Abstract

The development of humankind has opened the way to different types of communication being reflected in how we occupy our free time. Today the machines occupy an outstanding place in our life. This situation demands the families´attention as the first social reference to today´s children, adults of the future.

Abstract

A videogame is a cultural device with its own socializing functions, as stated by most of the media. The high levels of pleasure and enjoyment it gives players make it essential to analyse its potential as an educational tool, more so if there is an awareness of its value as a vehicle for personality development among young people. This paper tries to provide current examples of the wide range of videogames and their ability to develop certain skills related to the dynamic representation of space, within Jerome Bruner´s learning model. There is analysis of how adventure, strategy, simulation and role-playing games improve the development of skills such as reflection, strategic and tactical reasoning, or mental agility and economic challenges. Furthermore, data is provided on the present rating systems for game choice e.g.: ESRB (Entertainment Software Rating Board) valid in the U.S.A, and PEGI, from the European Federation for Interactive Software. Both are accepted by aDeSe (Asociation for Distributors and Editors of Entertainment Software) and both try to help parents and teachers recognise its content and suitability for the different range of ages and profiles. To sum up, the essay attempts to show the importance of videogames in the teaching-learning process by providing up-to-date examples.

Abstract

This author deals with the attraction of that feeling of terror generated in the media, especially in cinema, and from the perspective of the controlled emotion behind that fear, pleasure and pain. What is the nature of the fear and pleasure the spectator feels? Why is it important for educators to take account of this connection between the viewer and the film? This subject is treated from film culture as experiecned by young Britons, with an analysis of the influence of cinema on the cultural lives of young people and the lessons that can be drawn. The author takes two young girls as an example, identifying their social identity and later outlining the state of education in cinema and the media. He presents two projects developed by young Britons on Psychosis and the creation of videogames. The author concludes that the fascinating world of moving images is open to us via films and videogames, by examining ludic structures and narratives and teaching students how these are interrelated and exploring their creative processes of production.

Abstract

The approach of this article is centered on the concepts of digital competence and new narrative formats. We aim to apply these dimensions to the videogame «Dragon Age Origins», winner of the 2009 videogame of the year award. Its features - plot, characters and interactivity – make it ideal reading material in other formats and are highly motivational for young people. The development of digital competence signifies new literacy, and it is necessary to find new stimulating resources that combine the fun and formative dimensions. Equally relevant are multimodal texts (Kress & Van Leeuwen, 2001), especially new narrative formats that imply social progress, as the ways of reading are different. The texts have acquired new formats with the same quality as books but they sometimes motivate users more. This is the case of «Dragon Age Origins», a dark heroic fantasy role-playing game set in a unique world containing a story to be read and experienced. Our analysis of the videogame discusses whether it should be considered a form of reading or not.

Abstract

From their historical origins games have provided us with dramatic models of the fundamental activities of humankind, such as sowing and harvesting (mancala games), war (chess) and construction (puzzles). However, games based on the same activity change significantly depending on the place and time they belong to, and therefore a comparative analysis between traditional games and videogames can give us a valuable and novel insight into the popular culture of our times. What are the main distinctive features used to represent war in military strategy videogames compared to those used in chess? What are the main differences between the most popular videoludic metaphors of construction and traditional puzzles? The aim of this article is to explore questions like these by making a comparative analysis of the underlying meanings of traditional games and popular videogames. The theoretical and methodological framework is based on game history, game design theory and theory of videogame meaning. The findings reveal elements that shed light on the nuances of meaning that distinguish traditional games from popular videogames of the same genre, and show that the analysis model conceived for this study could be of interest for further research. Finally, we reflect on the relationship between the underlying meanings of the videogames analyzed and certain distinctive aspects of contemporary culture.

Abstract

Much has been said and written about media education, its relevance and goals. Beyond directives, resolutions or recommendations, research in this area has deepened the foundations of media education but has also emphasized its weak points or faults. One of these critical points noted in the training and research work developed at the University of Minho, Portugal, in the last 20 years is the non-existence of resources and materials that could be used to promote media education in different contexts. But this is not just about the availability of materials, it concerns the importance of putting knowledge into practice and of mediating the knowledge produced with the appropriate audience. This concern was the basis of the ‘Media Education in Booklets’ project carried out by the Society and Communication Research Centre and funded by the Evens Foundation, Belgium. This paper presents the resources produced by this project in the form of three booklets: the first deals with the mediation of TV at school and at home; the second describes videogames, ways of playing, benefits, dangers, creativity and interculturality; the third is about the Internet and social networks, and the new forms of relationships and communication that these allow.

Abstract

The aim of this article is to understand the behaviour of Secondary Education students during their leisure time when using some different virtual spaces. We report a study carried out in a Community Centre offering training and leisure services for youngsters. Due to the large number of technological activities offered, this study paves the way for analysis and reflection about the hidden reasons and motivations young people have to use virtual spaces. We also show the interpretations and reflections of youngsters in their personal relationships and models of cohabitation. Our study likewise approaches the relation that youngsters establish between real and virtual spaces, focusing our attention on the construction of interactions which stems from their personal experiences. For data collection we carried out observations, conversations, analysis of documents and interviews. We analyzed with special interest the meanings that youngsters assign to their experiences in relation with mediatic and civic processes during their leisure time. The results of the study help to know the initiative, motivations and manner of acting that the youngsters of this study have on their ways of socialization in community. Concretely, the aspects allied with the search of pleasure, entertainment, the maintenance of social ties and continuous stimulation uses.

Abstract

In this paper we reflect on the relationship of games, cognitive development and educational processes during a time of profound technological change. Specifically, we consider the role of videogames in knowledge construction and in children’s education. By studying both the logic of video games and how players understand them, we can develop interesting ideas for re-thinking theories on knowledge and education. Primarily, this text analyzes the role of video games in the world of play in order to delve into its unique narrative models. Finally, we evaluate their virtual features for learning and education in general, then focusing on the risks entailed. We conclude with a cognitive-pedagogical evaluation of the connective thought that videogames can develop.

Abstract

In this study we have analysed the current state of media literacy focusing on the game and film art forms. We aim to discover if some problems found throughout the history of film literacy were also occurring in game literacy research. It is also our intention to bring both visions together in order to get the attention of people working in the gaming field. To do this we have studied the cultural and creative dimensions in game literacy. The study is defined culturally by educational and critical approaches, and creatively by design and programming. The study also takes into account film literacy perspectives. We found that game literacy has a strong bias towards the cultural rather than the educational approach. The critical component might face the same problems that occur in film literacy studies. In terms of the creative dimension, we found a lack of investment in and support for research in design and programming practices. In conclusion we believe more interest needs to be generated in game literacy and that the literacy perspective based on creative design and programming with an emphasis on communication instead of education should be the model to follow.