《使命召唤:现代战争》的机制和经验:公民移情的机会

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
T. Kessner, Luis E. Pérez Cortés
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引用次数: 0

摘要

背景电子游戏被广泛认为是有效的学习环境,有与设计教学和学习体验的人相关的强大课程。然而,暴力视频游戏往往被排除在此类对话之外。干预在这种背景下,我们将《使命召唤:现代战争》(MW)视为一款暴力视频游戏,它可能会提出有助于影响情感体验的设计原则,而情感体验是形成记忆和学习的关键因素。方法通过对MW的两个任务的叙述性描述和对其机制的交错讨论,我们认为即使是暴力视频游戏也可能为交互式学习体验的设计提供信息。结果我们强调了MW的机制(a)是如何限制玩家的行为以促进内心体验的,同时(b)与典型的第一人称射击机制深思熟虑地并置,以(c)创造机会发展我们所说的公民同理心,理解——甚至在某种程度上分享——与一个或多个社会群体有共同关系和责任的另一个人的感受的能力。我们还强调了全球公民同理心的概念,其中包括世界公民作为全球社会的共同成员。讨论从模拟和游戏中学习通常是通过向玩家提供的动作来讨论的。我们的贡献是硬币的另一面——游戏或模拟阻止玩家做什么——同样重要。限制我们自己执行这些任务。因此,我们将结论局限于我们自己的经验,尽管我们认为我们的发现可能会为学习游戏和模拟的设计提供信息。结论最简单地说,我们的行动理论是:(1)约束机制(2)产生并置和认知失调,反过来(3)产生情感体验,作为复杂学习(移情发展)发生的丰富场所。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mechanics and Experience in Call of Duty: Modern Warfare: Opportunities for Civic Empathy
Background Videogames are widely considered effective learning environments, with powerful lessons relevant to those who design teaching and learning experiences. Violent videogames, however, are often left out of such conversations. Intervention In this context, we examine Call of Duty: Modern Warfare (MW) as a violent videogame that might suggest design principles useful for effecting emotional experiences, a key element to the formation of memories and therefore learning. Methods Through narrative description of two missions from MW and interleaved discussion of its mechanics, we contend even violent videogames might inform the design of interactive learning experiences. Results We highlight how MW ’s mechanics (a) are designed to constrain player’s actions to facilitate visceral experiences, while being (b) thoughtfully juxtaposed with typical first-person shooter mechanics, to (c) create opportunities to develop what we call civic empathy , the ability to understand—even share to some extent—the feelings of another person with whom one shares a common affiliation with and responsibility to one or more social groups. We also highlight the concept of global civic empathy , in which one includes the world’s citizens as co-members of a global community. Discussion Learning from simulations and games is often discussed through the lens of actions made available to players. Our contribution is the flip side of that coin—what a game or simulation prevents players from doing—is equally important. Limitations We played these missions ourselves. We therefore limit our conclusions to our own experiences, though we contend our findings may inform the design of learning games and simulations. Conclusion In simplest terms, our theory of action is this: (1) Constraining mechanics (2) create juxtaposition and cognitive dissonance, which in turn (3) create emotional experiences that serve as rich sites for complex learning (empathy development) to take place.
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来源期刊
SIMULATION & GAMING
SIMULATION & GAMING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
5.00%
发文量
35
期刊介绍: Simulation & Gaming: An International Journal of Theory, Practice and Research contains articles examining academic and applied issues in the expanding fields of simulation, computerized simulation, gaming, modeling, play, role-play, debriefing, game design, experiential learning, and related methodologies. The broad scope and interdisciplinary nature of Simulation & Gaming are demonstrated by the wide variety of interests and disciplines of its readers, contributors, and editorial board members. Areas include: sociology, decision making, psychology, language training, cognition, learning theory, management, educational technologies, negotiation, peace and conflict studies, economics, international studies, research methodology.
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