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Contextualizing Game Literacy: A transhistorical approach to understanding Game-Based Learning environments
University of Skövde, School of Informatics. University of Skövde, Informatics Research Environment. (Interaction Lab (ILAB))ORCID iD: 0000-0003-1458-8557
University of Skövde, School of Informatics. University of Skövde, Informatics Research Environment. (Media, Technology and Culture (MTEC))ORCID iD: 0000-0002-3509-8293
University of Skövde, School of Informatics. University of Skövde, Informatics Research Environment. (Media, Technology and Culture (MTEC))ORCID iD: 0000-0001-7008-0526
2020 (English)In: Proceedings of the 15th International Conference on the Foundations of Digital Games: FDG 2020 / [ed] Georgios N. Yannakakis, Antonios Liapis, Penny Kyburz, Vanessa Volz, Foaad Khosmood, Phil Lopes, New York: Association for Computing Machinery (ACM), 2020, article id 108Conference paper, Published paper (Refereed)
Abstract [en]

The nature of ‘reading’ different types of texts, across all media, is fundamentally beholden to the concept of ‘literacy’. The concept of literacy is well established in media studies – from books, to film, and visual, performing and interactive arts – and as such it has a wide range of applicability. All forms of media constitute a semiotic milieu in which signifiers and codes mean different things depending on the form’s unique language and the contexts and manner in which individual participants, or “readers”, approach them. In the field of digital games research, literacy is commonly defined as a narrower concept that refers to the ability to identify affordances and interact with game components with a high degree of confidence. This focus on capability is understandable to a degree: the unique aspect of games as a medium is often considered to specifically be its interactability, and thus being able to interact becomes synonymous with being ‘game literate’. In this paper, however, we will both describe how literacy in games would benefit from a more nuanced, transhistorical view of interactability, as well as provide examples from many kinds of media beyond games to demonstrate that interaction literacy is neither novel nor unique to the medium of games. Understanding this rich history would provide a broader foundation of referential literature for game scholars to use when discussing the concept of game literacy and the interactability of media in general.

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2020. article id 108
Keywords [en]
Game literacy, game-based learning, transhistorical, somatic experience, interactive immersive environments, storyworld design
National Category
Pedagogy Human Aspects of ICT History of Technology
Research subject
Interaction Lab (ILAB); Media, Technology and Culture (MTEC)
Identifiers
URN: urn:nbn:se:his:diva-19086DOI: 10.1145/3402942.3409610Scopus ID: 2-s2.0-85092324210ISBN: 978-1-4503-8807-8 (print)OAI: oai:DiVA.org:his-19086DiVA, id: diva2:1469794
Conference
15th International Conference on the Foundations of Digital Games (FDG ’20), September 15–18, 2020, Bugibba, Malta
Note

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

Available from: 2020-09-22 Created: 2020-09-22 Last updated: 2021-01-04Bibliographically approved

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Berg Marklund, BjörnRouse, RebeccaHolloway-Attaway, Lissa

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