{"title":"Special issue on digital game-based language learning: Practices, pedagogies and designs","authors":"S. Melchor-Couto, Isabel Balteiro","doi":"10.1386/JGVW.11.1.3_2","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.3_2","url":null,"abstract":"","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JGVW.11.1.3_2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41843694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).
{"title":"Virtual worlds and language learning","authors":"S. Melchor-Couto","doi":"10.1386/JGVW.11.1.29_1","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.29_1","url":null,"abstract":"Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step\u0000 further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such\u0000 as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the\u0000 data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JGVW.11.1.29_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66726470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chantelle N Reynwar, Diane Richardson, Kristin Lange
One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
{"title":"Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels","authors":"Chantelle N Reynwar, Diane Richardson, Kristin Lange","doi":"10.1386/JGVW.11.1.9_1","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.9_1","url":null,"abstract":"One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience\u0000 that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse\u0000 essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Toxic Meritocracy of Video Games: Why Gaming Culture Is the Worst, Christopher A. Paul (2018)","authors":"Ian Faith","doi":"10.1386/JGVW.11.1.85_5","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.85_5","url":null,"abstract":"","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49398917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Video Games and the Mind: Articles on Cognition, Affect, and Emotion, Bernard Perron and Felix Schröter (eds) (2016)","authors":"J. Misak","doi":"10.1386/JGVW.11.1.90_5","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.90_5","url":null,"abstract":"","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41865876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Palomo-duarte, Anke Berns, Andrés Yáñez Escolano, J. Dodero
Game-based learning has proven to be effective for enhancing student motivation and learning outcomes. In this study, the authors first designed and then tested a 3D virtual world-based video game to support students in learning a foreign language. Two data mining clustering techniques are used to analyse the impact of the game on learning processes and outcomes. The aim is to classify students according to learning outcomes, by comparing specific language competencies, such as the grammar, vocabulary and writing, before, during and after a case study. The case study used here involved 102 undergraduate German language students from the A1.2 level (CEFR). The results obtained from the application of two different clustering techniques indicate that learners do not all benefit from game-based learning in the same way; some students might better develop language competencies through more conventional and guided learning approaches.
{"title":"Clustering analysis of game-based learning: Worth it for all students?","authors":"M. Palomo-duarte, Anke Berns, Andrés Yáñez Escolano, J. Dodero","doi":"10.1386/JGVW.11.1.45_1","DOIUrl":"https://doi.org/10.1386/JGVW.11.1.45_1","url":null,"abstract":"Game-based learning has proven to be effective for enhancing student motivation and learning outcomes. In this study, the authors first designed and then tested a 3D virtual world-based video game to support students in learning a foreign language. Two data mining clustering techniques\u0000 are used to analyse the impact of the game on learning processes and outcomes. The aim is to classify students according to learning outcomes, by comparing specific language competencies, such as the grammar, vocabulary and writing, before, during and after a case study. The case study used\u0000 here involved 102 undergraduate German language students from the A1.2 level (CEFR). The results obtained from the application of two different clustering techniques indicate that learners do not all benefit from game-based learning in the same way; some students might better develop language\u0000 competencies through more conventional and guided learning approaches.","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48225167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kriegsspiel, Hexes and the Nonkinetic: Tripping the CRT fantastic – Zones of Control: Perspectives on Wargaming, Pat Harrigan and Matthew G. Kirschenbaum (eds) (2016)Cambridge: The MIT Press, 806 pp.,ISBN 978-0-26203-399-2, h/bk, $50.00
{"title":"Book Review","authors":"Patrick J. Lang","doi":"10.1386/jgvw.10.3.295_5","DOIUrl":"https://doi.org/10.1386/jgvw.10.3.295_5","url":null,"abstract":"Kriegsspiel, Hexes and the Nonkinetic: Tripping the CRT fantastic – Zones of Control: Perspectives on Wargaming, Pat Harrigan and Matthew G. Kirschenbaum (eds) (2016)Cambridge: The MIT Press, 806 pp.,ISBN 978-0-26203-399-2, h/bk, $50.00","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47068118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article offers a critical reflection on automation of play and its significance for the theoretical enquiries into digital games and play. Automation has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. On the following pages, the author explores various instances of automated non-human play and proposes a post-human theoretical lens, which may help to create a new framework for the understanding of video games, renegotiate the current theories of interaction prevalent in game studies, and rethink the relationship between human players and digital games.
{"title":"Automation of play: Theorizing self-playing games and post-human ludic agents","authors":"Sonia Fizek","doi":"10.1386/JGVW.10.3.203_1","DOIUrl":"https://doi.org/10.1386/JGVW.10.3.203_1","url":null,"abstract":"This article offers a critical reflection on automation of play and its significance for the theoretical enquiries into digital games and play. Automation has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters,\u0000 and non-human agents traversing multiplayer spaces. On the following pages, the author explores various instances of automated non-human play and proposes a post-human theoretical lens, which may help to create a new framework for the understanding of video games, renegotiate the current theories\u0000 of interaction prevalent in game studies, and rethink the relationship between human players and digital games.","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motorsports games and simulated automobile racing occupy a dynamic genre of computer games for entertaining play, critical game studies and ‘auto-play’. This article utilizes the lens of speculative design to present six scenarios that seek to motivate the design of autonomous eMotorsports games and play experiences through alternative design fictions. These fictions serve to help identify and tease out how different socio-technical configurations emerging around autonomous vehicles, motorsports games, sim racing user interfaces and user experiences, embrace or exclude different stakeholders. These stakeholders can shape how autonomous eMotorsports games, game play and game viewing will emerge and prosper. These fictions also serve as a narrative web of possible socio-technical configurations open to critical review through: (1) transhumanist spectacle and spectating; (2) technofeminist and gendered framings of these configurations; and (3) whether digital artefacts configured to realize autonomous eMotorsports games have politics.
{"title":"Autonomous eMotorsports racing games: Emerging practices as speculative fictions","authors":"W. Scacchi","doi":"10.1386/JGVW.10.3.261_1","DOIUrl":"https://doi.org/10.1386/JGVW.10.3.261_1","url":null,"abstract":"Motorsports games and simulated automobile racing occupy a dynamic genre of computer games for entertaining play, critical game studies and ‘auto-play’. This article utilizes the lens of speculative design to present six scenarios that seek to motivate the design of autonomous\u0000 eMotorsports games and play experiences through alternative design fictions. These fictions serve to help identify and tease out how different socio-technical configurations emerging around autonomous vehicles, motorsports games, sim racing user interfaces and user experiences, embrace or\u0000 exclude different stakeholders. These stakeholders can shape how autonomous eMotorsports games, game play and game viewing will emerge and prosper. These fictions also serve as a narrative web of possible socio-technical configurations open to critical review through: (1) transhumanist spectacle\u0000 and spectating; (2) technofeminist and gendered framings of these configurations; and (3) whether digital artefacts configured to realize autonomous eMotorsports games have politics.","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines contemporary practices of ‘idling’ (playing ‘idle games’) and ‘let’s playing’ (watching ‘Let’s Play’ [LP] videos of performed gameplay) as forms of power and resistance in the attention economy. Through the prism of interpassivity, a theory developed by Robert Pfaller and Slavoj Žižek, it establishes idling as relegating certain enjoyment from gameplay to the machine, while reproducing the anxieties associated with digital work as a whole. LPs, on the other hand, position the viewer as a critical analyst rather than a hands-on player. This vicarious experience of delegating play to others can allow avoidance and disengagement, which in turn may allow for a critical examination of the system as whole. As I will argue in this article, such interpassive practices can thus be seen as forms of resistance enabling users to step outside the controlling mechanism of digital media and the associated cybernetic feedback loops.
{"title":"Let’s not play: Interpassivity as resistance in ‘Let’s Play’ videos","authors":"A. Gekker","doi":"10.1386/JGVW.10.3.219_1","DOIUrl":"https://doi.org/10.1386/JGVW.10.3.219_1","url":null,"abstract":"This article examines contemporary practices of ‘idling’ (playing ‘idle games’) and ‘let’s playing’ (watching ‘Let’s Play’ [LP] videos of performed gameplay) as forms of power and resistance in the attention economy. Through\u0000 the prism of interpassivity, a theory developed by Robert Pfaller and Slavoj Žižek, it establishes idling as relegating certain enjoyment from gameplay to the machine, while reproducing the anxieties associated with digital work as a whole. LPs, on the other hand, position the\u0000 viewer as a critical analyst rather than a hands-on player. This vicarious experience of delegating play to others can allow avoidance and disengagement, which in turn may allow for a critical examination of the system as whole. As I will argue in this article, such interpassive practices\u0000 can thus be seen as forms of resistance enabling users to step outside the controlling mechanism of digital media and the associated cybernetic feedback loops.","PeriodicalId":43635,"journal":{"name":"Journal of Gaming and Virtual Worlds","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49604282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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