Till startsida
Till innehåll Läs mer om hur kakor används på gu.se

Seminarier 2017

Samtliga seminarier är helt öppna för allmänheten, ingen föranmälan krävs. Seminarierna ges på engelska.


September 13,  13-15, Faculty of education room: A1 311
What the Gamer Didn't Know: On Qualifying Games, Skills and Contexts.

The presentation will depart from an altered version of the philosophical thought experiment called the "knowledge argument" (originally presented by Frank Jackson) and center the discussion around the activity of gaming. The general question of what gamers learn from digital games will be addressed through the exposition of empirical examples. The materials, primarily taken from on-line collaborative games, exhibit some of the detailed workings of games-in-action – aspects of the very assembly procedures by which the members constitute their activities. In light of these illustrations, claims pertaining to the advancement of general skills will be revisited.

Bennerstedt, U., & Ivarsson, J. (2010). Knowing the way. Managing epistemic topologies in virtual game worlds. Computer Supported Cooperative Work (CSCW): An International Journal, 19(2), 201–230.

Bennerstedt, U., Ivarsson, J. & Linderoth, J. How gamers manage aggression: Situating skills in collaborative computer gamesComputer Supported Learning (2012) 7: 43.


September 27, 13-15, Faculty of education room: A1 311
Playing with the Past in the Present and into the Future: How Games Change our Relationship with History

There can now be little doubt that games have become a potentially important popular cultural resource for the production of meaning about, and engagement with, history. Like all forms of historical representation, games introduce particular challenges, limitations and possibilities, each of which has the potential to influence the ways we relate to the past and the histories that are written about it. In this talk, Adam Chapman explores how the past is represented in games, how these games both inform and reflect the present, and how they might change our future engagements with history in popular culture. In particular the lecture considers the enfranchising potential of the popular access to historical practices, such as reenactment, heritage experiences and counterfactual history, that the game form offers. The lecture also concludes by considering the implications of new hardware developments (such as VR) and the latest directions of research in the historical game studies field.

Chapman, A., Foka, A. & Westin, J. (2016). Introduction: What is historical game studies? In A.Chapman, A. Foka and J. Westin (eds.), Historical games special section, Rethinking History Journal 21 (3).


October 9, 13-15, Faculty of education, room: A1 311
Getting it Right or Being Top Rank: Games in Citizen Science

The use of games with a purpose (GWAPs) in citizen science is growing, but can create tension as gaming and science can be seen as incompatible areas of activity. For example, the motivations for winning a game and scientific pursuit of knowledge may be seen as contrary. Over a one-year period, we conducted a virtual ethnographic study of the public forums of two online citizen science projects, Foldit and Galazy Zoo. The first where gaming is an explicit design feature and the second where it is not. The aim was to give a nuanced view of how participants topicalize and respond to tensions between gaming and science. Thematic analysis of discussion forum posts suggests that participants in the two projects respond differently to the tension. By unpacking participant responses to the tension between games and science, our study highlights that citizen science projects using games are not just about fun. To enrol and retain volunteers, these projects must also recognize and manage the implicit normative scientific ideals that participants bring with them to a project. We further conclude that ideals of science embraced by citizen scientists appear to influence the reasons why they participate, either emphasizing quality, like in Galazy Zoo, or meritocracy, like in Foldit.

During the seminar we will present excerpts of data to discuss the differences between the two projects. We will also discuss the role of GWAPs in for scientific work.

Ponti, M., Hillman, T., Kasperowski, D., & Kullenberg, C. (2017, May 18). Getting it Right or Being Top Rank: Games in Citizen Science. Retrieved from https://osf.io/preprints/socarxiv/3qrnc/


October 18, 13-15, Faculty of education, room: A1 311
Fingu - A Game to Support Children's Development of Arithmetic Competence: Theory, Design and Empirical Research

This presentation describes Fingu, a virtual manipulative housed in a game environment, which is designed to support young children's learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1-10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. The presentation, provides an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. The potential of Fingu as a research platform is pointed out and examples of some of the empirical research conducted to demonstrate the learning potential of Fingu is presented.

Holgersson, I., Barendregt, W., Emanuelsson, J., Ottosson, T., Rietz Leppänen, E., & Lindström, B. (2016). Fingu - A game to support children’s development of arithmetic competence: Theory, design and empirical research. In P. S. Moyer-Packenham (Red.), International perspectives on teaching and learning mathematics with virtual manipulatives, pp. 123-145. Cham: Springer.

Sidansvarig: IPKL webbredaktion|Sidan uppdaterades: 2017-06-30

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?