Rosy Nardone – University “G. D’Annunzio” of Chieti - Pescara
I read therefore I play.
Intersection between literature and videogames for children and adolescent.
3. I bambini-giovani di oggi possono essere
potenzialmente lettori ibridi, possono
navigare in un mare più diversificato di
tecnologie e linguaggi, non solo d’inchiostro
Noi adulti abbiamo maturato le nostre strategie di
lettura in contesti tecnologici molto differenti da
quelli contemporanei: siamo lettori principalmente
tipografici… We adults have matured our reading strategies
in very different technological contexts from contemporary ones:
we are mainly typographical readers ...
Young children today could be hybrid
readers, surfing in a more “diversified
sea” of technologies and languages, not
just in “ink” (new media literacy, new
kind of literacy experience)
4. Videogiocare/Play a videogame
as
Learning by being [New Media Literacy (Jenkins);
Reading the videogame (Clinton)]
giocatore (vs lettore e spettatore) [reading – writing]
gameplay (meccaniche di gioco)
componente cooperativa e competitiva [cooperation –
copetitiveness]
Interattività [interactivity]
opera multimediale [multimedia]
Immersività [immersion]
performance ed esperienza [performance and experience]
5. Immersion
Interactivity
Multi/Ipermediality
Multidimensionality e simultaneity
Integrates different
languages (spoken, written, images,
movies, audio, etc.) into a single
communication channel,
simultaneously managed and
integrated on the computer.
Enables interaction during the
Communication process;
it allows to choose among different
navigation paths and difficulty levels.
It feels like being involved directly in an actually
absorbing experience, not only at mental or
imaginative level, but also in terms of physical
sensations, which are perceived as real
by the human body.
6. A videogame is a complex tool, that
changes radically the teaching and learning
methodologies. It offers:
the possibility to be proactive and to
choose;
the possibility of entertain oneself;
the possibility to make mistakes.
The Videogame requires a highly proactive
attitude of the user, who is asked to make
choices and to go deeply into new
concepts, because of the tool’s high level
of flexibility.
Furthermore, the videogame’s contents are
easily adaptable to individual preferences
deriving from personal training
experiences and from individual attitudes.
Il videogioco è quindi uno strumento
complesso in grado di “stra-volgere” i
modelli di insegnamento e
apprendimento, in quanto offre :
la possibilità di attività e di scelta
la possibilità di evasione
la possibilità di sbagliare
Esige un alto grado di attività da parte
dell’utente, che è chiamato a operare
delle scelte, anche in termini di
approfondimento o meno di determinati
concetti grazie ad un elevato grado di
flessibilità della applicazione.
Inoltre il contenuto si adatta facilmente
alla varietà degli individui, dovuta alle
diverse esperienze formative precedenti
e alle attitudini personali
7. Games are both object and process; they can’t be read
as texts or listened to as music, they must be played.
Playing is integral, not coincidental like the appreciative
reader or listener. The creative involvement is a
necessary ingredient in the uses of games. […]
In multi-player games, social skills are needed, or must
be developed.
(Espen J. Aarseth, 2001)
10. New media
create a new kind of
«writing space» (Bolter, 1991).
It includes new forms of
representation and it introduces a
new kind of literacy experience
19. Genre
Story - Adventure
> enfasi sulla narrazione (storytelling – story exploration)
> accento sull’azione (action-adventure)
> accento su dialoghi ed enigmi (graphic adventure)
> esplorazione degli scenari (Design for emotion)
Proposal by Archivio Videoludico of Bologna, with Andrea Dresseno
43. DISTOPIA/THE THEME OF DISTOPIC
società o comunità immaginaria
altamente indesiderabile o
spaventosa
Highly undesirable or frightening imaginary society