Results for 'video games'

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Bibliography: Video Games in Aesthetics
  1. Video Games as Self‐Involving Interactive Fictions.Jon Robson & Aaron Meskin - 2016 - Journal of Aesthetics and Art Criticism 74 (2):165-177.
    This article explores the nature and theoretical import of a hitherto neglected class of fictions which we term ‘self-involving interactive fictions’. SIIFs are interactive fictions, but they differ from standard examples of interactive fictions by being, in some important sense, about those who consume them. In order to better understand the nature of SIIFs, and the ways in which they differ from other fictions, we focus primarily on the most prominent example of the category: video-game fictions. We argue that (...)
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  2. Are Video Games Art?Aaron Smuts - 2005 - Contemporary Aesthetics 3.
    I argue that by any major definition of art many modern video games should be considered art. Rather than defining art and defending video games based on a single contentious definition, I offer reasons for thinking that video games can be art according to historical, aesthetic, institutional, representational and expressive theories of art. Overall, I argue that while many video games probably should not be considered art, there are good reasons to think (...)
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  3. Video Games, Violence, and the Ethics of Fantasy: Killing Time.Christopher Bartel - 2020 - London: Bloomsbury Academic.
    Is it ever morally wrong to enjoy fantasizing about immoral things? Many video games allow players to commit numerous violent and immoral acts. But, should players worry about the morality of their virtual actions? A common argument is that games offer merely the virtual representation of violence. No one is actually harmed by committing a violent act in a game. So, it cannot be morally wrong to perform such acts. While this is an intuitive argument, it does (...)
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  4. Video Games and Ethics.Monique Wonderly - 2018 - In Joseph C. Pitt & Ashley Shew (eds.), Spaces for the Future: A Companion to Philosophy of Technology. New York, USA: Routledge. pp. 29-41.
    Historically, video games featuring content perceived as excessively violent have drawn moral criticism from an indignant (and sometimes, morally outraged) public. Defenders of violent video games have insisted that such criticisms are unwarranted, as committing acts of virtual violence against computer-controlled characters – no matter how heinous or cruel those actions would be if performed in real life – harm no actual people. In this paper, I present and critically analyze key aspects of this debate. I (...)
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  5. Video Games as Self-Involving Interactive Fictions.Jon Robson & Aaron Meskin - 2016 - Journal of Aesthetics and Art Criticism 74 (2):165-177.
    This article explores the nature and theoretical import of a hitherto neglected class of fictions which we term ‘self-involving interactive fictions’. SIIFs are interactive fictions, but they differ from standard examples of interactive fictions by being, in some important sense, about those who consume them. In order to better understand the nature of SIIFs, and the ways in which they differ from other fictions, we focus primarily on the most prominent example of the category: video-game fictions. We argue that (...)
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  6.  22
    Video Gaming as Practical Accomplishment: Ethnomethodology, Conversation Analysis, and Play.Stuart Reeves, Christian Greiffenhagen & Eric Laurier - 2017 - Topics in Cognitive Science 9 (2):308-342.
    Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online (...) are played within dedicated gaming spaces; here, we find multiple players, machines, and many different sorts of activities going on. Still remaining somewhat distanced from the play of the game itself, we then take a closer look at the players themselves by examining a notionally simpler setting involving pairs taking part in a football game at a games console. As we draw closer to the technical details of play, we narrow our focus further still to examine a player and spectator situated “at the screen” but jointly analyzing play as the player competes in an online first-person shooter. Finally, we go “inside” the game entirely and look at the conduct of avatars on-screen via screen recordings of a massively multiplayer online game. Having worked through specific examples, we provide an elaboration of a selection of core topics of ethnomethodology and conversation analysis that is used to situate some of the unstated orientations in the presentation of data fragments. In this way, recurrent issues raised in the fragments are shown as coherent, interconnected phenomena. In closing, we suggest caution regarding the way game play phenomena have been analyzed in this study, while remarking on challenges present for the development of further EMCA-oriented research on video game play. (shrink)
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  7.  18
    Video Gaming as Practical Accomplishment: Ethnomethodology, Conversation Analysis, and Play.Stuart Reeves, Christian Greiffenhagen & Eric Laurier - 2016 - Topics in Cognitive Science 8 (4).
    Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online (...) are played within dedicated gaming spaces; here, we find multiple players, machines, and many different sorts of activities going on. Still remaining somewhat distanced from the play of the game itself, we then take a closer look at the players themselves by examining a notionally simpler setting involving pairs taking part in a football game at a games console. As we draw closer to the technical details of play, we narrow our focus further still to examine a player and spectator situated “at the screen” but jointly analyzing play as the player competes in an online first-person shooter. Finally, we go “inside” the game entirely and look at the conduct of avatars on-screen via screen recordings of a massively multiplayer online game. Having worked through specific examples, we provide an elaboration of a selection of core topics of ethnomethodology and conversation analysis that is used to situate some of the unstated orientations in the presentation of data fragments. In this way, recurrent issues raised in the fragments are shown as coherent, interconnected phenomena. In closing, we suggest caution regarding the way game play phenomena have been analyzed in this study, while remarking on challenges present for the development of further EMCA-oriented research on video game play. (shrink)
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  8.  20
    Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive‐Motor Skill Learning.Joseph J. Thompson, C. M. McColeman, Ekaterina R. Stepanova & Mark R. Blair - 2017 - Topics in Cognitive Science 9 (2):467-484.
    Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action is delayed relative to the other actions in (...)
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  9.  8
    Commercial Video Games in School Teaching: Two Mixed Methods Case Studies on Students’ Reflection Processes.Marco Rüth & Kai Kaspar - 2021 - Frontiers in Psychology 11.
    Commercial video games are popular entertainment media and part of students’ media reality. While commercial video games’ main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students’ reflection processes using commercial (...)
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  10. Violent Video Games and Morality: A Meta-Ethical Approach.Garry Young - 2015 - Ethics and Information Technology 17 (4):311-321.
    This paper considers what it is about violent video games that leads one reasonably minded person to declare “That is immoral” while another denies it. Three interpretations of video game content are discussed: reductionist, narrow, and broad. It is argued that a broad interpretation is required for a moral objection to be justified. It is further argued that understanding the meaning of moral utterances—like “x is immoral”—is important to an understanding of why there is a lack of (...)
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  11. Video Games and the Philosophy of Art.Aaron Smuts - 2005 - American Society for Aesthetics Newsletter.
    The most cursory look at video games raises several interesting issues that have yet to receive any consideration in the philosophy of art, such as: Are videogames art and, if so, what kind of art are they? Are they more closely related to film, or are they similar to performance arts, such as dance? Perhaps they are more akin to competitive sports and games like diving and chess? Can we even define “video game” or “game”? We (...)
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  12. Video Games and the Transhuman Inclination.Robert M. Geraci - 2012 - Zygon 47 (4):735-756.
    Video games and virtual worlds play substantial roles in contemporary transhumanism. Many transhumanists appreciate the freedom and power that accompany these digital landscapes and recognize that they can promote transhumanist ways of thinking beyond the borders of explicitly transhumanist groups. Video games and virtual worlds enable transcendence through their design and contribute to transhumanism through the options they enable and the influence they have. Because of their significant place in transhumanism, video games and virtual (...)
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  13.  38
    Action Video Game Training for Healthy Adults: A Meta-Analytic Study.Ping Wang, Han-Hui Liu, Xing-Ting Zhu, Tian Meng, Hui-Jie Li & Xi-Nian Zuo - 2016 - Frontiers in Psychology 7.
  14.  58
    Video Games and Imaginative Identification.Stephanie Patridge - 2017 - Journal of Aesthetics and Art Criticism 75 (2):181-184.
  15. Philosophy Through Video Games.Jon Cogburn - 2008 - Routledge.
    I, player : the puzzle of personal identity (MMORPGS and Virtual Communities) -- The game inside the mind, the mind inside the game (The Nintendo Wii Gaming Console) -- Realistic blood and gore : do violent games make violent gamers? (First-person Shooters) -- Games and God's goodness (World-builder and Tycoon Games) -- The metaphysics of interactive art (Puzzle and Adventure Games) -- Artificial and human intelligence (Single-player RPGS) -- Epilogue: Video games and the meaning (...)
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  16. Pornography, Ethics, and Video Games.Stephanie L. Patridge - 2013 - Ethics and Information Technology 15 (1):25-34.
    In a recent and provocative essay, Christopher Bartel attempts to resolve the gamer’s dilemma. The dilemma, formulated by Morgan Luck, goes as follows: there is no principled distinction between virtual murder and virtual pedophilia. So, we’ll have to give up either our intuition that virtual murder is morally permissible—seemingly leaving us over-moralizing our gameplay—or our intuition that acts of virtual pedophilia are morally troubling—seemingly leaving us under-moralizing our game play. Bartel’s attempted resolution relies on establishing the following three theses: (1) (...)
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  17.  1
    Video Games and the Cerebral Subject: On Playing Call of Duty: Modern Warfare 3.Pasi Väliaho - 2014 - Body and Society 20 (3-4):113-139.
    This article engages with the fabrication of experiences in first-person shooter video games. On one hand, it explores the forms of affective and cognitive engagement this novel type of immersive imagery demands of the player. On the other hand, the article speculates on how video games images resonate and coincide with other key practices and imaginations defining the political reality of life today. What matters most in the politics of life today is a particular locus of (...)
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  18.  19
    Video Games as Tools to Achieve Insight Into Cognitive Processes.Walter R. Boot - 2015 - Frontiers in Psychology 6.
  19. Simulating Philosophy: Interpreting Video Games as Executable Thought Experiments. [REVIEW]Marcus Schulzke - 2014 - Philosophy and Technology 27 (2):251-265.
    This essay proposes an alternative way of studying video games: as thought experiments akin to the narrative thought experiments that are frequently used in philosophy. This perspective incorporates insights from the narratological and ludological perspectives in game studies and highlights the philosophical significance of games. Video game thought experiments are similar to narrative thought experiments in many respects and can perform the same functions. They also have distinctive advantages over narrative thought experiments, as they situate counterfactuals (...)
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  20.  54
    Video Games as Mass Art.Grant Tavinor - 2011 - Contemporary Aesthetics 9.
  21.  40
    Video Games and Stress: How Stress Appraisals and Game Content Affect Cardiovascular and Emotion Outcomes.Anne Marie Porter & Paula Goolkasian - 2019 - Frontiers in Psychology 10.
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  22.  11
    Action Video Games Do Not Improve the Speed of Information Processing in Simple Perceptual Tasks.Don van Ravenzwaaij, Wouter Boekel, Birte U. Forstmann, Roger Ratcliff & Eric-Jan Wagenmakers - 2014 - Journal of Experimental Psychology: General 143 (5):1794-1805.
  23. Detecting Health Problems Related to Addiction of Video Game Playing Using an Expert System.Samy S. Abu Naser & Mohran H. Al-Bayed - 2016 - World Wide Journal of Multidisciplinary Research and Development 2 (9):7-12.
    Today’s everyone normal life can include a normal rate of playing computer games or video games; but what about an excessive or compulsive use of video games that impact on our life? Our kids, who usually spend a lot of time in playing video games will likely have a trouble in paying attention to their school lessons. In this paper, we introduce an expert system to help users in getting the correct diagnosis of (...)
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  24. Video Games and Virtual Reality.Robert Seddon - 2017 - In Anthony F. Beavers (ed.), Macmillan Interdisciplinary Handbooks: Philosophy: Technology. Macmillan Reference USA. pp. 191-216.
  25. An Intelligent Tutoring System for Health Problems Related To Addiction of Video Game Playing.Mohran H. Al-Bayed & Samy S. Abu Naser - 2017 - International Journal of Advanced Scientific Research 2 (1):4-10.
    Lately in the past couple of years, there are an increasing in the normal rate of playing computer games or video games compared to the E-learning content that are introduced for the safety of our children, and the impact of the video game addictiveness that ranges from (Musculoskeletal issues, Vision problems and Obesity). Furthermore, this paper introduce an intelligent tutoring system for both parent and their children for enhancement the experience of gaming and tell us about (...)
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  26.  18
    Video Game Training Enhances Visuospatial Working Memory and Episodic Memory in Older Adults.Pilar Toril, José M. Reales, Julia Mayas & Soledad Ballesteros - 2016 - Frontiers in Human Neuroscience 10.
  27. Philosophy Through Video Games.Jon Cogburn & Mark Silcox - 2008 - Routledge.
    How can _Wii Sports_ teach us about metaphysics? Can playing _World of Warcraft_ lead to greater self-consciousness? How can we learn about aesthetics, ethics and divine attributes from _Zork_, _Grand Theft Auto_, and _Civilization_? A variety of increasingly sophisticated video games are rapidly overtaking books, films, and television as America's most popular form of media entertainment. It is estimated that by 2011 over 30 percent of US households will own a Wii console - about the same percentage that (...)
     
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  28.  16
    Video Game Training and the Reward System.Robert C. Lorenz, Tobias Gleich, Jã¼Rgen Gallinat & Simone Kühn - 2015 - Frontiers in Human Neuroscience 9.
  29.  15
    Video Games Localisation: Posing New Challenges to the Translator.Carmen Mangiron Hevia - 2007 - Perspectives 14 (4):306-323.
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    Video Game Journalism and the Ideology of Anxiety: Implications for Effective Reporting in Niche Industries and Oligopolies.Howard D. Fisher & Sufyan Mohammed-Baksh - 2020 - Journal of Media Ethics 35 (1):45-59.
    Video games are a $20-billion-a-year industry, but it is still treated as a niche market. The video game corporations hold considerable power over the articles that journalists write. Through in-de...
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  31.  61
    What's My Motivation? Video Games and Interpretative Performance.Grant Tavinor - 2017 - Journal of Aesthetics and Art Criticism 75 (1):23-33.
    The interpretation of character motivations is a crucial part of the understanding of many narratives, including those found in video games. This interpretation can be complicated in video games by the player performing the role of a player-character within the game narrative. Such performance finds the player making choices for the character and also interpreting the resulting character actions and their effect on the game's narrative. This can lead to interpretative difficulties for game narratives and their (...)
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  32. Film Theory Meets Video Games: An Analysis of the Issues and Methodologies in 'ScreenPlay'. [REVIEW]Aaron Smuts - 2003 - Film-Philosophy 7 (7).
    "ScreenPlay" is the first collection of essays devoted to exploring the relationship between cinema and video games. It attempts to introduce the field of video game studies while also increasing our understanding of the two artforms. Although not all of the essays are models of clear thinking on the subject, the volume will be a valuable resource for those working in film, philosophy, new media, and video game studies. Geoff King and Tanya Krzywinska have brought together (...)
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  33.  18
    Video Game Violence. A Philosophical Conversation with Mathieu Triclot.Mathieu Triclot & Raphaël Verchère - 2019 - Philosophical Journal of Conflict and Violence 3 (1).
    The starting point of this conversation with philosopher Mathieu Triclot is the issue of the causal contribution of video game playing in school shootings. Triclot explains the limitations of current psychological approaches regarding video game violence. He further develops on the peculiar features of the video game medium and how they relate to the problem of violence. Triclot eventually shows that, although players may relate to virtual violence in very different ways, violence in video games (...)
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  34.  29
    Violent Video Games: The Effects of Narrative Context and Reward Structure on in-Game and Postgame Aggression.James D. Sauer, Aaron Drummond & Natalie Nova - 2015 - Journal of Experimental Psychology: Applied 21 (3):205-214.
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  35. Defending the Morality of Violent Video Games.Marcus Schulzke - 2010 - Ethics and Information Technology 12 (2):127-138.
    The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from (...)
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  36.  10
    Video Games Exposure and Sexism in a Representative Sample of Adolescents.Bègue Laurent, Sarda Elisa, A. Gentile Douglas, Bry Clementine & Roché Sebastian - 2017 - Frontiers in Psychology 8.
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  37.  98
    Perceptual Learning During Action Video Game Playing.C. Shawn Green, Renjie Li & Daphne Bavelier - 2010 - Topics in Cognitive Science 2 (2):202-216.
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  38. The Incorrigible Social Meaning of Video Game Imagery.Stephanie Patridge - 2010 - Ethics and Information Technology 13 (4):303-312.
    In this paper, I consider a particular amoralist challenge against those who would morally criticize our single-player video play, viz., “come on, it’s only a game!” The amoralist challenge with which I engage gains strength from two facts: the activities to which the amoralist lays claim are only those that do not involve interactions with other rational or sentient creatures, and the amoralist concedes that there may be extrinsic, consequentialist considerations that support legitimate moral criticisms. I argue that the (...)
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  39.  21
    Flow and Immersion in Video Games: The Aftermath of a Conceptual Challenge.Lazaros Michailidis, Emili Balaguer-Ballester & Xun He - 2018 - Frontiers in Psychology 9.
  40.  1
    Video Games, Identity, and the Constellation of Information.Crystle Martin - 2012 - Bulletin of Science, Technology and Society 32 (5):384-392.
    This article explores the identity of youth in relation to the information sources they choose in the constellation of information of video games, using the massively multiplayer online game World of Warcraft as an example. From this study, several identities are recognized that are combinations of the participants skill and level in the game, as well as their play style and the information practices they use in relation to school success.
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  41.  32
    Applying Aspects of the Expert Performance Approach to Better Understand the Structure of Skill and Mechanisms of Skill Acquisition in Video Games.Walter R. Boot, Anna Sumner, Tyler J. Towne, Paola Rodriguez & K. Anders Ericsson - 2017 - Topics in Cognitive Science 9 (2):413-436.
    Video games are ideal platforms for the study of skill acquisition for a variety of reasons. However, our understanding of the development of skill and the cognitive representations that support skilled performance can be limited by a focus on game scores. We present an alternative approach to the study of skill acquisition in video games based on the tools of the Expert Performance Approach. Our investigation was motivated by a detailed analysis of the behaviors responsible for (...)
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  42.  98
    The Virtual Brain: 30 Years of Video-Game Play and Cognitive Abilities.Andrew J. Latham, Lucy L. M. Patston & Lynette J. Tippett - 2013 - Frontiers in Psychology 4.
    Forty years have passed since video-games were first made widely available to the public and subsequently playing games has become a favorite past-time for many. Players continuously engage with dynamic visual displays with success contingent on the time-pressured deployment, and flexible allocation, of attention as well as precise bimanual movements. Evidence to date suggests that both brief and extensive exposure to video-game play can result in a broad range of enhancements to various cognitive faculties that generalize (...)
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  43.  91
    Virtual Decisions: Video Game Ethics, Just Consequentialism, and Ethics on the Fly.Don Gotterbarn & James Moor - 2009 - Acm Sigcas Computers and Society 39 (3):27-42.
    Video games are ethically controversial. Some video games are effective training tools for learning various skills and approaches to problem-solving, but some video games are notorious for promoting discriminatory and barbaric behavior. We consider such ethical pros and cons of video games, but we also present a more fundamental ethical issue about video games. Most video games have a bias toward self-centered decision-making. Often the decision-making driver is not (...)
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  44.  27
    Applying Aspects of the Expert Performance Approach to Better Understand the Structure of Skill and Mechanisms of Skill Acquisition in Video Games.Walter R. Boot, Anna Sumner, Tyler J. Towne, Paola Rodriguez & K. Anders Ericsson - 2016 - Topics in Cognitive Science 8 (4).
    Video games are ideal platforms for the study of skill acquisition for a variety of reasons. However, our understanding of the development of skill and the cognitive representations that support skilled performance can be limited by a focus on game scores. We present an alternative approach to the study of skill acquisition in video games based on the tools of the Expert Performance Approach. Our investigation was motivated by a detailed analysis of the behaviors responsible for (...)
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  45.  7
    Video Games and the Ancient World - (C.) Rollinger (Ed.) Classical Antiquity in Video Games. Playing with the Ancient World. Pp. XVI + 294, Ills. London and New York: Bloomsbury Academic, 2020. Cased, £85, Us$115. Isbn: 978-1-350-06663-2.1. [REVIEW]Cristóbal Macías - 2020 - The Classical Review 70 (2):526-528.
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  46.  15
    Video Games, Design, and Aesthetic Experience.James Paul Gee - 2016 - Rivista di Estetica 63:149-160.
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  47.  24
    Dewey and Video Games: From Education Through Occupations to Education Through Simulations.David I. Waddington - 2015 - Educational Theory 65 (1):1-20.
    Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do (...)
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  48.  14
    Video Games and Classical Antiquity.Dominic Machado - 2010 - Classical World: A Quarterly Journal on Antiquity 104 (1):107-110.
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  49.  10
    Video Games and Higher Education: What Can “Call of Duty” Teach Our Students?Nick Tannahill, Patrick Tissington & Carl Senior - 2012 - Frontiers in Psychology 3.
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  50. Claim: Video Gaming Companies Should Not Create Violent Video Games Due to the Fact That They Can Provoke Unethical Behaviors in Children.Nikki Kent - forthcoming - Philosophy.
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