Shell Games: Studies in Scams, Frauds, and Deceits (1300-1650) (review)

2006 ◽  
Vol 75 (1) ◽  
pp. 250-251
Author(s):  
Sian Echard
Keyword(s):  
Games Studies

Statistical analysis of the GAMES studies

2003 ◽  
Vol 143 (1-2) ◽  
pp. 47-52 ◽  
Author(s):  
Efrosini Setakis
Keyword(s):  
Statistical Analysis ◽  
Games Studies

scholarly journals Videogames, imersão e experiência sensível: um paralelo das reverberações na educação tecnológica

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Caio Túlio Olímpio Pereira da Costa ◽  
Ana Beatriz Gomes Pimenta de Carvalho
Keyword(s):  
Games Studies

Resumo: O artigo discute a experiência de jogar e a imersão em narrativas de universos primorosamente simulados (MURRAY, 2003) dos videogames como força-motriz da alteridade no mundo do jogo e na vida cotidiana a partir de processos de aprendizagem. Elencando conceitos como experiência deweyana, comunicação sensível de Marcondes Filho (2010) e reverberações do uso de tecnologias educacionais como processos formativos, formulações de juízos e mobilizações afetivas nos jogadores, o artigo traz uma discussão teórica sobre afetos, usos, percepções e relações humano-maquínicas na Educação e Comunicação enquanto campos multidisciplinares. Emprega, nesse sentido, um percurso metodológico marcado por proposta de discussão teórica a partir de levantamento bibliográfico e observação participante (TRAUTH; O’CONNOR, 1991), que resulta em considerações marcadas pela evidência de que o uso das tecnologias é capaz de mudar o modo como nos vemos, possibilitando novas formas de experimentar o mundo, garantindo um cenário de aprendizado pela multidimensionalidade do conceito atual de letramento. Palavras-chave: Games Studies. Imersão. Experiência sensível. Educação tecnológica. 

Playful Trajectories and Experimentations

2021 ◽  
Vol 1 (1) ◽  
pp. 1-102
Author(s):  
Judit Vari
Keyword(s):  
Video Games ◽  
Peer Relationships ◽  
Social Relations ◽  
Political Socialization ◽  
Youth Identity ◽  
Independent Field ◽  
Games Studies

Abstract The main goal of this work is to discuss the place and role of video games in contemporary societies and their impact on individual relationships. It analyses how the development of video games is a sign of and a factor in the democratization of modern societies. It explores how video games contribute to the moral and political socialization of children and teenagers. The work is structured into two parts. The first explores the methodological, ethical and epistemological implications of Games Studies, and shows how the development of an independent field of research on video games can be analyzed as a sign of democratization. The second part focuses on youth identity experimentations and how video games can contribute to the democratization of social relations. Play inequalities are discussed, but it is also shown how video games are reconfiguring family and peer relationships, thereby influencing the movement of democratization of societies.

An Overview of Accessibility and Usability of Educational Games

2013 ◽  
pp. 63-101
Author(s):  
Marion A. Hersh ◽  
Barbara Leporini
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Games ◽  
Virtual Learning Environments ◽  
Educational Game ◽  
Mobile Games ◽  
Games Studies ◽  
Educational Computer ◽  
Computer Based ◽  
Guidelines And Recommendations

This chapter presents an overview of accessibility and usability for educational computer-based games and the first survey of the accessibility and usability of digital educational games. The overview includes a discussion of accessibility and usability, both in general and in the specific context of educational games, as well as a brief presentation of issues relating to game design, including of mobile games. Since there are no previous studies of the accessibility and usability of educational computer-based games, studies of the accessibility and usability of the related areas of virtual learning environments, digital games for entertainment and PDF documents, are also presented. The overview of accessibility and usability and the results of the survey are used to draw up a structured list of 62 guidelines and recommendations, organised into three categories at the first level and ten at the second level. These guidelines and recommendations are illustrated by an example of their application to a fictitious new educational game.

scholarly journals Intermediality between Games and Fiction: The “Ludology vs. Narratology” Debate in Computer Game Studies: A Response to Gonzalo Frasca

2014 ◽  
Vol 9 (1) ◽  
pp. 171-188 ◽  
Author(s):  
Michalis Kokonis
Keyword(s):  
Computer Games ◽  
Methodological Approach ◽  
Theoretical Perspective ◽  
Computer Game ◽  
Game Studies ◽  
Hybrid Nature ◽  
Games Studies ◽  
Semiotic Perspective ◽  
Narrative Forms ◽  
Electronic Games

Abstract In the last ten or fourteen years there has been a debate among the so called ludologists and narratologists in Computer Games Studies as to what is the best methodological approach for the academic study of electronic games. The aim of this paper is to propose a way out of the dilemma, suggesting that both ludology and narratology can be helpful methodologically. However, there is need for a wider theoretical perspective, that of semiotics, in which both approaches can be operative. The semiotic perspective proposed allows research in the field to focus on the similarities between games and traditional narrative forms (since they share narrativity to a greater or lesser extent) as well as on their difference (they have different degrees of interaction); it will facilitate communication among theorists if we want to understand each other when talking about games and stories, and it will lead to a better understanding of the hybrid nature of the medium of game. In this sense the present paper aims to complement Gonzalo Frasca’s reconciliatory attempt made a few years back and expand on his proposal.

Gaming the Publishing Industry: Exploring Diverse Open Scholarship Models in Digital Games Studies

2020 ◽  
Vol 02 ◽  
Author(s):  
Jon Saklofske
Keyword(s):  
Publishing Industry ◽  
Short Form ◽  
Journal Article ◽  
Scholarly Communication ◽  
Critical Distance ◽  
Game Studies ◽  
Middle State ◽  
Games Studies ◽  
Quality Video ◽  
Rapid Deployment

The emergent field of digital game scholarship has developed along unique communicative lines, illuminating alternative models and diversified potentials for scholarly communication. Following the decline of print-based magazine journalism, the rise of moderated aggregator sites, such as Kotaku, Polygon, and Rock Paper Shotgun has exposed many independent voices to larger audiences. Much of the scholarship cited in current academic work can be found online at sites like Critical Distance (which uses “roundups, roundtables, podcasts, and critical compilations” to encourage dialogue between “developers, critics, educators and enthusiasts”), First Person Scholar, a middle-state publication that combines “the timeliness and succinctness of a blog, while retaining the rigor and context of a conventional journal article” (Hawreliak), highly polished and curated online zines such as Heterotopias, and from quality video bloggers such as Noah Caldwell Gervais and short-form documentary creators such as Gvmers. These heterogeneous alternatives collectively model a publishing plasticity and adaptiveness, establishing a culture of open scholarship practices, inclusive and diverse voices, and a rapid deployment of ideas and perspectives. This paper argues that emergent models of scholarly communication explored by the game studies community include but also moderate the reactive energies of social media and the toxicity of “gamer” culture.

Brazilian Occupational Therapy Perspective about Digital Games as an Inclusive Resource to Disabled People in Schools

2012 ◽  
pp. 918-937
Author(s):  
Suzana Rocha Siqueira ◽  
Eliane Cristina de Freitas Rocha ◽  
Marcelo Souza Nery
Keyword(s):  
Occupational Therapy ◽  
Serious Games ◽  
Social Inclusion ◽  
Clinical Intervention ◽  
Education And Health ◽  
Games Studies ◽  
Inclusive School ◽  
The Subject ◽  
New Guidelines ◽  
New Applications

This chapter aims at contributing to serious games studies taking into consideration two aspects: “as a tool of social change” and as “applications of serious games: in health care and e-health, education, and other fields.” There have been many studies and applications of serious games in the fields of education and health; however, there is still a lack of studies on social inclusion. It is said, based on a wide review of the literature on the subject, that games can help the construction of the inclusive school, showing new applications for serious games. New guidelines for serious game applications are presented, as well as a new interface between the development of serious games and Occupational Therapy; the latter is the area of health specialised in the knowledge of human activities for clinical intervention.

Law and Games Studies

2006 ◽  
Vol 1 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Greg Lastowka
Keyword(s):  
Games Studies

Kideogames: Reimagining the Fringe of Literary Studies as the Forefront

2019 ◽  
Vol 15 (7) ◽  
pp. 772-788
Author(s):  
Emma Reay
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Studies ◽  
Games Studies ◽  
Permanent Home ◽  
Low Culture ◽  
The Impact ◽  
Literary Canons ◽  
The Way ◽  
Academic Study

The absence of children’s texts and ludic texts from traditional literary canons, curricula, journals, and conferences might appear obvious, practical, and natural—a straightforward reflection of theoretical and methodological divergence, and of the way texts are grouped outside of academic study. However, these seemingly self-evident explanations do not hold up under scrutiny. In this article, I posit that the omission of children’s texts and ludic texts from well-developed scholarly contexts is partly rooted in the ideological collocation of “children,” “play,” and “low culture.” I compare the strategies used by children’s literature studies and games studies to manage their marginalization and conclude that irrespective of the quality, the variety, the relevance, and the impact of research conducted within these two disciplines, neither will find a permanent home in the serious, sophisticated, “adults-only” space of the literature faculty. I ask whether this is necessarily a problem, and suggest that - when consciously embraced - the lightness of illegitimacy may be a potent as the heft of tradition. Finally, I advocate for an intersectional alliance between children's literature studies and games studies and explore some of the ways in which this kind of academic solidarity might counter the marginalizing effects of infantilization.

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