This keynote address at the 3rd Vienna Games Conference discusses the self-educational potentials of digital games. It explores how games can promote "Bildung", a complex German concept involving learning and personal development. The talk examines how rules and game design can shape player behavior and influence, referring to theorists like Foucault who analyzed power and governance. It calls for players to resist game imperatives and explore beyond what designers intend in order to maximize the educational benefits of digital games.
1. Prof. Dr. Benjamin Jörissen Department of Education Chair (per pro) of Applied Media Science Games, Reflexivity,and governance Keynote held at the 3rd Vienna Games Conference Future and Reality of Games (F.R.O.G.) 2009 Vienna, City Hall, 26.9.2009
8. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance
9. Media „Bildung“ Self-educational potentials of digital games (examples) „Bildung“, power and governance Digital games and governance
10. „Bildung“ as a complex learningprocess versus „well-educatedness“ Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.
11. „Bildung“ as a process of structural transformation of the individual‘s world view Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.
12. „(reflexive) orientational knowledge“ versus „know what, know how“ Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.
13. orientation coping with contingencies flexibility reorientation, reframing of world views tentativity exploration, creativity , trying things openness towards theunknown alterity
16. Immanuel Kant – Logic(1800) Kant, Immanuel (1977): Logik. Ein Handbuch zu Vorlesungen. In: ders.: Schriften zur Metaphysik und Logik 2. Werkausgabe Bd. VI. Frankfurt/M.: Suhrkamp.
19. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance
20.
21. “New semiotic domains provokereframing of former world views, because they call for new cognitive patternsof perception and interpretation.” Fromme, Johannes/Jörissen, Benjamin/Unger, Alexander (2008): (Self-) Educational effects of computer gaming cultures. In: Ferdig, Rick (ed.): Handbook of Research on Effective Electronic Gaming in Education. Hershey: Information Science Reference, p. 763.
22.
23. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance
24. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris
25. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris „power“
26. Michel Foucault (1926-1984) Professor for „History of the Systems of Thinking“ at the Collège de France, Paris „power“ „governmentality“ „regiment“ „subjectivity“
28. “Who allows to be captured by the dispositive of the ‘mobile phone’, however intensive the desire may have been which drove him to do so, does not acquire a new subjectivity, but merely a number which eventually can be used to control him… .” Agamben, Giorgio (2008): Was ist ein Dispositiv? Zürich: diaphanes, p. 37. (my translation)
29. Media „Bildung“ Self-educational potentials of digital games (example) „Bildung“, power and governance Digital games and governance
30. How are relations of power and rule structured in the realm of digital games?
31. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.
32. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.
33.
34. 1. rules2. outcome3. valorization of outcome4. player effort5. player attached to outcome6. negotiable consequences of the outcome "A game is a rule-based system with a variable and quantifiable outcome, where differences between outcomes are assigned different values, the player exerts effort in order to influence the outcome, the player feels emotionally attached to the outcome, and the consequences of the activity are negotiable." Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.
36. playing a game requires the gamer to subordinate himself to the rules
37.
38.
39. Don‘t just play it like they want you to. Resist the imperatives of a game. Revaluate the outcome. Go explore.
40. Prof. Dr. Benjamin Jörissen Department of Education Chair (per pro) of Applied Media Science http://joerissen.namebenjamin@joerissen.name 3rd Vienna Games Conference Future and Reality of Games (F.R.O.G.) 2009 Vienna, City Hall, 26.9.2009
41. CulturalObjects DigitalObjects Meaning (Narrative, Rhetoric) „Physics“ Digital Sphere Sociocultural Sphere „Rules“ Scripts etc. Identities HC-Interface-Sphere Input/Output-Devices