Adult Teachers' and Learners' Perspectives on Video
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UNITED STATES (US) ADULT TEACHERS’ AND LEARNERS’ PERSPECTIVES ON VIDEO GAMES USED IN THE CLASSROOM A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Yvonne Fulmore December 2016 Examining Committee Members: Dr. Jan Fernback, Advisory Chair, Media and Communication Dr. Adrienne Shaw, Media and Communication Dr. Wazhmah Osman, Media and Communication Dr. Carmen L. Phelps, External Member, Northern Arizona University © Copyright 2016 by Yvonne Fulmore All Rights Reserved ii ABSTRACT Researchers have explored representations in traditional video games, yet have not significantly investigated the representations in video games used in classroom contexts. Moreover, socially marginalized group members’ perspectives are rarely centered in academic research. This dissertation examined representations of people, ideas, and stories in video games for classroom use, focusing on how 16 self-identified US Black women who were teachers, learners, or both have perceived and encountered them. Furthermore, it drew from cultural studies traditions, which encompass theories that provide the language and space for seeing the world as diverse and nuanced, such as social constructionism, intersectionality, and experience. Data were gathered through using three qualitative methods: content analysis, three individual interviews per participant, and a questionnaire. A theme was recognized when four or more participants referenced a mutual idea. The results of the first research question on in-game representations of race, social class, and gender showed that these constructs were represented through human characters, anthropomorphic characters, or avatar creation options for users. Each game’s overarching structure influenced how it approached representation, with longer games and those designed to be played multiple times having more frequent opportunities to demonstrate character building and convey complex representations. Many games also centered the socially privileged via their representations of people, avatar options, ideas, and stories. Social class was often represented through in-game purchases, possessions, iii hobbies, and settings. Users often needed to actively create or implement diverse representations in classrooms. The second research question, which addressed participants’ conceptualizations of ideal representations in games for classroom use, showed that overall, participants wanted to see games featuring character, narrative, and ideological diversity across many socially constructed categories, including race, gender, social class, ability, sexual orientation, religion, and age, although they did not all agree on how to approach such representations. They wanted games to be relatable to all audiences while also being sensitive to those who were affected by not being represented. Content-wise, they wanted to see representations that engaged multiple senses and included fantasy elements and opportunities for users to express their creativity. Most participants reported that they would not want games to represent violence, and several participants did not want them to include stereotypes, social -isms, or racial jokes. The third research question’s results showed that the relationship between participants’ perspectives on ideal representations, their experiences, and their individual- centered characteristics—which comprised role descriptors, social constructs, and personality traits—was highly contextual. Participants who self-identified using the same terms, or underwent similar experiences, did not consequently share the same views. Rather, participants’ thoughts on representation were specific to the intersections of their individual-centered characteristics and experiences. In conclusion, this study underscores that it is important to privilege complexity and diversity when examining texts and audiences. It demonstrates how academic research can center members of socially and culturally marginalized groups while iv preventing myths of group sameness from obscuring individuals’ perspectives. Representations in games for classroom use would benefit from teachers, media practitioners, and researchers acknowledging the diversity of classroom audiences while addressing traditional learning objectives. v ACKNOWLEDGMENTS While on this six-and-a-half year Ph.D. journey, I was blessed to have had the good fortune of meeting a number of people who have shared their time and knowledge with me. Without all their help, this dissertation would not be what it is today. This work would not exist without the teachers and learners who so generously dedicated their time to taking part in this study. I thank each participant for completing all three interviews and the questionnaire, and for sharing with me their experiences and thoughts on representations in video games used in classrooms. I learned so much from everyone, and am honored to be able to communicate their knowledge and perspectives through this dissertation. I am very thankful to my dissertation chair and advisor, Dr. Jan Fernback, for the time she spent reviewing each chapter, offering me thoughtful feedback, and discussing the nuances of my research. I am also very thankful for the many constructive comments provided by Dr. Adrienne Shaw. I also thank Dr. Wazhmah Osman and Dr. Carmen L. Phelps for their helpful feedback. My work is stronger because of all their contributions. Dr. Melanie Cosby helped me to remain hopeful and focused, and reminded me to celebrate every milestone. I am so grateful for all her support, her immense kindness, and her encouragement. I thank her for seeing and guiding me toward the light at the end of the tunnel well before I even knew it was there. Professor Joyce Joyce helped me to find much of the energy I needed to write the final chapters of this dissertation. I thank her for believing in my work and checking in on me, and for refreshing my mind and spirit with her encouraging words. vi I thank Nathaniel Racine for providing helpful, valuable comments on the first two chapters of this dissertation. I am grateful to Temple University’s Graduate School and the Media and Communication Doctoral Program for believing in my potential and funding my studies, and am also grateful to my colleagues and cohort for their support and for accompanying me along this road. I thank Nicole McKenna for directing me through all the paperwork required during these last six-and-a-half years. I thank my amazingly supportive family circle for their unconditional love and ongoing faith in me. I owe much of my fortitude to my mother, Theresa Pedlar Fulmore, who has always been there to encourage and motivate me. I am so grateful to her for all the time, energy, and love she has patiently poured into nurturing me; for advocating education and nourishing my fondness of learning; and for leading by example in being my champion and hero for all these years. I owe many of my most restorative work breaks to my sister, Christina Fulmore. I thank her for continually inspiring me with her brilliance and for visiting, checking in on me, and filling so many of my days with joy. I am grateful to my grandfather, Joseph E. Pedlar, Sr.; my grandmother, Yvonne Pedlar; my aunt, Linda Davis-Pedlar; my cousin, Nija Davis-Pedlar; my brother, Gabriel S. Fulmore; and my uncle, Joseph E. Pedlar, Jr., for their support and for cheering me on during my studies. This project first became possible seven years ago, when Professor Hershini Young encouraged me to pursue my Ph.D. I thank her for believing in me and giving me the gentle push I needed to embark on this path. It is my dream that this work will similarly inspire or help someone some day, much like I have been supported throughout my academic journey. vii TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... iii ACKNOWLEDGMENTS ................................................................................................. vi LIST OF TABLES .............................................................................................................xv LIST OF FIGURES ......................................................................................................... xvi CHAPTER 1. INTRODUCTION .........................................................................................................1 The Rationale behind this Dissertation ....................................................................5 Why Examine Representations in Video Games Used in Classrooms? ..............................................................................7 Linking Multiculturalism, Racial Colorblindness, and Education.........................11 Complicating Identities and Experiences: Individual-centered Characteristics .................................................................13 Interviewing US Black Women Who are Teachers and Learners .........................17 Research Questions ................................................................................................22 Theoretical Influences ............................................................................................22 Methods and Methodological Influences ...............................................................24 An Overview of the Upcoming Chapters...............................................................25 2. LITERATURE REVIEW ............................................................................................28