Forskningsmiljön Informationsteknologi,Interaction Lab (ILAB)
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- Rouse, Rebecca (författare)
- Högskolan i Skövde,Institutionen för informationsteknologi,Forskningsmiljön Informationsteknologi,Media, Technology and Culture (MTEC)
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- Holloway-Attaway, Lissa (författare)
- Högskolan i Skövde,Institutionen för informationsteknologi,Forskningsmiljön Informationsteknologi,Media, Technology and Culture (MTEC)
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(creator_code:org_t)
- 2020-09-17
- 2020
- Engelska.
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Ingår i: Proceedings of the 15th International Conference on the Foundations of Digital Games. - New York : Association for Computing Machinery (ACM). - 9781450388078
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http://his.diva-port...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- The nature of ‘reading’ different types of texts, across all media, is fundamentally beholden to the concept of ‘literacy’. The concept of literacy is well established in media studies – from books, to film, and visual, performing and interactive arts – and as such it has a wide range of applicability. All forms of media constitute a semiotic milieu in which signifiers and codes mean different things depending on the form’s unique language and the contexts and manner in which individual participants, or “readers”, approach them. In the field of digital games research, literacy is commonly defined as a narrower concept that refers to the ability to identify affordances and interact with game components with a high degree of confidence. This focus on capability is understandable to a degree: the unique aspect of games as a medium is often considered to specifically be its interactability, and thus being able to interact becomes synonymous with being ‘game literate’. In this paper, however, we will both describe how literacy in games would benefit from a more nuanced, transhistorical view of interactability, as well as provide examples from many kinds of media beyond games to demonstrate that interaction literacy is neither novel nor unique to the medium of games. Understanding this rich history would provide a broader foundation of referential literature for game scholars to use when discussing the concept of game literacy and the interactability of media in general.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Medie- och kommunikationsvetenskap -- Mänsklig interaktion med IKT (hsv//swe)
- SOCIAL SCIENCES -- Media and Communications -- Human Aspects of ICT (hsv//eng)
- HUMANIORA -- Historia och arkeologi -- Teknikhistoria (hsv//swe)
- HUMANITIES -- History and Archaeology -- History of Technology (hsv//eng)
Nyckelord
- Game literacy
- game-based learning
- transhistorical
- somatic experience
- interactive immersive environments
- storyworld design
- Interaction Lab (ILAB)
- Interaction Lab (ILAB)
- Media, Technology and Culture (MTEC)
- Media, Technology and Culture (MTEC)
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)
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