Resources for Media Literacy: Mediating the Research on Children and Media

Mucho se ha investigado sobre la educación en medios, su importancia y objetivos. Más allá de las directivas, resoluciones o recomendaciones, la investigación en esta área ha permitido profundizar y solidificar sus fundamentos, al tiempo que ha facilitado el reconocimiento de sus puntos más débiles u omisiones. Uno de los puntos críticos destacados por la formación y por el trabajo de investigación que se ha desarrollado en la Universidad de Miño (Portugal) durante los últimos 20 años, es la inexistencia de recursos y materiales que puedan utilizarse para la promoción de la educación en los medios de comunicación en diferentes contextos. De esta forma, independientemente de los recursos y materiales, se genera la importancia de la transferencia de conocimientos a la práctica, la trascendencia de la mediación del conocimiento producido a su público. Esta preocupación fue la base principal del proyecto titulado «Recursos para la alfabetización mediática» llevado a cabo en el Centro de Estudios de Comunicación y Sociedad y financiado por Evens Foundation (Bélgica). Este trabajo presenta sucintamente los procesos de creación y los resultados generados por estos recursos, centrados en tres medios: televisión, videojuegos e Internet y redes sociales.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

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

Recursos para la alfabetización mediática : mediando la investigación sobre niños y medios de comunicación

Much has been said and written about media education, its relevance and goals. Beyond directives, resolutions or recommendations, research in this area has allowed deepening of its foundation, but it has also facilitated the acknowledgement of its weakest points or faults. One of the critical points noted by the training and research work that has been developed at the University of Minho, Portugal, during the last 20 years is the inexistence of resources and materials that might be used for promoting media education in different contexts. And this is not only about the existence or inexistence of materials, it is about the importance of transferring knowledge into practice; it is about the importance of mediating the produced knowledge to its audience. This concern was the main basis of the project ‗Media Education in Booklets‘ carried out at the Society and Communication Research Centre and funded by the Evens Foundation, Belgium. This paper intends to present the resources produced within this project, concerning three booklets: one about mediation of TV at school and at home; another one, about videogames, ways of playing, benefits, dangers, creativity and interculturality; and the third, about the Internet and social networks and the new forms of relationships and communication that these means allow.Mucho se ha dicho y escrito sobre la educación en medios, su importancia y objetivos. Más allá de las directivas, resoluciones o recomendaciones, la investigación en esta área ha permitido profundizar e solidificar sus fundamentos, pero también ha facilitado el reconocimiento de sus puntos más débiles o omisiones. Uno de los puntos críticos destacados por la formación y por el trabajo de investigación que se ha desarrollado en la Universidad de Minho, Portugal, durante los últimos 20 años, es la inexistencia de recursos y materiales que puedan utilizarse para la promoción de la educación en los medios de comunicación en diferentes contextos. Y esto no es sólo acerca de la existencia o inexistencia de los materiales, es sobre la importancia de la transferencia de conocimientos a la práctica, se trata de la importancia de la mediación del conocimiento producido a su público. Esta preocupación fue la base principal de lo proyecto intitulado ‗Recursos para la Alfabetización Mediática‘ llevado a cabo en el Centro de Estudios de Comunicación y Sociedad y financiado por la Evens Foundation, Bélgica. Este trabajo se propone presentar lo proceso de creación y lo resultado de esos recursos centrados en tres medios: televisión, videojuegos, e internet y redes sociales

How society’s negative view of videogames can discourage brands from sponsoring eSports

The purpose of this research was to identify the main motives that contribute to society’s negative view of videogames and that present a risk to the eSports sponsors’ image. To achieve this, an exploratory, qualitative, and integrative literature review was conducted. According to the theoretical data, there are four main reasons why society has a negative perception of videogames. It is commonly believed that: (1) gaming is an unproductive activity, (2) violent videogames incite aggressive behaviors, (3) videogames lead to gaming-addiction, and (4) eSports lead to eSports-related gambling addiction. However, while the literature presents convincing evidence that gaming can create addiction and that eSports can promote gambling addiction, there is no conclusive evidence to assume that violent videogames lead to aggressiveness and there is evidence showing that playing videogames can be a productive activity. Nevertheless, these four beliefs are a threat to the eSports sponsors’ image and may lead them to cancel their existing sponsorships or lead other brands to not want to sponsor eSports to prevent being associated with these negative notions. This research will help expand the minor literature on eSports sponsorships and advance the knowledge of why some eSports sponsorships are terminated and why some brands may be reluctant to sponsor eSports.info:eu-repo/semantics/publishedVersio

The suspension of disbelief in videogames

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel UniversityThis thesis explores the ways in which suspension of disbelief works in digital games. Primarily concerned with how players relate imaginatively to the often major dissonance between gameplay and narrative in digital games, this thesis questions how the literate players of games reconcile these complex texts imaginatively. Proposing that Samuel Taylor Coleridge's concept of suspension of disbelief is a complicated process often cited rhetorically rather than given its theoretical due, this thesis aims to rehabilitate the term and turn it into a useful, sharpened tool for games studies. Digital games themselves are also seen to be an intense new realm of possibilities for the suspension of disbelief, and textual analysis of games which approach the fourth wall or the suspension of disbelief on their own terms helps to make this clear. Beginning by defining the differences of games compared to other media, the thesis goes on to define suspension of disbelief in both its historical and modern contexts and see how it fits with games, isolating three key problems with uniting the concept with the medium. The three chapters which follow looked in more depth at the problems of the skilled reader, fundamental activity and dissonance through investigations into games’ textual construction, the mindsets they engender in players and their reformulation of the fourth wall. The final section looks at the conclusions working together to achieve the dual aims of proposing a new model for game reading which centres around a willed disavowal of presence on the part of the gamer combined with the gamer's taking up of a role offered by the game-text, and rehabilitating both the term and the concept of suspension of disbelief

How the Negative Public View of Videogames Threatens Esports Sponsors

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Modding the Apocalypse: (Re)Making Videogames as Post-Structuralist Free Play

This dissertation is about seeing videogames, and videogame design, through the lens of Gregory Ulmer ™s electracy apparatus theory. Videogame modding is emphasized an electrate approach to intervening in existing media. Mods have the potential to make potent rhetorical arguments, but they are little-understood in the field of rhet-comp, and there are numerous obstacles to carving a space for them in academic curricula; nevertheless, they are an increasingly common form of participatory engagement that make use of a broad digital skillset. Modders fit into Gregory Ulmer ™s electracy apparatus as egents ”agents of change in the Internet age ”and their playful appropriation of objects from various archives resembles the electrate genre of MyStory (personal alternative-history). By positioning modding as electrate composition praxis, a new gateway for academic game study and production is opened, one where play is integral to the process of knowledge formation. Fallout 4 (2016) serves as an example of a moddable game whose rhetorical affordances can be adapted to craft MyStories and MEmorials

Social Knowledge Creation: Three Annotated Bibliographies

In 2012-2013 a team led by Ray Siemens at the Electronic Textual Cultures Lab (ETCL), University of Victoria, in collaboration with Implementing New Knowledge Environments (INKE), developed three annotated bibliographies under the rubric of social knowledge creation. The items for the bibliographies were gathered and annotated by members of the Electronic Textual Cultures Lab (ETCL) to form this tripartite document as a resource for students and researchers involved in the iNKE team and well beyond, iincluding at digital humanities seminars in Bern (June 2013) and Leipzig (July 2013)

Esports Sponsorships: The Double-Edged Sword Effect of Having a Very Vocal Audience

Esports fans have been known for being heavy consumers of compet itive gaming content and for being digital natives who love to comment about esports on numerous social platforms. This has attracted various sponsors inter ested in capitalizing in this social buzz. However, there have been signs that this high vocality can in fact heavily damage several sponsors. Hence, this research aimed to determine if esports fans’ high vocality is a benefit and/or a risk to these sponsors. To achieve this, we adopted a qualitative exploratory design to interview, via digital platforms, 10 esports sponsorship experts. In total, we in terviewed two endemic and three non-endemic esports sponsors and five mar keting agencies with experience in esports sponsorships. They were sampled via a nonprobability purposive heterogeneous method and were reached via the companies’ website contact sections. Data were analyzed with the assistance of NVivo 10. The overall results showed that all experts agreed that this high vo cality can both benefit and damage esports sponsors. The uniformity in the an swers showed that this element is not a greater benefit or risk to a particular type of esports sponsor. Ergo we considered that the high vocality of esports fans is a double-edged sword. This study is necessary because, despite esports’ massive growth, this field has received scant scientific attention, with the spe cific areas of esports marketing and esports sponsorships being even more se verely overlooked. Besides, from a business standpoint, the findings are highly significant for every sponsor looking to better comprehend esports and its fan baseinfo:eu-repo/semantics/publishedVersio