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nieuwe media

en populaire cultuur:
gamecultuur 2008/09

college 5 (9 december 2008)


receptie
Marinka Copier
Wednesday, December 10, 2008 1
games as an aesthetic phenomenon

design computer games reception

games as a cultural phenomenon games as a social phenomenon

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natural born killers

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manhunt

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receptie

Wat is je relatie met beide


fragmenten?

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VERBOD GEWELDDADIGE GAMES

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games as an aesthetic phenomenon

design computer games reception

games as a cultural phenomenon games as a social phenomenon

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Reception focuses on the individual players
relationship to the computergame.

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Reception

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DE GAME PARADOX:
ANGST & EUFORIE

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

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serious games

http://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 de


introductie van ieder nieuw
medium steeds weer deze
vragen?

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DE EFFECTEN VAN SPELEN

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OCTOPUSSEN MET LEGO:
OVER HET BELANG VAN SPELEN

Huizingalezing 2007, Tijs Goldschmidt (bioloog)

• ontwikkelingsmanagement
• direct effect (plezier)
• evolutionair effect

Spelen heeft zin, je hele leven lang,


maar het is moeilijk het uiteindelijke
evolutionaire effect ervan te meten.
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OCTOPUSSEN MET LEGO:
OVER HET BELANG VAN SPELEN

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

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Wanneer ik het bijzijn van gasten mijn
Schucoauto weer eens achteruit inparkeerde,
zei hij trots: “Dat scheelt drie rijlessen, als het
er niet meer zijn. Ik zie het als pure winst.”

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

Gunter reviews studies of cognitive


and social effects of games.

“Although excessive playing with these


games 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 cognitive
benefits.” (p. 145)

Gunter concludes that computergames


can have negative as well as positive
effects on health.

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ontvangen

Reception is a noun form of receiving, or to


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

effect van ontvangen

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RECEPTIE:
LEAN-BACK VS
LEAN-FORWARD

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COMPUTERGAMES AS
PARTICIPATORY MEDIA CULTURE

1. Interpretatie (Deconstructie)
2. Reconfiguratie
3. Constructie

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DE EFFECTEN VAN GAMING:
VOORBIJ DE ‘MAGIC CIRCLE’?

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MAGIC CIRCLE

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


perhaps creating one as a game begins. […] The term
magic circle is appropriate because there is in fact
something genuinely magical that happens when a game
begins […] In effect, a new reality is created, defined by
the rules of the game and inhabited by its players.”

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

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SPEL IS...

“a free activity standing quite consciously outside


“ordinary” life as being “not serious”, but at the same
time absorbing the player intensely and utterly. It is an
activity connected with no material interest, and no
profit can be gained by it. It proceeds within its own
proper boundaries of time and space according to fixed
rules and in an orderly manner.”

Huizinga, 1938/1950, p.13

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Onze cultuur ontstaat in spel als spel.

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MAGIC CIRCLE

“All play moves and has its being within a play-ground


marked off beforehand either materially or ideally,
deliberately or as a matter of course. […] The arena, the
card-table, the magic circle, the temple, the stage, the
screen, the tennis court, the court of justice, etc., are all in
form and function play-grounds, i.e. forbidden spots,
isolated, hedged round, hallowed, within which special rules
obtain. All are temporary worlds within the ordinary
world, dedicated to the performance of an act apart.”
Huizinga, 1938/1950, p.9-10

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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

Erving Goffman, Frame analysis


Gary Alan Fine, frames within frames

There is nothing magical about switching between


roles. It is something we do all the time and can
literally be done at the blink of an eye.(2006)
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GAMING EN GEWELD

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

“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)

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• “Op de pagina haalt Sturmgeist89 uit naar 'het
systeem' en 'de verrotte maatschappij', en klaagt
hij over het 'falen van het systeem van natuurlijke
selectie'.

• "Waarschijnlijk vind je mij krankzinnig, gek, een


psychopaat of een crimineel. De waarheid is dat ik
(...) een dissident ben."

• Sturmgeist89 kondigt aan bereid te zijn voor zijn


ideeën te sterven. "Ik zal iedereen elimineren die ik
ongeschikt vind, een schande voor de mensheid of
een vergissing van de evolutie.

• De tiener roept mensen op om niet zijn vrienden of


familie de schuld te geven van zijn daden, en ook
niet zijn muziek, de films waarnaar hij keek of de
computerspellen die hij speelde. "Dit is mijn oorlog:
een man tegen de mensheid, regeringen en de
zwakke massa's van de wereld! Geen genade voor
het schuim der aarde!"” nu.nl

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ONDERZOEKSMETHODE

“Correlational studies are inherently unable to


establish cause-and-effect, so psychologists resort to
laboratory experiment in which some fatcors
are manipulated, whereas others are controlled.”
“We will examine each component of this situation,
and ask whether subjects Play a video game, whether
the video game can be regarded as Violent, and
whether the experiment measures aggressive
behavior.”
(p. 344)

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HET LABORATORIUM

“In the typical laboratory


experiment, university students
are randomly assigned to play a
violent video game or a non
violent game, for anywhere from
four to seventy minutes, typically
around fifteen minutes.”

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

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GAME EXPERIENCE LAB

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

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GEWELD

realisme?
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GEWELD

realisme?
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GEWELD

realisme?
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GEWELD

realisme?
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GEWELDADIGE GAMES?

“Players do not engange in agressive behavior when playing a video game, but
participate 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 a
persons own desires and motivations. Can a violent video game make a person
violent? It can if he wants it to.” (p. 350)

Context: “Almost no studies of the presumed harmful effects of video games have
considered how and why people play them.”

-> Where, when and with whom

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

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http://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 GELETTERDHEID
HOMO ZAPPIENS
NET GENERATIE
EINSTEIN GENERATIE
PROSUMER CULTURE
CONVERGENCE CULTURE
WEB 2.0

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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 their
videogames, MTV, and Internet feel bored by most of today’s approaches to learning,
well-meaning as they may be. Worse, the many skills that new technologies have
actually enhanced, such as parallel processing, graphics awareness, random access
and so on – that have profound implications for learning – are almost totally ignored
by educators.” (p. 101)

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MICHAEL NITSCHE ON MARC PRENSKY

DiGRA 07, Tokyo

3) No more ʻHurray Game Studiesʼ, 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 lot
of 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 research
projects (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

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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, die
zich richt op het bouwen en populariseren van onderwijskundige simulaties voor professionele
vaardigheden.

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

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FOOD FORCE

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REALISME

representatie

systeem

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FOOD FORCE
The target audience for Food Force is kids from
8-13. Structured as a race against time in the
fictional country of Sheylan, the game is
divided into six missions that fairly accurately
represent what the WFP does in the real
world, despite its fictional setting. The six
missions are:

Air surveillance

Food formulation

Food acquisition – buying and selling food

Air drops from helicopters

Ground missions involving driving trucks


through sometimes hostile territories

Future farming – establishing self-sufficiency

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GAMES

regelset - systeem, doel, regels, procedure

declaratieve laag (representatie)

sociale laag (spelen)

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RANJ – THE PROFESSIONALS

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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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games as an aesthetic phenomenon

design computer games reception

games as a cultural phenomenon games as a social phenomenon

Wednesday, December 10, 2008 83

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