Video game discourses and implications for game-based education.
Increasingly prevalent educational discourses promote the use of video games in schools and universities. At the same time, populist discourses persist, particularly in print media, which condemn video games because of putative negative effects on behaviour and socialisation. These contested discour...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 4; pp. 561 - 573 |
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| Main Authors: | , |
| Format: | Article |
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Taylor & Francis Ltd
Aug2017
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=123690695&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 123690695 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2017 vid: 38 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 123690695 10.1080/01596306.2015.1123222 ppf: 561 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 923KB tig: atl: Video game discourses and implications for game-based education. aug: au: Whitton, Nicola Maclure, Maggie affil: Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK su: Video games in education Video gambling Critical discourse analysis Video gamers Collaborative learning sug: subj: Video games in education Video gambling Critical discourse analysis Video gamers Collaborative learning keyword: critical discourse analysis Game-based learning gamer media discourse video gaming ab: Increasingly prevalent educational discourses promote the use of video games in schools and universities. At the same time, populist discourses persist, particularly in print media, which condemn video games because of putative negative effects on behaviour and socialisation. These contested discourses, we suggest, influence the acceptability of games and limit critical analysis of their effectiveness as pedagogic tools. This article focuses on the representation of video games in media discourse. We present insights from a small-scale study of the construction of video game discourses in the UK print media in 2013, and discuss three areas that emerged. First, the assumptions inherent in the representation of the ‘video game’; second, the implied lack of agency in the behaviour of ‘the gamer’; and third, the way in which blame is manipulated. Finally, we consider the implications for game-based education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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