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Narrative-Focused Video Games As Situated Learning: Media Literacy Implications of Play, Identity, and Perspective Taking

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Narrative-Focused Video Games As Situated Learning: Media Literacy Implications of Play, Identity, and Perspective Taking NARRATIVE-FOCUSED VIDEO GAMES AS SITUATED LEARNING: MEDIA LITERACY IMPLICATIONS OF PLAY, IDENTITY, AND PERSPECTIVE TAKING By SHAWN ROSE Bachelor of Arts in Psychology Oklahoma State University Stillwater, Oklahoma 2004 Master of Arts in Psychology Texas Tech University Lubbock, Texas 2007 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY July, 2018 NARRATIVE-FOCUSED VIDEO GAMES AS SITUATED LEARNING: MEDIA LITERACY IMPLICATIONS OF PLAY, IDENTITY, AND PERSPECTIVE TAKING Dissertation Approved: Dr. Pamela Brown Dissertation Adviser Dr. Hongyu Wang Committee Member Dr. Shanedra Nowell Committee Member Dr. Bobbi Kay Lewis Outside Committee Member ii ACKNOWLEDGMENTS None of this would have been possible without my fantastic family. Thank you to my wife, Jacqueline, for supporting me through the long journey of completing this dissertation and for being my sounding board and the reader of everything I have written. (I’m sorry). Thank you to my two wonderful boys, Logan and Henry, for understanding when daddy had to write instead of getting to play. Thank you to my parents, Clark and Christi, and my sister, Krystal, for their never-ending encouragement and support. I would like to thank Dr. Pam Brown for having the faith to let me to take my unorthodox research idea and run with it. Your insights, perspectives, and patience were invaluable. Thank you for teaching me everything I know about media literacy and for encouraging my creativity throughout my doctoral program. Thank you to the rest of my dissertation committee, Dr. Hongyu Wang, Dr. Shanedra Nowell, and Dr. Bobbi Kay Lewis, for their terrific suggestions and for making this study better than it would have been without them. I would also like to thank Dr. Lu Bailey for introducing me to narrative inquiry and for being an incredible resource during the early formation of this study. Thank you to my colleagues in the College of Arts and Sciences Student Success Center. I could not ask for a better work family. They cheered me on and did everything they could to help me finish. And finally, thank you to Steve Gaynor and the team at Fullbright for creating the amazing game that is Gone Home and their willingness to let me use their work as a core part of this study. I hope the findings of this study will encourage educators that narrative-focused video games can be powerful forms of literature that can help complement existing curriculum. iii Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Name: SHAWN ROSE Date of Degree: JULY, 2018 Title of Study: NARRATIVE-FOCUSED VIDEO GAMES AS SITUATED LEARNING: MEDIA LITERACY IMPLICATIONS OF PLAY, IDENTITY, AND PERSPECTIVE TAKING Major Field: EDUCATION Abstract: With the emergence of more narrative-focused video games, this study attempted to better understand how college students construct meaning through these interactive experiences as a means of understanding social and cultural differences and perspectives. This study explored how playing narrative-focused video games may interconnect with college students’ lived experiences, their understanding of others through perspective taking, and their sense of identity in reality and in-game through the lens of media literacy. The theoretical framework utilized in this study drew from situated learning theory and Gee’s theory of identity and identity stories. Data collection for this study used multiple data sources including college student focus groups, gameplay observations of students playing Gone Home, and individual participant interviews. Qualitative, narrative analysis was utilized to explore the identity stories shared by five college student participants as well as the themes that emerged across the various data sources. The results of this study found that participants situated video game narratives within their lived experiences, assimilating the experiences within the game with their own stories and reflections. Preliminary evidence emerged that participants engaged in perspective taking tendencies while playing narrative-focused games; however, this finding appears to be connected with the participant’s level of awareness and attention to detail while playing the game. This study also explored concepts of the real, virtual, and projective identities (Gee, 2007). Results found that participants utilized video games that tell stories as a vehicle for exploring their own identity as they project themselves into the characters they embody within the game. While participants primarily described their real identity in regard to discursively established identity traits, video games allowed them to explore alternative points of view. Through gameplay observations and the stories participants shared, evidence in support for the media literacy concepts of play and performance emerged, while the media literacies of simulation and negotiation were less prominently featured. Implications for education and future research are also discussed. iv TABLE OF CONTENTS Chapter Page I. INTRODUCTION .................................................................................................................... 1 A Brief Introduction to Video Game Narratives ...................................................................... 2 Definition of Terms .................................................................................................................. 3 Statement of Problem ............................................................................................................... 6 Curriculum, Learning, and Identity .......................................................................................... 7 Purpose of the Study ............................................................................................................... 10 Research Questions ................................................................................................................ 12 Significance of the Study ........................................................................................................ 13 Positionality Statement ........................................................................................................... 17 Conclusion .............................................................................................................................. 19 II. LITERATURE REVIEW ...................................................................................................... 21 Framing the Concept of Play .................................................................................................. 21 Play Through Constructivism ............................................................................................. 26 Play as Problem Solving .................................................................................................... 28 Video Games as Play .............................................................................................................. 30 Video Games in Education: Challenging the Work/Play Dichotomy .................................... 31 Video Games as Narrative ...................................................................................................... 35 Narratology vs Ludology ................................................................................................... 37 Identity Stories in Video Games ........................................................................................ 38 Connecting Emotionally to Video Games .............................................................................. 41 Social Imagination ............................................................................................................. 46 Educational Benefits: Exploration, Engagement, and Empathy ............................................. 48 Moving Away from Violence and Towards Empathy in Video Games ................................. 53 Promoting Empathy and Perspective Taking ..................................................................... 56 Video Games and Nonviolence .......................................................................................... 58 Theoretical Framework........................................................................................................... 59 Gee’s Identity Theory......................................................................................................... 59 Situated Learning Theory ................................................................................................... 60 Conclusion .............................................................................................................................. 62 III. METHODOLOGY .............................................................................................................. 63 Methodological Foundations .................................................................................................. 63 Participants ............................................................................................................................. 68 Data Collection ....................................................................................................................... 69 Data Analysis .......................................................................................................................... 71 Trustworthiness .....................................................................................................................
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