Download (580Kb)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Iamshocked Bertozzi Edits
“I Am Shocked, Shocked!”: Breaking taboos in digital gameplay Elena Bertozzi University of Wisconsin Whitewater [email protected] Abstract This paper examines some examples of what the media have described as outrageous, dangerous or otherwise troubling content in videogames. The author suggests that allowing players to engage in taboo behavior within games such as Grand Theft Auto, Manhunt, and Dead or Alive Xtreme Beach Volleyball actually reinforces pro-social cultural norms. All cultures establish norms and also provide occasional opportunities for transgression of these norms. The author argues that breaking the rules, and understanding that rules are being broken, is necessary to test and reinforce the boundaries of acceptable behavior. Games provide players with arenas within which such transgressions can take place safely. Current videogames, however, provide these transgressive opportunities primarily for white males. Author Keywords Computer games, video games, taboos, transgression, gender, race, deviance Introduction The 1999 film Fight Club depicts a world where men can separate themselves from the meaningless, feminized, sanitized world of Western civilization and beat each other bloody with their bare hands. Films in the horror genre routinely explore a gamut of violence, perversion, and extreme anti-social behavior. Although extremely violent and troubling films are common, the public’s response to video game content is quite different. Video games are blamed for inciting school shootings (Anderson, 2004), destroying the fabric of society, and permanently harming the psyches of those who play them (Slevin, 2004). The city of Los Angeles and the State of Nevada have gone so far as to file lawsuits against video game companies (Jenkins, 2006; Sinclair, 2006). -
Video Games in the Supreme Court
Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2017 Newbs Lose, Experts Win: Video Games in the Supreme Court Angela J. Campbell Georgetown University Law Center, [email protected] This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/1988 https://ssrn.com/abstract=3009812 This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Angela J. Campbell* Newbs Lose, Experts Win: Video Games in the Supreme Court Table of Contents I. Introduction .......................................... 966 II. The Advantage of a Supreme Court Expert ............ 971 A. California’s Counsel ............................... 972 B. Entertainment Merchant Association’s (EMA) Counsel ........................................... 973 III. Background on the Video Game Cases ................. 975 A. Cases Prior to Brown v. Entertainment Merchants Ass’n .............................................. 975 B. Brown v. Entertainment Merchants Ass’n .......... 978 1. Before the District Court ...................... 980 2. Before the Ninth Circuit ....................... 980 3. Supreme Court ................................ 984 IV. Comparison of Expert and Non-Expert Representation in Brown ............................................. 985 A. Merits Briefs ...................................... 985 1. Statement of Facts ............................ 986 a. California’s Statement -
Redalyc.ENSAYO CONTRA LA LEY DE PROHIBICIÓN DE
Redalyc Sistema de Información Científica Red de Revistas Científicas de América Latina, el Caribe, España y Portugal VARELA PEZZANO, EDUARDO ENSAYO CONTRA LA LEY DE PROHIBICIÓN DE VIDEOJUEGOS BÉLICOS EN VENEZUELA Jurídicas, vol. 7, núm. 2, julio-diciembre, 2010, pp. 111-122 Universidad de Caldas Manizales, Colombia Disponible en: http://www.redalyc.org/src/inicio/ArtPdfRed.jsp?iCve=129020014006 Jurídicas ISSN (Versión impresa): 1794-2918 [email protected] Universidad de Caldas Colombia ¿Cómo citar? Número completo Más información del artículo Página de la revista www.redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto ENSAYO CONTRA LA LEY DE PROHIBICIÓN DE * VIDEOJUEGOS BÉLICOS EN VENEZUELA EDUARDO VARELA PEZZANO** COLEGIO MAYOR DE NUESTRA SEÑORA DEL ROSARIO Recibido el 29 de septiembre de 2010 y aprobado el 12 de diciembre de 2010 Resumen El 3 de marzo de 2010, la Asamblea Nacional venezolana promulgó la ley para la Prohibición de Videojuegos bélicos y Juguetes bélicos, un estatuto que prohíbe la fabricación, importación, distribución, compra, venta, alquiler y uso de videojuegos bélicos y juguetes bélicos en la República de Venezuela y sus demás espacios geográfi cos. Con el propósito de prevenir que esta iniciativa se repita, este ensayo desarrolla tres argumentos claves que rebaten la idea de implementar un estatuto con el mismo alcance que el venezolano. Palabras clave Videojuegos, violencia, libertad de expresión, clasifi cación ESRB, clasifi cación PEGI.del derecho. * El presente ensayo es parte de la investigación realizada por el autor para el libro derecho del entretenimiento para adultos, escrito en coautoria con la abogada Natalia Tobón Franco. -
But “Old” Media May Matter More Than “New” Media Victor C
Adolesc Med 025 (2014) 643–669 Media Matter: But “Old” Media May Matter More Than “New” Media Victor C. Strasburger, MDa* aDistinguished Professor of Pediatrics, University of New Mexico School of Medicine, Albuquerque, New Mexico “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler Future Shock (1970) “The way adolescents of today learn, play, and interact has changed more in the past 15 years than in the previous 570 since Gutenberg’s populariza- tion of the printing press. Jay N. Giedd, MD (2012) “We put our kids through fifteen years of quick-cut advertising, passive television watching, and sadistic video games, and we expect to see emerge a new generation of calm, compassionate, and engaged human beings?” Sidney Poitier The Measure of a Man (2007) INTRODUCTION It has now been 50 years since the US Senate held hearings about whether media violence contributes to real-life violence. Thousands of research studies later— including remarkable longitudinal studies from New Zealand,1 Japan,2 and Scotland3—it is clear that traditional media (eg, TV, movies, videos) can poten- tially have a powerful influence over the attitudes and behavior of children and *Corresponding author E-mail address: [email protected] Copyright © 2014 American Academy of Pediatrics. All rights reserved. ISSN 1934-4287 644 V. C. Strasburger / Adolesc Med 025 (2014) 643–669 adolescents.4-6 By time criteria alone, television will always win out.7 What is changing is that children, and especially teens, are watching TV on newer plat- forms (Figure 1).8,9 What is not clear is the behavioral effect of new media (eg, the Internet, social networking sites, cell phones) on child and adolescent development and behavior. -
Boundary Maintaining Mechanisms in Left 4 Dead 2
Should I stay or should I go Boundary maintaining mechanisms in Left 4 Dead 2 Jonas Linderoth University of Gothenburg Department of Education, Communication and Learning 405 30 Gothenburg SWEDEN +46 (0)31-786 21 72 [email protected] Staffan Björk University of Gothenburg and Chalmers University Department of Applied Information Technology 412 96 Gothenburg SWEDEN +46 (0)31-7721039 [email protected] Camilla Olsson University of Gothenburg Department of Education, Communication and Learning 405 30 Gothenburg SWEDEN +46 (0)31-786 21 72 [email protected] ABSTRACT In this paper we report an ethnographic study of Pick Up Groups (PUGs) in the game Left 4 Dead 2. Our aim with the study is to contribute with a deeper understanding of how these new social arenas are constituted by its’ participants and the role game design plays in structuring these encounters. As a deliberate attempt to go beyond the discussion in the game studies field about formalism versus play studies, we use both concepts from micro-sociology as well as concepts from the field of game design as our analytical framework. Our results shows that the dynamics of a PUG can be understood in relation to how players uphold and negotiate the boundary between the their in-game-identity based on their gaming skill and a other social relations outside of the game context. Keywords Gameplay design patterns, Goffman, Frame analysis, Pick Up Groups, Ethnography INTRODUCTION Trawling down memory lane, recalling the games that we used to play in childhood can be a bittersweet experience. For some of us memories of careless joy and happy days are blended with episodes of being excluded from play activities, chosen last to a team or leaving a game in a tantrum. -
Adaptive Learning in an Educational Game
ADAPTIVE LEARNING IN AN EDUCATIONAL GAME Adapting Game Complexity to Gameplay Increases Efficiency of Learning A master thesis for the title of Master of Science (MSc) in Cognitive Artificial Intelligence by Jeroen Linssen Utrecht University, Faculty of Humanities, Department of Philosophy Dated 2011–08–11 for 30 ECTS Supervisors Game research for training and entertainment prof. dr. John-Jules Meyer from Intelligent Systems dr. Herre van Oostendorp from Human Media Interaction Erik van der Spek, MSc from Human Media Interaction Keywords: adaptive learning, adaptivity, artificial intelligence, educational games, game design, ser- ious games Abstract This thesis investigates the possibilities of adaptivity in an educational game called Code Red: Triage. This game lets players assume the role of a medical first responder who has to triage victims. A triage is a procedure through which medical personnel can determine the priority of a victim. The first hypothesis of this thesis is that, by making the game adapt itself autonomously to the player, it becomes more efficient. That is, based on how a player performs in the game, the game changes its properties to suit his needs. The second hypothesis is that the player feels more engaged by the game if it adapts itself to his needs. This would be the case because he would be challenged optimally by the adaptations the game makes. The adaptation consists of determining which victim cases should be presented to the player. Each victim has his own complexity, so when a player reaches a particular skill level, slightly more complex victims are presented to him. This idea is implemented in Code Red: Triage and subjected to an experi- ment in order to falsify the hypotheses. -
A Study of Pickup Groups in Left 4 Dead 2
Should I Stay or Should I Go? A Study of Pickup Groups in Left 4 Dead 2 Jonas Linderoth University of Gothenburg Department of Education, Communication and Learning [email protected] Staffan Björk University of Gothenburg and Chalmers University Department of Applied Information Technology [email protected] Camilla Olsson University of Gothenburg Department of Education, Communication and Learning [email protected] INTRODUCTION Trawling down memory lane, recalling the games that we used to play in childhood can be a bittersweet experience. For some of us memo- ries of careless joy and happy days are blended with episodes of being excluded from play activities, chosen last to a team or leaving a game in a tantrum. Those who share such memories know that sometimes a game is not “just a game.” Events that happen during an instance of play are affected by the shared history of the participants and can potentially shape future relations and identities. At the same time, we can recall how some games seemed to facilitate an exclusionary atmo- sphere while others did not seem to have this problem. The same child can be brutally excluded from a game of football only to hours later pass smoothly into a session of hide and seek. The nature of a game session is likely to be constituted between the identity of the partici- 117 pants in the broader social context and the identity as a player in a rule governed game system. Who you are outside the game and who you become in the game will shape the social life of the encounter. -
An Interpretive Phenomenological Study of the Meaning of Video Games In
1 “It feels more real”: An Interpretive Phenomenological Study of the Meaning of Video Games in Adolescent Lives Susan R. Forsyth, PhD, RN Assistant Adjunct Professor, Social & Behavioral Sciences University of California, San Francisco Assistant Professor School of Nursing, Samuel Merritt University, Oakland, CA Catherine A. Chesla, RN, PhD, FAAN Professor and Interim Chair, Family Health Care Nursing University of California, San Francisco Roberta S. Rehm, PhD, RN, FAAN Professor, Family Health Care Nursing University of California, San Francisco Ruth E. Malone, PhD, RN, FAAN Professor and Chair, Department of Social & Behavioral Sciences School of Nursing University of California, San Francisco Corresponding author: Susan R. Forsyth Department of Social and Behavioral Sciences 3333 California Street, LHts-455, Box 0612 San Francisco, CA 94118 [email protected] 2 510.512-8290 Acknowledgements: We thank Quinn Grundy, Kate Horton and Leslie Dubbin for their invaluable feedback. Declarations of Conflicting Interests The authors declare no potential conflicts of interest with respect to the research, authorship and/or publication of this article. Funding The authors disclosed the receipt of the following financial support for the research, authorship and/or publication of this article. Susan Forsyth is funded by a dissertation award from the Tobacco-Related Disease Research Program (TRDRP), grant #22DT- 0003. Published in Advances in Nursing Science, October 4, 2017 http://journals.lww.com/advancesinnursingscience/toc/publishahead 3 Abstract The pervasiveness of video gaming among adolescents today suggests a need to understand how gaming affects identity formation. We interviewed 20 adolescents about their experiences of playing, asking them to describe how they used games and how game playing affected their real-world selves. -
Cyberbullying in 'Left 4 Dead 2': a Study in Collaborative Play
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2013 Cyberbullying in 'Left 4 eD ad 2': a Study in Collaborative Play Kimberly L. Kulovitz University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Communication Commons Recommended Citation Kulovitz, Kimberly L., "Cyberbullying in 'Left 4 eD ad 2': a Study in Collaborative Play" (2013). Theses and Dissertations. 363. https://dc.uwm.edu/etd/363 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. CYBERBULLYING IN ‘LEFT 4 DEAD 2’: A STUDY IN COLLABORATIVE PLAY by Kimberly L. Kulovitz A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Communication at The University of Wisconsin-Milwaukee December 2013 ABSTRACT CYBERBULLYING IN ‘LEFT 4 DEAD 2’: A STUDY IN COLLABORATIVE PLAY by Kimberly L. Kulovitz The University of Wisconsin-Milwaukee, 2013 Under the Supervision of Edward A. Mabry, Ph.D. This study sought to further our understanding of the role of cyberbullying in the cooperative team-based game Left 4 Dead 2 (L4D2). A sample of 41 4-person groups generated a total n = 415 messages used for evaluating the behavioral content of game play. Four hypotheses were advanced assessing cyberbullying behavior and game outcome (success vs. failure), group cohesion, target participation, and perceptions of bullies. Out of the 41 groups 25 groups had cyberbullying behavior present and 16 groups had prosocial behavior. -
Entertainment Software Rating Board - Wikipedia, the Free Encyclopedia Visited on 10/04/2016 Not Logged in Talk Contributions Create Account Log In
Entertainment Software Rating Board - Wikipedia, the free encyclopedia Visited on 10/04/2016 Not logged in Talk Contributions Create account Log in Article Talk Read Edit View history Entertainment Software Rating Board From Wikipedia, the free encyclopedia Main page Contents "ESRB" redirects here. For the European financial agency, see European Systemic Risk Featured content Board. Current events "Mature content" redirects here. For other uses, see Pornography. Random article The Entertainment Software Rating Board Donate to Wikipedia Entertainment Software Rating Wikipedia store (ESRB) is a self-regulatory organization that Board assigns age and content ratings, enforces Interaction industry-adopted advertising guidelines, and Help About Wikipedia ensures responsible online privacy principles for Community portal computer and video games in the United States, Recent changes nearly all of Canada, and Mexico. The ESRB was Contact page established in 1994 by the Entertainment Software 2006 – present logo Tools Association (formerly the Interactive Digital What links here Software Association), in response to criticism of Type Non-profit, self-regulatory Related changes violent content found in video games such as Industry Organization and rating system Upload file Night Trap, Mortal Kombat, and other controversial Predecessor 3DO Rating System Special pages Recreational Software Advisory video games with excessively violent or sexual Permanent link Council content. Videogame Rating Council Page information September 16, 1994; 22 years Wikidata -
Big Losses Reported in British Assaults
J 2 i - M/vNCHESTER HERALD. Fri., May 21, 1982 •••eeeeeeeeeeeeeeeeeeeee •••••••••••••••••*•***** •••••••••••••••••••••••* Auto* For Solo 61 Auto* For Solo 61 Autot For Sale 61 •••••••4cc«ac«*eeeeeeeee 4iffofl For 8a/« 6f Auto* For Solo 61 •••••••••••••••••••••••• •••••••••••••••••••••••• •••••••••••••••••••••••« •••••••••••••••••••••••• 1969 MGC - 6 cyl., five 1970 CHEVELLE Malibu - 1979 FORD Mustang, 4 1972 PINTO 1600, four OD, V6, excellent conm- speed overdrive, wire MHS champ s p ^ , standard. |500 or Excellent running condi wheels, new paint, top. From old car Builder copes best offer. Telephone 649- tion. Asking $1000. tion, 36,000 miles. $3,800. Completely rebuilt engine. 646-4574, 747-5201. 7313. __________ _ Telephone 649-2285 after $3,650. Telephone 875-4805., 4:30 p.m. in CCIL track 1971 CHEVROLET Con- htotorcycleo-BIcycIo* 64 to old bike in tough times cours wagon. Posi- 1967 OLDS CUTLASS 330, . p a g e 15 traction, trailering axle, V8, rebuilt transmission, MOTORCYCLE . p a g e 9 . page 3 roof rack, 350 V8, power tires, other good parts. INSURANCE - Lowest steering, automatic, radio, $450. or best offer. Rates Available! Many op rear defogger, more. Evenings 643-1911. tions. Call: Clarice or Original owner. 643-2880. Joan, Clarke Insurance 1973 OPEL MANTA - 4 A Agency 643-1126. PINTO 1976- 4 cylinder. cyl., four speed transmis Automatic. AM cassette. sion, sun roof, 73,000 miles. MOTORCYCLE Don’t store things you Good condition - depen [e7S«231 Excellent condition! $1895. INSURANCE - For all your can’t use. Sell them fast Call 643-2572. dable transportation. $1295 motorcycle needs, call us. with a hard-working “ Manchester, Conn. - after 5 p.m. -
Abandonware 110, 115, 116, 120 Ableism 256 Academic Pedagogy 317 a Clockwork Orange 151, 152 Activist Games 253 Adaptive 3
371 Index A Atari Games v. Nintendo 112, 113 Attention Deficit Hyperactivity Disorder abandonware 110, 115, 116, 120 (ADHD) 193, 194, 199, 201, 206 ableism 256 Attention, Relevance, Confidence/Challenge, academic pedagogy 317 and Satisfaction/Success (ARCS) 211, A Clockwork Orange 151, 152 220, 222, 231 activist games 253 avatar 98, 100, 101, 102, 103, 104, 107, 185, adaptive 36, 37, 38, 40, 41, 43, 45, 46, 50, 52 186 Adaptive Educational Interactive Narrative Ayiti: The Cost of Life 267, 268 System (AEINS) 208, 210, 212, 213, 214, 215, 218, 219, 220, 221, 222, 223, B 224, 225, 226, 227, 228, 229, 230 add-on 110, 119 BAT ILE 211 aesthetic distance 142, 143, 145, 146, 147, Batman 197 148, 149, 150, 155, 156 bio-ethical debate 276 ageism 256 bio-ethics 275 alternative play 128, 129 BioShock 39, 50, 54, 76, 79, 81 ambiguity 83, 89, 90, 93, 95 BioWare 72, 78, 79, 82 America’s Army 83 Black & White 41, 54 Animal Crossing 203 Blade Runner 40, 52 anti-oppression 253, 254, 255, 256, 257, 258, Blizzard v. BnetD 114 259, 267, 268, 269, 270, 271 Blizzard v. Glider 119 anti-oppression theory 259 Blizzard v. MDY 113 anti-oppressive approach 254 Boom Blox 148 anti-oppressive ethics 255, 257 Brain Age 200, 201 anti-oppressive games 267, 269, 271 brain-training games 200 anti-oppressive principles 253, 254, 255, 257, British Board of Film Classification (BBFC) 258 142 anti-oppressive self-reflection 257 Bully 161, 165 anti-racism 255 C antiwar game 83, 84, 85, 86, 87, 89, 90, 91, 92, 93, 94, 95 Calculations x 20 200 antiwar rhetoric 83, 84, 86, 89, 90 Call of Duty 84, 85 Artificial Insemination 286 Cannon Fodder 83, 88, 89, 97 Assisted Reproductive Technology (ART) 275, case study 19, 25 276, 277, 279, 285, 286, 288, 289 Copyright © 2011, IGI Global.