HC508 Nieuwe Media en Populaire Cultuur_MCopier

8/14/2019 HC508 Nieuwe Media en Populaire Cultuur_MCopier

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nieuwe mediaen populaire cultuur:

gamecultuur 2008/09

college 5 (9 december 2008)

receptie

Marinka Copier1Wednesday, December 10, 2008


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computer games

games as an aesthetic phenomenon

design reception

games as a cultural phenomenon games as a social phenomenon

2Wednesday, December 10, 2008


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natural born killers



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manhunt



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receptie

Wat is je relatie met beidefragmenten?



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VERBOD GEWELDDADIGE GAMES



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computer games


design reception




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Reception focuses on the individual playersrelationship to the computergame.



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Reception



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DE GAME PARADOX:

ANGST & EUFORIE



http://www.novatv.nl/index.cfm?ln=nl&fuseaction=videoaudio.details&reportage_id=4507http://www.novatv.nl/index.cfm?ln=nl&fuseaction=videoaudio.details&reportage_id=4507


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http://www.youtube.com/watch?v=Rv81g-bujS8

serious games

http://www.youtube.com/watch?v=Rv81g-bujS8http://www.youtube.com/watch?v=Rv81g-bujS8http://www.youtube.com/watch?v=Rv81g-bujS8


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GAME PARADOX

geweld leren



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wat gaan we doen vandaag?

Gunter, B. Psychological Effects of Video Games. Hoofdstuk 9, pp. 145-160.

> effecten van gaming

Goldstein, J. Violent Video Games. Hoofdstuk 22, pp. 341-357.

> gaming en geweld

Prensky, M. Computer Games and learning: Digital Game-Based Learning. Hoofdstuk 6, pp. 97-122.

> gaming en educatie



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Is er een negatieve of positieve

relatie tussen speler en spel?

Wat is de relatie tussen speler en spel?

Is er overdracht van ervaringen

in de spelwereld naar het dagelijks leven?



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de game paradox

waarom stellen we bij deintroductie van ieder nieuwmedium steeds weer deze

vragen?



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DE EFFECTEN VAN SPELEN



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OCTOPUSSEN MET LEGO:OVER HET BELANG VAN SPELEN

Spelen heeft zin, je hele leven lang,maar het is moeilijk het uiteindelijkeevolutionaire effect ervan te meten.

Huizingalezing 2007, Tijs Goldschmidt (bioloog)

ontwikkelingsmanagement

direct effect (plezier) evolutionair effect



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OCTOPUSSEN MET LEGO:OVER HET BELANG VAN SPELEN

http://www.nrc.nl/huizingalezing/article838878.ece/Huizingalezing_2007

http://www.nrc.nl/huizingalezing/article838878.ece/Huizingalezing_2007http://www.nrc.nl/huizingalezing/article838878.ece/Huizingalezing_2007http://www.nrc.nl/huizingalezing/article838878.ece/Huizingalezing_2007


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Wanneer ik het bijzijn van gasten mijnSchucoauto weer eens achteruit inparkeerde,

zei hij trots: Dat scheelt drie rijlessen, als heter niet meer zijn. Ik zie het als pure winst.



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BARRY GUNTER

Gunter reviews studies of cognitive

and social effects of games.

Although excessive playing with thesegames should be discouraged in the

same way as excessive behavior in

other contexts, much naturally

occurring computer games playing

takes place in healthy social contexts

and can produce positive cognitivebenefits. (p. 145)

Gunter concludes that computergames

can have negative as well as positive

effects on health.

Gunter, B. Psychological Effects of Video Games. Hoofdstuk 9, pp. 145-160.



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Reception is a noun form of receiving, or to

receive something, such as information, art,experience, or people.

ontvangen

effect van ontvangen



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RECEPTIE:

LEAN-BACK VSLEAN-FORWARD



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COMPUTERGAMES ASPARTICIPATORY MEDIA CULTURE

1. Interpretatie (Deconstructie)2. Reconfiguratie

3. Constructie



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To play a game means entering into a magic circle, or

perhaps creating one as a game begins. [] The termmagic circle is appropriate because there is in factsomething genuinely magical that happens when a gamebegins [] In effect, a new reality is created, defined bythe rules of the game and inhabited by its players.

Katie Salen en Eric Zimmerman, Rules of Play, 2004.

MAGIC CIRCLE



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a free activity standing quite consciously outside

ordinary life as being not serious, but at the sametime absorbing the player intensely and utterly. It is anactivity connected with no material interest, and noprofit can be gained by it. It proceeds within its ownproper boundaries of time and space according to fixed

rules and in an orderly manner.

Huizinga, 1938/1950, p.13

SPEL IS...



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Onze cultuur ontstaat in spel als spel.



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All play moves and has its being within a play-groundmarked off beforehand either materially or ideally,

deliberately or as a matter of course. [] The arena, thecard-table, the magic circle, the temple, the stage, thescreen, the tennis court, the court of justice, etc., are all inform and function play-grounds, i.e. forbidden spots,isolated, hedged round, hallowed, within which special rules

obtain. All are temporary worlds within the ordinaryworld, dedicated to the performance of an act apart.

Huizinga, 1938/1950, p.9-10

MAGIC CIRCLE



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PERSPECTIEF



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GAME PARADOX

geweld leren



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WEAK BOUNDARY HYPOTHESIS

Daniel Pargman en Peter Jakobsson

There is nothing magical about switching betweenroles. It is something we do all the time and canliterally be done at the blink of an eye.(2006)

Erving Goffman, Frame analysis

Gary Alan Fine, frames within frames



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GAMING EN GEWELD



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JEFFREY GOLDSTEIN

Of course media affect emotions and

behavior. Thats is why people use them.

However, there is no evidence that

media shape behavior in ways that

override a persons own desires and

motivations. Can a violent video game

make a person violent? It can if he

wants it to. (p. 350)

Goldstein, J. Violent Video Games. Hoofdstuk 22, pp. 341-357.



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Op de pagina haalt Sturmgeist89 uit naar 'hetsysteem' en 'de verrotte maatschappij', en klaagthij over het 'falen van het systeem van natuurlijkeselectie'.

"Waarschijnlijk vind je mij krankzinnig, gek, eenpsychopaat of een crimineel. De waarheid is dat ik(...) een dissident ben."

Sturmgeist89 kondigt aan bereid te zijn voor zijnideen te sterven. "Ik zal iedereen elimineren die ikongeschikt vind, een schande voor de mensheid ofeen vergissing van de evolutie.

De tiener roept mensen op om niet zijn vrienden of

familie de schuld te geven van zijn daden, en ookniet zijn muziek, de films waarnaar hij keek of decomputerspellen die hij speelde. "Dit is mijn oorlog:een man tegen de mensheid, regeringen en dezwakke massa's van de wereld! Geen genade voorhet schuim der aarde!" nu.nl



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ONDERZOEKSMETHODE

Correlational studies are inherently unable toestablish cause-and-effect, so psychologists resort tolaboratory experiment in which some fatcors

are manipulated, whereas others are controlled.

We will examine each component of this situation,and ask whether subjects Playa video game, whetherthe video game can be regarded as Violent, andwhether the experiment measures aggressivebehavior.

(p. 344)57Wednesday, December 10, 2008


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In the typical laboratoryexperiment, university studentsare randomly assigned to play a

violent video game or a nonviolent game, for anywhere fromfour to seventy minutes, typicallyaround fifteen minutes.

HET LABORATORIUM

http://friendlymedia.sbrl.rpi.edu/index.phphttp://friendlymedia.sbrl.rpi.edu/index.phphttp://friendlymedia.sbrl.rpi.edu/index.php


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GAME EXPERIENCE LAB

http://www.ed.nl/video/regionieuws/article2266007.ece

http://www.ed.nl/video/regionieuws/article2266007.ecehttp://www.ed.nl/video/regionieuws/article2266007.ece


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GEWELD

realisme?60Wednesday, December 10, 2008


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GEWELD



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GEWELD



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GEWELD



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GEWELDADIGE GAMES?

Players do not engange in agressive behavior when playing a video game, butparticipate in fantasy involving mock violence. (P. 345)

Of course media affect emotions and behavior. Thats is why people use them.However, there is no evidence that media shape behavior in ways that override apersons own desires and motivations. Can a violent video game make a personviolent? It can if he wants it to. (p. 350)

Context: Almost no studies of the presumed harmful effects of video games haveconsidered how and why people play them. -> Where, when and with whom



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http://nl.youtube.com/watch?v=ieSzsh4hJWI

http://nl.youtube.com/watch?v=ieSzsh4hJWIhttp://nl.youtube.com/watch?v=ieSzsh4hJWI


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http://nl.youtube.com/watch?v=ieSzsh4hJWI

http://nl.youtube.com/watch?v=ieSzsh4hJWIhttp://nl.youtube.com/watch?v=ieSzsh4hJWI


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GAMING EN EDUCATIE



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MARC PRENSKY



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MARC PRENSKY

handheld learning 2008



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NIEUWE GELETTERDHEIDHOMO ZAPPIENS

NET GENERATIEEINSTEIN GENERATIEPROSUMER CULTURE

CONVERGENCE CULTUREWEB 2.0


DIGITAL GAME BASED


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DIGITAL GAME-BASED

LEARNING

Our learners have changed radically

These learners need to be motivated in new ways

Digital natives versus digital immigrants

Digital Natives accustomed to the twitch speed, multitasking, random-access,graphics first, active, connected, fun, fantasy, and quick payoff world of theirvideogames, MTV, and Internet feel boredby most of todays approaches to learning,well-meaning as they may be. Worse, the many skills that new technologies haveactually enhanced, such as parallel processing, graphics awareness, random accessand so on that have profound implications for learning are almost totally ignoredby educators. (p. 101)



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DiGRA 07, Tokyo

3) No more Hurray Game Studies, please

What Marc Prensky was doing in this conference remains a mystery to me. He

certainly deserves credit for his role in the growth of the Serious Games area

and he is excited about the topic, but the talk itself was clearly for some other

audience. Consequently, there was a lot of debate on the Nintendo DS

backchannel when he argued for less jargon in Game Studies and simpler

selling of the ideas among many other things.

Whether Prensky likes it or not, Game Studies is becoming more difficult the

more it matures. It becomes very fast very obvious if you have read the relevant

literature or not. And people have less scruples to tell you. I still heard some

researchers talking about how lonely they are in their home departments and

how great the conference was to encourage them in their work, but frankly: a lotof the ground work is done. There is a lot of work published in the field and it is

very accessible. It seems only natural, that the field winds itself up to the next

level. In two years there should be even less talks on possible future researchprojects (and I remember quite a few of those during the Utrecht conference,

mine probably included). Maybe it would make sense to create a somewhat

less rigorous thoughts in progress track for such presentations.

http://gtmachinimablog.lcc.gatech.edu/?p=47

MICHAEL NITSCHE ON MARC PRENSKY


DIGITAL GAME-BASED
http://gtmachinimablog.lcc.gatech.edu/?p=47http://gtmachinimablog.lcc.gatech.edu/?p=47


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DIGITAL GAME BASED

LEARNING

Wim Veen, hoogleraar educatie en technologie TU Delft

James Paul Gee, Tashia Morgridge Professor of Reading at the University of Wisconsin-Madison

Clark Aldrich, internationaal gevierde e-learning analist, consultant, ontwerper en auteur, diezich richt op het bouwen en populariseren van onderwijskundige simulaties voor professionelevaardigheden.

Henry Jenkins, Director of the Comparative Media Studies graduate program (MIT)



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FOOD FORCE



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representatie

systeem

REALISME



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FOOD FORCE


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FOOD FORCE

The target audience for Food Forceis kids from8-13. Structured as a race against time in thefictional country of Sheylan, the game isdivided into six missions that fairly accuratelyrepresent what the WFP does in the realworld, despite its fictional setting. The sixmissions are:

Air surveillance

Food formulation

Food acquisition buying and selling food

Air drops from helicopters

Ground missions involving driving trucksthrough sometimes hostile territories

Future farming establishing self-sufficiency



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GAMES

regelset - systeem, doel, regels, procedure

declaratieve laag (representatie)

sociale laag (spelen)


RANJ THE PROFESSIONALS


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RANJ THE PROFESSIONALS


DIVERSITEIT IN ROLLEN


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DIVERSITEIT IN ROLLEN



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EFFECTEN VAN GAMING

cognitief

sociaal

biologisch

cultureel

ontwerp, gebruik, validatie



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computer games


design reception


HC508 Nieuwe Media en Populaire Cultuur_MCopier

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