This keynote address at the 3rd Vienna Games Conference discusses the self-educational potentials of digital games. It explores how games can promote "Bildung", a complex German concept involving learning and personal development. The talk examines how rules and game design can shape player behavior and influence, referring to theorists like Foucault who analyzed power and governance. It calls for players to resist game imperatives and explore beyond what designers intend in order to maximize the educational benefits of digital games.

1. Prof. Dr. Benjamin Jörissen Department of Education Chair (per pro) of Applied Media Science Games, Reflexivity,and governance Keynote held at the 3rd Vienna Games Conference Future and Reality of Games (F.R.O.G.) 2009 Vienna, City Hall, 26.9.2009

2. „self-education though media“ „Medienbildung“

3. Digital Games self-education power

4. Digital Games self-education power

7. Jörissen

8. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance

9. Media „Bildung“ Self-educational potentials of digital games (examples) „Bildung“, power and governance Digital games and governance

10. „Bildung“ as a complex learningprocess versus „well-educatedness“ Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

11. „Bildung“ as a process of structural transformation of the individual‘s world view Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

12. „(reflexive) orientational knowledge“ versus „know what, know how“ Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

13. orientation coping with contingencies flexibility reorientation, reframing of world views tentativity exploration, creativity , trying things openness towards theunknown alterity

14. participation demands articulation requires recognition through processes of socialinteraction

15. participation demands articulation requires recognition through processes of socialinteraction

16. Immanuel Kant – Logic(1800) Kant, Immanuel (1977): Logik. Ein Handbuch zu Vorlesungen. In: ders.: Schriften zur Metaphysik und Logik 2. Werkausgabe Bd. VI. Frankfurt/M.: Suhrkamp.

17. Orientational Dimensions

18. structural analysis with regard to potentials of reflecting upon …

19. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance

21. “New semiotic domains provokereframing of former world views, because they call for new cognitive patternsof perception and interpretation.” Fromme, Johannes/Jörissen, Benjamin/Unger, Alexander (2008): (Self-) Educational effects of computer gaming cultures. In: Ferdig, Rick (ed.): Handbook of Research on Effective Electronic Gaming in Education. Hershey: Information Science Reference, p. 763.

23. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance

24. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris

25. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris „power“

26. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris „power“ „governmentality“ „regiment“ „subjectivity“

27. performative practices aiming to make dominating discourses visible

28. “Who allows to be captured by the dispositive of the ‘mobile phone’, however intensive the desire may have been which drove him to do so, does not acquire a new subjectivity, but merely a number which eventually can be used to control him… .” Agamben, Giorgio (2008): Was ist ein Dispositiv? Zürich: diaphanes, p. 37. (my translation)

29. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance

30. How are relations of power and rule structured in the realm of digital games?

31. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

32. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

34. 1. rules2. outcome3. valorization of outcome4. player effort5. player attached to outcome6. negotiable consequences of the outcome "A game is a rule-based system with a variable and quantifiable outcome, where differences between outcomes are assigned different values, the player exerts effort in order to influence the outcome, the player feels emotionally attached to the outcome, and the consequences of the activity are negotiable." Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

35. rules don´t force: they govern

36. playing a game requires the gamer to subordinate himself to the rules

39. Don‘t just play it like they want you to. Resist the imperatives of a game. Revaluate the outcome. Go explore.

40. Prof. Dr. Benjamin Jörissen Department of Education Chair (per pro) of Applied Media Science http://joerissen.namebenjamin@joerissen.name 3rd Vienna Games Conference Future and Reality of Games (F.R.O.G.) 2009 Vienna, City Hall, 26.9.2009

41. CulturalObjects DigitalObjects Meaning (Narrative, Rhetoric) „Physics“ Digital Sphere Sociocultural Sphere „Rules“ Scripts etc. Identities HC-Interface-Sphere Input/Output-Devices