Week 10: Social gaming: playing the crowd
I play online games, mostly ddo (Dungeons & Dragons Online) although my connection speed makes it a painful experience on occasion.
I have also introduced the kids to a collaborative online came called Arcane Legends to try and get them used to the concept of working together instead of alone, so far so good, although they still prefer Minecraft (which is fine, it is a good platform for demonstrating expression through construction). They also think it is funny to say that their dad kicks ass on Lego Play Station games that I play with them.
One of the things that they are developing through their guided journey in a MMORPG with my assistance, is when to spot trolling and time wasters, and who to respond to and who to ignore. If anyone contacts the littlest one (who is 7) she gives me the ipad to read the comment and I decide if it needs blocking etc, and I explain what and why I have decided to either allow communication or block it. I hope that this is helping them to develop their own sense of how to navigate an online environment.
Humphries and de Zwart cite an argument of Pargman and Jakobsson (2014 p. 5) where gamers move between frames while communicating, from an individual player, to an embodied person (that has physical needs) to being âin characterâ as a role playing toon or avatar. This is the case, however, the individuals doing so are not born knowing how to socialise through these scenarios, they are socialised into an online gaming paradigm, through learning and experience, different and separate from face to face physical reality.
This is an argument that I have made pretty much the entire unit duration (sorry if I am boring my public!), that socialisation, dealing with trolls and bullies online, crowdsourcing information and participation in providing data are learned social activities that require guidance and experience to navigate, not government regulation or protection.Â
A reinforcing point that seems to be lacking in discourse surrounding other online behaviour is the identification of the fact that individuals bring their own ethnocentric ideals and behaviour to the games and online interaction as well as âtheir cultural background, their education levels, their gender, their age and their own individual moral compass.â (de Zwart & Humphries 2014, p. 17).
Here is an interesting twist on RPG that has, I believe, just been released.
Online games provide a brilliant resource for other online fields to study established communities that have already experienced the problems that mainstream networked communities are only just starting to experience. Funnily though, up until recently gamers were ignored or thought of as aberrant due to their commitment to the gaming worlds.
References de Zwart, M & Humphreys, S 2014,â The Lawless Frontier of Deep Space: Code as Law in EVE Onlineâ, Cultural Studies Review, vol. 20, no. 1, pp. 77-99.
Suzor, N & Woodford, D 2013, âEvaluating consent and legitimacy amongst shifting community norms: An EVE Online case studyâ, Journal of Virtual Worlds Research, vol. 6, no. 3, pp. 1-14.
Hi Cameron - again great post! My parter is a huuuuuuge online gamer, he loves playing MMORPG and MOBA games. I just read your post to him, and he told me that he has stopped playing them so much because he really hates the negative aspects of the online gaming community and in particular, the anonymity of the internet and the way that it allows people to act the way they wouldnât normally - he says they are called âgreifers.â [side note, as I typed, he asked me to reference him so: (Quinn, 2016)]
I really like that you are bringing up your children in a way that shows your children both the positive and negative sides of the internet, especially in online communities. This is something I had to discover myself, and the hard way. I also agree with you, nothing beats experience as a learning tool, but guidance is always going to benefit, especially in the case of children.
Really great perspectives, and I can definitely relate.Â
Haha, thanks for the comments, two thumbs up to your partner for demanding to be referenced! Yeah the âgreifersâ (Quinn 2016 cited in shivaniielizabeth 2016) are everywhere (there you go now I quoted your partner lol), when their rubbish gets too much I exercise my inalienable right to turn that computer off and go and do something else. Generally though, to me the comments from others online are not a lot different to computer generated content, they simply do not matter :) The power of trolls, griefers and bullies to influence and disturb is granted by the affected user, if you deny effect then they become the ultimate embodiment of impotence, flailing angrily away at their keyboard to no acknowledgement.
Cheers
Great post Cameron. I've been a little ignorant about the benefits of gaming and I enjoyed how you explained how gaming could be beneficial to children and how you linked it back to key learning outcomes. I think the way kids are learning and retaining information so we need to move with this. If gaming provides a fun yet educational and informative option for our kids then I can see it being used more and more as an educational tool.













