an article by Jacob Johanssen (University of Westminster, UK) published in Information, Communication & Society Volume 21 Issue 9 (2018)
Abstract
Political economists have argued that user activity on corporate social media is regarded as labour that appears playful and fun but is exploited and sold to advertisers for profit maximization.
This article begins with the working assumption that such user labour on social media constitutes a form of playing. It is theorized through a psychoanalytic perspective on the term as developed by D. W. Winnicott and André Green. The notion of gaming–playing is put forward to account for set interface structures on Facebook that resemble a game as well as free-flowing dimensions more akin to playing.
Some user discourses on Facebook are analysed through this prism.
A psychoanalytic conceptualization of user labour as playing allows one to analyse both positive discourses that emphasize Facebook as a space for creativity, exploration and the unknown, as well as negative discourses that critique the platform with regard to lacking privacy controls or data ownership.
Both discourses are conducted in a playful manner that creatively utilize a sense of user agency in relation to others and Facebook itself, but often remain without consequences.
Showing posts with label gaming. Show all posts
Showing posts with label gaming. Show all posts
Monday, 1 October 2018
Friday, 2 December 2016
Playing games at the Library: Seriously?
an article by Cécile Swiatek (Université Paris II Panthéon Assas, France) and Myriam Gorsse (Université Pierre et Marie Curie, Paris) published in Liber Quarterly: The Journal of the Association of European Research Libraries Volume 26 Number 2 (2016)
Abstract
During the past ten years, libraries have been developing gaming activities from library board games to mystery games and immersive role-playing games. This article aims at giving a general overview of gaming issues in French academic libraries.
General gaming theories are quickly reviewed, basic keys are given about how and why to set up a gaming service and department at the academic library, concrete and recent initiatives are presented.
This article focuses on non-virtual and public-oriented games that were already organised in and by libraries. More generally, it underlines how to use gaming activities for promoting organisational innovation.
It concludes on the necessity to settle a strategy for gaming activities, to enforce management practices, and on the importance to publicise the initiatives by establishing a public gaming policy and programme, and by formalising communication plans, staff training and knowledge management. The results of this fact study highlight how gaming activities are becoming a new reality for libraries, which requires a proper management perspective.
Full text (HTML)
Abstract
During the past ten years, libraries have been developing gaming activities from library board games to mystery games and immersive role-playing games. This article aims at giving a general overview of gaming issues in French academic libraries.
General gaming theories are quickly reviewed, basic keys are given about how and why to set up a gaming service and department at the academic library, concrete and recent initiatives are presented.
This article focuses on non-virtual and public-oriented games that were already organised in and by libraries. More generally, it underlines how to use gaming activities for promoting organisational innovation.
It concludes on the necessity to settle a strategy for gaming activities, to enforce management practices, and on the importance to publicise the initiatives by establishing a public gaming policy and programme, and by formalising communication plans, staff training and knowledge management. The results of this fact study highlight how gaming activities are becoming a new reality for libraries, which requires a proper management perspective.
Full text (HTML)
Wednesday, 30 January 2013
Let Them Play! Active Learning in a Virtual World
an article by Shu Z. Schiller, Kendall Goodrich and Pola B. Gupta (Wright State University, Ohio, USA) published in Information Systems Management Volume 30 Issue 1 (2013)
Abstract
In this research, the authors introduce Second Life in undergraduate marketing courses to evaluate its impact on learning.
Following the principles of active learning, they conducted two studies (“observing-reflection” and “observing-doing-reflection”) in which a total of 201 marketing students participated.
Findings show that students who feel Second Life is more game-like and easy to use report greater effectiveness of learning. When “doing” is incorporated in learning activity, enjoyment and learning outcomes improve significantly.
Abstract
In this research, the authors introduce Second Life in undergraduate marketing courses to evaluate its impact on learning.
Following the principles of active learning, they conducted two studies (“observing-reflection” and “observing-doing-reflection”) in which a total of 201 marketing students participated.
Findings show that students who feel Second Life is more game-like and easy to use report greater effectiveness of learning. When “doing” is incorporated in learning activity, enjoyment and learning outcomes improve significantly.
Friday, 13 January 2012
Reviewing the need for gaming in education to accommodate the net generation
an article by by G Bekebrede, H J G Warmelink and I S Mayer published in Computers & Education Volume 57 Issue 2 (2011)
Abstract
There is a growing interest in the use of simulations and games in Dutch higher education. This development is based on the perception that students belong to the “gamer generation” or “net generation”: a generation that has grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns and technology use generally.
It is often argued that in education this generation prefers active, collaborative and technology-rich learning, i.e. learning methods that involve extensive computer use and collaboration among students. Gaming is then proposed as a new teaching method which addresses these requirements.
This article presents the results of a survey which studied whether this discourse is also applicable to higher education students from the Netherlands and whether games, considered as active, collaborative and technology-rich learning experiences, are of greater importance in the formal education of today’s students.
Of 1,432 respondents from eight Dutch institutes of higher education surveyed between 2005 and 2009, about 25% fit our criteria of being a clear representative of the net generation. Furthermore, our analysis shows that there is little difference, and no statistically significant difference, in active, collaborative and technology-rich learning preferences between the representatives and non-representatives of the net generation. Furthermore, no large or statistically significant differences were found between representatives and non-representatives of the net generation with respect to the value they accorded to gaming in education.
Overall our dataset did not fit the expectations raised by the net generation theory, with the percentage of students who fit the criteria being much lower than expected. However, regardless of whether they represented the net generation or not, in general our respondents preferred collaborative and technology-rich learning and deemed games a valuable teaching method.
Abstract
There is a growing interest in the use of simulations and games in Dutch higher education. This development is based on the perception that students belong to the “gamer generation” or “net generation”: a generation that has grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns and technology use generally.
It is often argued that in education this generation prefers active, collaborative and technology-rich learning, i.e. learning methods that involve extensive computer use and collaboration among students. Gaming is then proposed as a new teaching method which addresses these requirements.
This article presents the results of a survey which studied whether this discourse is also applicable to higher education students from the Netherlands and whether games, considered as active, collaborative and technology-rich learning experiences, are of greater importance in the formal education of today’s students.
Of 1,432 respondents from eight Dutch institutes of higher education surveyed between 2005 and 2009, about 25% fit our criteria of being a clear representative of the net generation. Furthermore, our analysis shows that there is little difference, and no statistically significant difference, in active, collaborative and technology-rich learning preferences between the representatives and non-representatives of the net generation. Furthermore, no large or statistically significant differences were found between representatives and non-representatives of the net generation with respect to the value they accorded to gaming in education.
Overall our dataset did not fit the expectations raised by the net generation theory, with the percentage of students who fit the criteria being much lower than expected. However, regardless of whether they represented the net generation or not, in general our respondents preferred collaborative and technology-rich learning and deemed games a valuable teaching method.
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