Narrative Transportation and Virtual Reality: Exploring the Immersive Qualities of Social Justice in the Digital World

This dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories. The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various disciplines and settles on narrative transportation, a theory from cognitive psychology, as the most useful in measuring the effect of VR stories on participants. The second chapter examines ethnographic practices, activist games, and modes of reclaiming digital spaces as a way to encourage digital social justice and ensure traditionally marginalized communities have meaningful access to technology—or, the tools to use it, create with it, and critique it. The third chapter presents the result of a play study conducted to measure participants\u27 transportation in a recent VR narrative and finds VR interactive narratives to be more transportive and engaging than their two-dimensional counterparts. The fourth chapter interrogates some of the fears of VR technology, namely that it will be used to further current societal injustices and as a potentially powerful propaganda tool. The final chapter presents five recommendations for designers seeking to experiment in virtual reality narratives. The ultimate aim of this work is to encourage scholars, designers, and participants to make ethical decisions in the creation and use of virtual societies

Narrative Transportation and Virtual Reality: Exploring the Immersive Qualities of Social Justice in the Digital World

This dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories. The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various disciplines and settles on narrative transportation, a theory from cognitive psychology, as the most useful in measuring the effect of VR stories on participants. The second chapter examines ethnographic practices, activist games, and modes of reclaiming digital spaces as a way to encourage digital social justice and ensure traditionally marginalized communities have meaningful access to technology—or, the tools to use it, create with it, and critique it. The third chapter presents the result of a play study conducted to measure participants\u27 transportation in a recent VR narrative and finds VR interactive narratives to be more transportive and engaging than their two-dimensional counterparts. The fourth chapter interrogates some of the fears of VR technology, namely that it will be used to further current societal injustices and as a potentially powerful propaganda tool. The final chapter presents five recommendations for designers seeking to experiment in virtual reality narratives. The ultimate aim of this work is to encourage scholars, designers, and participants to make ethical decisions in the creation and use of virtual societies

Accounting, accountants and accountability regimes in pluralistic societies: taking multiple perspectives seriously

Purpose – The purpose of this paper is to synthesize work in the emerging field of how accounting and accountability can be reoriented to better promote pluralistic democracy which recognizes and addresses differentials in power, beliefs and desires of constituencies. An agenda for future research and engagement is outlined, drawing on this and insights fromother papers in this special issue of the Accounting, Auditing and Accountability Journal (AAAJ) aimed at taking multiple perspectives seriously. Design/methodology/approach – The paper reviews and synthesizes the central themes associated with accounting, accountants and accountability regimes in pluralistic societies, especially with respect to the research studies in this AAAJ special issue, and it identifies possibilities for future research and engagement. Findings – Three central themes are identified: the challenges of achieving critical, pluralistic engagement in and through mainstream institutions; the possibilities of taking multiple perspectives seriously through decentred understandings of governance and democracy; and the value of an agonistic ethos of engagement in accounting. The articles in this issue contribute to these themes, albeit differently, and in combination with the extant social science literature reviewed here, open up pathways for future research and engagement. Practical implications – This work seeks to encourage the development of pluralistic accounting and accountability systems drawing on conceptual and practice-based resources across disciplines and by considering the standpoints of diverse interested constituencies, including academics, policymakers, business leaders and social movements. Originality/value – How accounting can reflect and enact pluralistic democracy, not least to involve civil society, and how problems related to power differentials and seemingly incompatible aims can be addressed has been largely neglected. This issue provides empirical, practical and theoretical material to advance further work in the area. Paper type Research pape

Activist Board Games in Adult Education: Educational Philosophies, Learning Theories and Game Mechanics

The use and design of activism board games in popular education are unexplored. This study explores the board game Rise-Up (TESA Collective, 2017). To gather data, game aesthetics were observed and analyzed. At least two issues are worth examining from an adult education lens, the operationalization of critical thinking and the relationship between educational goals and game mechanics

On social function: new language for discussing technology for social action

Designers of technology for social action can often become embroiled in issues of platform and technical functionality at a very early stage in the development process, before the precise social value of an approach has been explored. The loyalty of designers to particular technologies and to ways of working can divide activist communities and, arguably, has weakened the social action world’s performance in exploiting technology with maximum usefulness and usability. In this paper, we present a lexicon for discussing technology and social action by reference to the intention and relationship to use, rather than to detailed functionality. In short, we offer a language to support discussions of social function, and thus to avoid premature commitment or argument about architecture or implementation details.</p

Bridging the activist-academic divide: feminist activism and the teaching of global politics

Our starting point in this article is the widespread belief that academia and activism are separate worlds, driven by contrasting aims and imperatives and governed by different rules. Such a view is based on a series of takenfor-granted and highly problematic ontological dichotomies, including mind/body, theory/practice, reason/emotion, abstract/concrete and ‘ivory tower’/ ‘real world’. Perhaps most fundamentally, these serve to set up thinking and reflecting in opposition to doing or acting. Thus in both activist and academic characterisations of what it is that they do, we find the frequent assumption that academics theorise and write, while for activists ‘action is the life of all and if thou dost not act, thou dost nothing’; academics exercise their cognitive skills, while activists are animated by passion; academics are impartial commentators on the world while activists are partisan, polemical advocates; academics work in elite institutions while activists are embedded in the everyday, ‘on the streets’ or at ‘the grassroots’

A gamified approach to promoting empathy in children

Purpose Gamification has gained popularity in social marketing research; however, its application remains limited to a few contexts, and relatively little is known about how innovative gamification technologies such as augmented reality can be applied to social marketing programme design. This paper aims to demonstrate the application of gamification to a social marketing pilot programme designed to increase children’s empathy and empathic behaviour. Design/methodology/approach Informed by social cognitive theory (SCT), a mixed-method research design was adopted using pre- and post-programme surveys (n = 364) to assess effectiveness using paired samples t-test. Qualitative data included observations, participant’s questions and a feedback activity at the end of the programme. A thematic analysis was undertaken to examine the data and detect meaningful insights. Findings Children’s affective empathy and empathic behaviour outcomes were improved following the pilot programme. However, no effects were observed for cognitive empathy and social norms. Thematic analysis revealed three themes to further improve the game: developmentally appropriate design, user experience and game design. Research limitations/implications Findings demonstrated challenges with the application of SCT outlining a disconnect between the design of the gamified programme and theory application. Practical implications This study provides initial evidence for the application of innovative gamification technologies to increase empathy in children. Originality/value To the best of the authors’ knowledge, this paper is the first to examine how a gamified social marketing programme can increase empathy in children

Ludic literacies at the intersections of cultures: an interview with James Paul Gee

Professor James Gee addresses issues of linguistics, literacies and cultures. Gee emphasises the importance of Discourses, and argues that the future of literacy studies lies in the interrogation of new media and the globalisation of culture

Exploring Empathy and Intersectionality in Gaming: a Case Study of Sweetxheart (Small, 2019)

This study examines the ability of the game SweetXHeart – a genre-defying slice-of-life creation by Catt Small (2019) – to promote empathy and consciousness of microaggressions, specifically among participants whose characteristics differ from the game's main character – a white male-dominated sample. The study included 39 undergraduate students from a Bachelor’s Degree in videogames, offering a distinct chance to examine the reactions of this specific demographic to feminist and intersectional ideas in gaming.&nbsp; After playing the game, participants were surveyed, and a mixed-methods approach, including quantitative and content analysis, was applied to their answers. The obtained results emphasize how players gain empathy by adopting the game character’s perspective and experiencing her life, and fostering connections. However, the game’s effectiveness in raising awareness depends on the participants’ understanding of intersectionality and the challenges faced by people in positions of privilege.&nbsp

Internet art: An interactive timeline resource

Link to Interactive Timeline Resource (ITR): https://sites.google.com/view/itr-internet-art/home The purpose of this study was to first collect and summarize the history of internet art from its inception to current day and, second, to create an interactive timeline resource (ITR) designed for K-12 art application. Current approaches to internet art include recommendations that students engage with social media in the K-12 setting, yet gaps in the literature have neglected to address the actual history of internet art as a feature of a student’s K-12 art experiences. Initial research started from a preliminary hypothesis that highlighted the irony of students using the internet in art class and daily life, yet receiving little to no teaching on the history of the internet and related art. The related research questions aimed to present a chronology of internet art and to produce an ITR for curricular implementation through three research questions. First, what is the history of internet art and what key figures, communities, and subcultures exemplify the phenomenon? Second, how are contemporary online artist’s behaviors in communicating, collaborating, and discussing art influenced by previous iterations of internet art? Third, in what ways can internet art and its history inform K-12 art education theory and practice? The study was conducted following grounded theory, showcased in the generation of a literature review punctuated by reflections on the initial hypothesis, and borrowing from historical analysis, demonstrated in the construction of a chronology on internet art. The main conclusions of this study found that not only were there gaps in art education literature regarding internet art in K-12 art teaching, but these gaps have been previously highlighted by art education researchers who have called for its inclusion in K-12 art education curriculum