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DATORSPELANDETS MENING Bortom Idén Om Den Interaktiva Illusionen GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 211 Jonas Linderoth DATORSPELANDETS MENING Bortom idén om den interaktiva illusionen ACTA UNIVERSITATIS GOTHOBURGENSIS DATORSPELANDETS MENING Bortom idén om den interaktiva illusionen GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 211 Jonas Linderoth DATORSPELANDETS MENING Bortom idén om den interaktiva illusionen Bortom idén om den interaktiva illusionen ACTA UNIVERSITATIS GOTHOBURGENSIS Jonas Linderoth, 2004 ISBN 91-7346-496-1 ISSN 0436-1121 Distribution: ACTA UNIVERSITATIS GOTHOBURGENSIS Box 222 SE-405 30 Göteborg, Sweden Abstract Title: The meaning of gaming Beyond the idea of the interactive illusion Langue: Swedish Keywords: Gaming; computer games; video games; simula- tion; interaction; representation; frame analysis; ecological psychology; sociocultural theory; chil- dren; learning ISBN: 91-7346-496-1 omputer games and other forms of interactive media have been said to nar- C row the gap between representation and represented phenomena. Elements like immersion, interactivity and fidelity are then seen as components which make games more likely to influence knowledge, beliefs and attitudes of the reader/user, than older media. Since the actual process of computer gaming seldom is studied the purpose of this study was to identify and depict struc- tures in the meaning that emerges in children’s interaction when playing com- puter games. Interaction analysis was conducted on 23,5 hours of video data from 24 gaming session with totally 36 children in the age of 6 to 11. Data was collected both in home and school environments and on gamming sessions with different game genres. The theoretical tools in the analysis were assembled from a situ- ative/pragmatist-sociohistoric perspective on learning and cognition. The results showed that children establish their interaction when playing computer games by shifting between different frameworks for handling the things they see on the screen and by relating, transforming and/or dissociating aspects of the world outside the gaming situation. Five patterns of interaction can be identified in this process. Three patterns are described as sorts of frame- works were children relate features in the game either to the: rules of the game, the theme of the game or the aesthetics of the game. The other two patterns are described as structures in the dynamics of game play i.e. internal dynamics be- tween different frames, such as frame conflicts, confusions and parallel frames and external dynamics were circumstances from other contexts must be handled in the gaming situation. In rule focused interaction, which is a common interac- tion pattern, the meaning of the game is to see and act upon different affor- dances built into the rules of the game. The children are thus interested in what can be done with different game features and not what they represent. This finding suggests that we must reconsider the way we understand games and what the effects of gaming might be. Kapitel 1 Till Mattias och Daniel, må livets t20 alltid rulla er väg vii Innehåll 1. IDÉN OM DEN INTERAKTIVA ILLUSIONEN......................................... 3 DEN PERFEKTA REPRESENTATIONEN......................................................... 3 FIGUR OCH GRUND I TEXTEN ............................................................... 4 BILDEN AV INTERAKTIVA MEDIER ............................................................ 5 INTERAKTION OCH MENING ................................................................11 STUDIENS SYFTE ..........................................................................13 Frågeställningar ...................................................................14 Studien i ett vidare sammanhang...............................................14 AVHANDLINGENS DESIGN OCH DISPOSITION .................................................14 2. KUNSKAPEN KRING DATORSPEL ................................................. 19 DATORSPELSLITTERATURENS KARAKTÄR....................................................19 Vad har studerats..................................................................21 VAD ÄR ETT SPEL? ........................................................................22 Avgränsningar mot andra företeelser ..........................................22 SPEL, LÄRANDE OCH UNDERVISNING .......................................................28 Vad lär sig datorspelaren? .......................................................29 Varför använda spel i undervisning?............................................32 STUDIER AV DATORSPELANDE ..............................................................42 Termers betydelse i spelande ...................................................42 Spelande och ramverk ............................................................43 3. INTERAKTION OCH INNEBÖRD ................................................... 49 STUDIENS TEORETISKA RESONEMANG.......................................................49 DEN INTERAKTIVA ILLUSIONENS UTGÅNGSPUNKTER .........................................49 Mentala representationer........................................................50 Resonemangets logik..............................................................52 SITUERAT/PRAGMATISKT – SOCIOHISTORISKT PERSPEKTIV ..................................53 SOCIOKULTURELL TEORI...................................................................55 Lärande som appropriering ......................................................56 Språk, sociala praktiker och lärande ...........................................57 Kritik mot det sociokulturella perspektivet ..................................60 RAMVERKSTEORI ..........................................................................62 Situerade aktivitetssystem ......................................................64 En notering om resursbegreppet................................................65 Goffmans cellmetafor ............................................................ 66 Primära och transponerade ramverk ........................................... 68 Goffman i relation till psykologiska teorier .................................. 69 EKOLOGISK PSYKOLOGI ................................................................... 70 Gibsons ontologi ................................................................... 70 Interaktionserbjudanden - affordances ....................................... 70 Ekologisk syn på perception ..................................................... 74 Gibsons bildteori .................................................................. 75 Information och innebörd – mening kan upptäckas .......................... 76 COLLAGET TAR FORM ..................................................................... 77 Interaktionserbjudanden och ramverk......................................... 77 Hur mening kan vara direkt och samtidigt dynamisk........................ 78 Argumentationslinjer knyts ihop ............................................... 80 4. ATT ANALYSERA INTERAKTION...................................................85 INTERAKTIONSANALYS..................................................................... 85 Teorin i metoden .................................................................. 85 Olika kunskapsanspråk............................................................ 86 KUNSKAPSTEORETISKA ANTAGANDEN ...................................................... 88 Situerat och generellt ............................................................ 88 En realistisk grundsyn ............................................................ 89 Kumulativitet i vetenskap ....................................................... 90 STUDIENS DESIGN ......................................................................... 91 Projekt blev pilotstudier......................................................... 91 Den slutgiltiga datamängden .................................................... 92 Ett ändamålsenligt urval......................................................... 93 Barnens bakgrunder............................................................... 93 Spelen som använts ............................................................... 96 Situationerna som studerats..................................................... 99 Olika urvalsprinciper ............................................................. 99 GENOMFÖRANDE........................................................................ 100 Forskningsetiska hänsynstaganden ........................................... 100 Videodata samlas in............................................................. 101 Bearbetning av data ............................................................ 104 ANALYSFÖRFARANDE.................................................................... 106 Responsprincipen ................................................................ 106 Transkriptionerna ............................................................... 109 Analys av tankar? ................................................................ 111 5. FRÅN DATA TILL RESULTAT..................................................... 115 ANALYSFÖRFARANDET I PRAKTIKEN ...................................................... 115 EN EXEMPLIFIERANDE ANALYS ........................................................... 116 ANALYTISK AGENDA..................................................................... 124 6. DATORSPELANDETS STRUKTURER ............................................. 131 EN INLEDANDE BILD .................................................................... 131 RESULTATREDOVISNINGENS
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