Debriefing tactics: A study of interaction in game-based military education

---

Sjoblom Bjorn
2022 DiGRA ’22 – Proceedings of the 2022 DiGRA International Conference: Bringing Worlds Together

 

Placing the blame: Negotiation of gaming performance [Abstract]

---

Sjoblom Bjorn
2009 DiGRA '09 - Proceedings of the 2009 DiGRA International Conference: Breaking New Ground: Innovation in Games, Play, Practice and Theory

In team based multiplayer gaming, a player’s chance of succeeding or progressing hinges on the collaborative efforts of the team members, but also on the individual skill of each of the players, who has to be able to fulfil the roles and tasks designated. Whenever team members fail to attain whatever goal they have set for themselves, it is crucial for them to work out and understand what happened, why it happened and what can be done to prevent it from happening again. In co-located computer gaming, this is, for the most part, done through verbal accounts, where players negotiate about and discuss prior events in order to make sense of what has happened [2]. In these discussions, the players orient to issues such as the rules of the game, their opponents’ behaviour as well as their own skills and gaming competencies. Through a sequential analysis of how these negotiations are structured in the players’ interaction, the meaning of “following the rules of the game” and what is to count as “competent gaming” can be analyzed as the players’ own concerns. Thereby, this paper elucidates the participants’ perspectives of their own affairs and the ways in which the social order of a gaming session is a cooperative achievement of the players present

 

Why gamers donʼt learn more: An ecological approach to games as learning environments

---

Linderoth Jonas
2010 DiGRA Nordic '10: Proceedings of the 2010 International DiGRA Nordic Conference: Experiencing Games: Games, Play, and Players

This paper criticizes the argument that video games by their nature are good learning environments. By applying the ecological approach to perception and learning to examples of game play, the paper shows that games can be designed so that players are able to see and utilize affordances without developing skills. Compared to other practices, gaming demands less learning of the practitioner since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book What video games have to teach us about learning and literacy, this paper comes to the conclusion that good games do not necessarily imply good learning.