Digital Gaming and Tolkien, 1976-2015

‘Tolkien’ the cultural phenomenon is far bigger than J. R. R. Tolkien the author, or even J. R. R. Tolkien the author-and-oeuvre. When Christopher Tolkien asserted in 2012 that his father’s legacy has been rendered monstrous he blamed its fate on the gross depredations of commercialization generally and the Warner Bros’ franchise in particular. Explorations of – and encomiums on – the afterlives of Tolkien’s novels generally focus on the impact of Peter Jackson’s films. The forces which have shaped contemporary ‘Tolkien’ are not only commercial however; fans also ‘do things’ with Tolkien’s writings. The drive to make money has played a significant part in shaping Tolkien’s legacy, but audience engagements and technological change have also been highly significant as this article demonstrates through an exploration of digital games (computer and console) which adapt Tolkien’s writings from the 1970s to the present. The article considers both licensed and unlicensed games, and both fan and franchise practices and creations

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

Considering the Harmonic Sequence "Paradox"

Blavatskyy (2006) formulated a game of chance based on the harmonic series which, he suggests, leads to a St Petersburg type of paradox. In view of the importance of the St Petersburg game to decision theory, any game which leads to a St Petersburg type paradox is of interest. Blavatskyy’s game is re-examined in this article to conclude that it does not lead to a St Petersburg type paradox.Keywords: St Petersburg paradox; harmonic series; harmonic series paradoxes; decision theory and games of chance; decision theory paradoxes; expected values.

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated

The Force Awakens: the Individualistic and Contemporary Heroine

Star Wars Episode VII: The Force Awakens is not the hero’s journey as George Lucas previously conceptualized it. Instead, the story line of The Force Awakens leads me to believe that it creates a new iteration of the hero myth. It follows the contemporary heroine’s journey while conforming to the essential construct of the hero monomyth. First, the contemporary heroine’s journey focuses primarily on the greater good and secondarily on her own personal journey, which is the converse of the traditional hero’s journey. Second, the contemporary heroine’s self is awakened and called to adventure in a different way than the traditional hero. Third, the traditional hero receives guidance on his journey, while the contemporary heroine pushes ahead alone, striving to save her society from despair

‘You don't understand us!’ An inside perspective on adventure climbing

This paper presents a specific (insider) perspective of a small group of experienced male Scottish adventure climbers and explores through in-depth semi-structured interviews their attitudes, strategies and justifications associated with potentially high-risk climbing situations. Attention is paid to how participants feel that they are represented and viewed by others (outsiders) who do not participate in mountaineering and climbing activities. Climbers identify the significance of media, commercial and social representations of them as risk takers. The analysis explores risk as being socially constructed, with the associated assumptions being embedded in particular discourses. Climbers present themselves as rational managers of risk and provide examples of their risk-management strategies, with such characterizations being central to their identity as climbers

The therapeutic use of videogames within secure forensic settings: a review of the literature and application to practice

Engagement in leisure pursuits that involves the use of tools and objects and the exploration of a new environment can provide a success experience that leads to increased feelings of competence and mastery. Such experiences are considered important in the rehabilitation of forensic clients. The findings from videogame research within a general population are compared with those among mental health and forensic clients. Within the general population, videogames may provide opportunities for social interaction and the expression of creativity and humour as well as offering a graded approach to building computer skills. Within a forensic population, videogames have been found to be a normalising, age-appropriate and culturally appropriate activity, useful in engaging clients and improving self-concept and locus of control. The findings suggest that videogame play offers access to a safe virtual environment that encourages exploration and mastery and that it may be a useful therapeutic tool in secure settings where such opportunities are often limited. The use and potential contraindications of videogames within a forensic setting, the content of certain games and their possible influence on behaviour and the implications for future research are also discussed

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation