Suchergebnisse

En analyse af den kulturpolitiske situation i Norden hvad computerspil angår samt forslag til metode til vurdering af kvalitet i computerspil

As one of the more visible manifestations of the boom in new media, computer games have attracted a great deal of attention, both from the popular press, and from academics. In the case of the former, much of this coverage has focussed on the perceived danger games pose to the young mind, whether that danger be physical (in terms of bodily atrophy due to inactivity) or social (in terms of anti-social and even violent behaviour, caused by exposure to specific types of content). The massacre at Columbine High School in the United States seems to have further fuelled these fears, with several stories focusing on the fact that the killers were both players of violent video games. These concerns have also found their way into political circles, promoting a seemingly endless cycle of inquiries and reports. Academic discourse on the subject has, perhaps somewhat surprisingly, tended to adopt a similar line, tracing out a return to the dark days of media effects theory. This is especially true of those studies that focus on the psychological aspects of computer game usage.

The most heated public debates on the subject of violent computer games in Germany take place following incidents of school shootings. Such reactions are often conceptualized as moral panics and signs of underlying social conflict. Focus is rarely on the violent computer games themselves. Actor-network theory allows for an analysis of how phenomena are sequentially drawn together, contingent upon the material available for the press at specific times, to which violent computer games can be related. Six months of press coverage following the 2006 school shooting in the German town of Emsdetten were not a continuous narrative of violent computer games, but divided into six distinct phases. In these, violent computer games achieved several different identities. Both the way the material was brought together in the press and the contingent events beyond the context of publishing houses were decisive for which identities were generated in the press, and which of these became the most enduring.

The recent announcement by the Federal Government that the mandatory blacklist will explicitly target computer and video games has caused much alarm. This page by Electronic Frontiers Australia aims to cover the issue quickly and will be updated as matters progress.

Computer simulations have strong potential as learning tools, both to deepen theoretical understanding and for skills development. However, it is important to understand the different factors that may affect the success of this relatively new classroom tool. This article is based on a computer simulation workshop for International Relations students, where the objective is to manage a transition to democracy from an authoritarian regime. ; SIN FINANCIACIÓN ; No data 2014

The purpose of this article is to consider a specific aspect which has become an obvious source of social inequality in the digital era: computer games from a gender perspective. To this end, the existing literature is reviewed to show that despite the positive educational aspects of play, educational use of computer games is minimal. Details are also given of various research which shows the gender bias in different aspects related to multimedia games. The results of the research carried out by the authors (which received a subsidy from the Catalan Autonomous Government Catalan Women's Institute), dealing with the prevailing sexism in multimedia games, is also listed. Finally, the need for safeguarding the quality of multimedia games is highlighted, without forgetting new technologies' socialising importance in today's society.