Stillborn: The Libidinal Economy of Gadgetized Mediation in the Era of Socialization for Consumption; An Explanatory Political Project

This project captures an attempt to politicize one aspect of Western middle class youth’s everyday experience growing up and living in postindustrial consumer society—the replacement of experiential, material, and libidinal gratification with that of ideological satisfaction. The dissertation takes up problematic adolescent gaming as a site to interrogate the ways and means of technologically-backed consumer socialization, and draw out the implications for subject-formation and possibility of self-determination. Developing new ways to conceptualize politics of youth, the project re-reads existing academic research on youth and gaming. Its main goal is to create a theoretical framework that can sustain an understanding of the importance of consumerizing gadget-mediated self-self cultivation across the dimensions of political economy and its strict materiality, psycho-sociality and its relational concreteness, and the realm of the mind in which ideology meets consciousness. Under the guise of critiquing the banality of gaming studies, the project excavates ideas from various critical theory, phenomenological and psychoanalytic traditions to raise political questions of social reproduction and clarify a concretely political path beyond the present circumstances. I am interested in exploring how it is that generation after generation young people born in the compromised consumption-rendered centers of global capital do not revolt against the seemingly repressive institutions shaping their lives. In this question, there is an intergenerational politics, a politics in which the question of youth and their otherness is crashed into the structuration of political economy and social reproduction within it. This is ultimately the theme of my inquiry. The present work is a study of gaming as a site where we should expect to see the manifestations of this kind of intersection, but instead what we see is a single-minded preference for celebrating the gaming industry and securing the ideologically soothing reproduction. I want to address the politics signaled by the changing role of play in advanced consumer economy, where in the site of gaming, through controlled bursts of traumatization and regularization, prediction of subjective experience is commodified into the global capitalistic circuits

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

The Playful Citizen

This edited volume collects current research by academics and practitioners on playful citizen participation through digital media technologies

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

GSGS'18 ::3rd Gamification & Serious Game Symposium : health and silver technologies, architecture and urbanism, economy and ecology, education and training, social and politics

The GSGS’18 conference is at the interface between industrial needs and original answers by highlighting the playful perspective to tackle technical, training, ecological, management and communication challenges. Bringing together the strengths of our country, this event provides a solid bridge between academia and industry through the intervention of more than 40 national and international actors. In parallel with the 53 presentations and demos, the public will be invited to participate actively through places of exchange and round tables

(Re)playing history and rethinking gender in Neo-Victorian video games

Ao longo das últimas décadas, diversos criadores de videojogos têm demonstrado uma preocupação em criar mundos ficcionais, personagens e enredos mais envolventes, e com os quais os jogadores podem mais facilmente se identificar. Isto é, possivelmente, consequência de desenvolvimentos tecnológicos, bem como de preocupações prementes acerca de inclusão e diversidade na indústria de videojogos, e nos próprios videojogos, preocupações essas que se estenderam para além do mundo académico e passaram a ser também discutidas na esfera pública. Considerando estas preocupações, videojogos cuja ação decorre em determinados períodos históricos são confrontados com duas opções, representar a história fielmente sem recurso a liberdade criativa, ou refletir criticamente e através de uma perspetiva contemporânea nesse período histórico. Na presente dissertação, analisa-se como três videojogos, The Order: 1886 (2015), Assassin’s Creed Syndicate (2015), and Dance of Death: Du Lac & Fey (2019), lidam com estas preocupações, posicionando a sua ação na cidade de Londres durante o período Vitoriano, e criando um elenco de personagens mais diverso. A análise centra-se em diferentes personagens femininas e transgénero destes três videojogos, para explorar o modo como estes videojogos neovitorianos procuram subverter estereótipos e papéis de género, assim como o género enquanto sistema binário, masculino/feminino.Over the last decades, many video game developers have demonstrated a concern to create more compelling and complex fictional worlds, characters, and plots, with which the player can connect with. Arguably, this is both the consequence of technological developments, as well as of pressing concerns about inclusivity and diversity in the video game industry and in video games themselves, which have extended beyond academia and into the public sphere. When approaching these concerns, video games with specific historical setting have two main options, to accurately represent history without any creative freedom, or to critically reflect on it through a contemporaneous perspective. In this dissertation, I look at how three video games, The Order: 1886 (2015), Assassin’s Creed Syndicate (2015), and Dance of Death: Du Lac & Fey (2019), address these concerns through their setting in the city of London of the Victorian era, and by assembling a more diverse cast of characters. I focus my analysis on different female and trans characters from these three video games, to explore how these neo-Victorian video games attempt to subvert gender stereotypes, roles, and the male/female gender binary

Reason Against the Machine: Future Directions for Mass Online Deliberation

Designers of online deliberative platforms aim to counter the degrading quality of online debates. Support technologies such as machine learning and natural language processing open avenues for widening the circle of people involved in deliberation, moving from small groups to "crowd" scale. Numerous design features of large-scale online discussion systems allow larger numbers of people to discuss shared problems, enhance critical thinking, and formulate solutions. We review the transdisciplinary literature on the design of digital mass deliberation platforms and examine the commonly featured design aspects (e.g., argumentation support, automated facilitation, and gamification) that attempt to facilitate scaling up. We find that the literature is largely focused on developing technical fixes for scaling up deliberation, but may neglect the more nuanced requirements of high quality deliberation. Current design research is carried out with a small, atypical segment of the world's population, and much research is still needed on how to facilitate and accommodate different genders or cultures in deliberation, how to deal with the implications of pre-existing social inequalities, how to build motivation and self-efficacy in certain groups, and how to deal with differences in cognitive abilities and cultural or linguistic differences. Few studies bridge disciplines between deliberative theory, design and engineering. As a result, scaling up deliberation will likely advance in separate systemic siloes. We make design and process recommendations to correct this course and suggest avenues for future researchComment: Adjusting title and abstract to arxiv metadat

The Playful Citizen

This edited volume collects current research by academics and practitioners on playful citizen participation through digital media technologies

Cultural literacy acquisition through video game environments of a digitally born generation

[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural[CA] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacyShliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/13084