Les #jeux_vidéo plongent les #joueurs dans leurs #univers. Ils les invitent, à partir du #ludique, à (re)penser leur rapport au monde.
►https://sms.hypotheses.org/16121
#jeu, #jeu_vidéo, #jeux_vidéos, #ludique, joueur, #jouer, #univers, #monde, #game, #gamer, #game_studies, #histoire, #pédagogie, #médium
#Game_Studies - Ludoliteracy: Defining, Understanding and Supporting Games Education
▻http://gamestudies.org/1301/articles/zagal_book_review
Zagal’s book, Ludoliteracy: Defining, Understanding and Supporting Games Education, offers a meaningful complement to existing games education scholarship. Published in 2010, it remains a one-of-a-kind resource, not only because it focuses on adult videogames education, but because it also offers insight into how one might define, understand and support “ludoliteracy.” (...)
Thus, ludoliteracy, as defined by Zagal, has three context-specific components: 1) the ability to play games; 2) the ability to understand meanings with respect to games; and 3) the ability to make games (p. 23). (...)
Zagal argues games meaning is understood by enacting knowledge.
While there is no denying that videogames have an elevated status as a force of fun, there’s also no denying that teaching videogames is immeasurably harder than plonking a bunch of students down in front of #Angry_Birds and expecting them to wax poetic unguided about “agon” or “alea.”