Description
With complex stories and stunning visuals eliciting intense emotional responses, coupled with opportunities for self-expression and problem solving, video games are a powerful medium to foster empathy, critical thinking, and creativity in players. As these games grow in popularity, ambition, and technological prowess, they become a legitimate art form, shedding old attitudes and misconceptions along the way.
Examining the Evolution of Gaming and Its Impact on Social, Cultural, and Political Perspectives asks whether videogames have the power to transform a player and his or her beliefs from a sociopolitical perspective. Unlike traditional forms of storytelling, videogames allow users to immerse themselves in new worlds, situations, and politics. This publication surveys the landscape of videogames and analyzes the emergent gaming that shifts the definition and cultural effects of videogames. This book is a valuable resource to game designers and developers, sociologists, students of gaming, and researchers in relevant fields.
Reviews and Testimonials
Valentine and Jensen present readers with a collection of academic essays and scholarly articles on various aspects of video games and the experience of playing video games on cultural, social, and political levels. The eighteen selections that make up the main body of the text are devoted to a broader series of definitions within categorization of video games, the remediating of folklore and myth through video games, the video game gaze, perspective shift and the subversion of player agency, and a wide variety of other related subjects.
– ProtoView Reviews
Author's/Editor's Biography
Keri Valentine (Ed.)
Keri Valentine is an Assistant Professor of Mathematics Education in the department of Curriculum and Instruction at West Virginia University’s College of Education and Human Services. In addition to her role in the Mathematics Education program, she contributes to (Science, Technology, Engineering, Art, Mathematics) STEAM education transdisciplinary research endeavors as part of the WVU Center for Excellence in STEM Education. She earned her Ph.D. in Learning, Design, and Technology at The University of Georgia in 2014 where she conducted both design-based and postphenomenological research projects. One project includes designing a middle school mathematics learning environment integrating cases as alternative perspective with the goal of conveying complex relationships during the process of learning mathematics (see Space and Perspective http://spaceandperspective.com/). Her research is motivated by phenomenological questions that seek to understand how learning (especially shifts in perspective) manifests, especially related to complex spatial phenomenon. Recently, Keri collaborated with co-editor, Dr. Lucas Jensen, to both design, teach, and investigate summer game design camps for grades 5-12 learners, seeking to understand the design practices of young learners in these informal spaces. In addition to investigating learning and the design of formal and informal learning spaces, she also contributes to the field of qualitative inquiry, such as considering new ways we might conceptualize reflexive practice in living inquiry research.
Lucas Jensen (Ed.)
Lucas John Jensen
is an Associate Professor of Leadership, Technology, and Human Development at Georgia Southern University. His work focuses on social media and education, motivation, video games and education, and online instruction. Much of his research has examined youth game design activities in informal learning environments.