This document discusses different genres of gaming participation including killing time, hanging out, recreational gaming, organizing and mobilizing, and augmented gameplay. It notes that gaming can provide social benefits when part of a healthy social ecology, allowing people to develop social and technical skills. However, it also acknowledges concerns about gaming becoming too immersed and disconnected from real-world social interaction. The document concludes that debates will continue around the impacts of gaming on youth.

1. GAMING

2. GAMING AS A SOCIAL ORGANIZATION
• In 2013, gaming is more than ever becoming
a popular social context in which vast
number of children, teenagers, and even
adults participate in.
• Today, several different social experiences
are being gained through gaming and are
becoming more common around the world.
• “In the past two decades, as electronic
gaming has gradually become established
as one of the dominant forms of
entertainment of our time, there has been
widespread debate over the merits of the
medium”( Ito & Bittanti 196).

3. QUICK GAMING STATISTICS
• Game play time is growing worldwide.
• Forms of gameplay and gaming demographics
continue to expand and diversify.
• 38% of gamers are women.
• Women age 18 or older represent more of the
gaming population than boys age 17 or
younger.
• In recent years, family game sales have risen
110%.
• Violent video game (rated M) sales represent
only 15% of games sold.

4. COMMON GAMING MISCONCEPTIONS
• Many believe that gaming will cause those who
engage in too much gameplay to become
reclusive and out of the social loop.
• Many believe that only males play video games
(proven incorrect previously).
• Some have accused games of promoting
violence and sexism.
• People often have a perception of a “gamer” as
aggressive, isolated, and compulsive about
gaming- all without evidence.
• Gaming will cause an individual to lose focus in
school and hurt social skills.

5. IN FACT…
• Contrast to many beliefs- research suggests “that
games have important learning properties that can
be mobilized for education”(Ito & Bittanti 196).
• Educational researchers argue that simulation and
state of the art games provide important
opportunities for learning and practice.
• “Casual” (angry birds, brickbreaker, etc) games
popularity has vastly expanded among women of
all ages.
• Many games are created for the sole purpose of
education. This is known as “edutainment”.

6. • Many people credit gaming with creating new forms of
social organization in which people are encouraged to
use alternative ways of thinking and interacting.
• Some see gaming as a road into certain types of
technical expertise.
• Many also question the true benefits of what younger
kids learn from gaming.
• Along with what young kids learn, they also question
the effects it has on individuals depending on class,
gender, and generational identity.

7. • Gaming is linked to improved hand eye coordination.
• It can develop critical thinking skills.
• Provide stress relief (through distractive entertainment: like movies, tv, etc)
• Young people can develop social networks and technical skills.
• This skills are not necessarily directly taught from the games, but has engaged them
in an ecology that emphasizes technical skills and know how.

8. GENRES OF THE GAMING “PRACTICE”
• Killing time
• Hanging out
• Organizing and
Mobilizing
• Recreational gaming
• Augmented game play

9. KILLING TIME
• The “killing time” form of gaming is mostly opportunity driven- such as in between classes,
or waiting for your number at the DMV.
• It is usually carried out with devices like handheld Nintendo's, or more commonly
nowadays- your iPhone.
• They are used as fillers between more important and relevant events in ones life.
• Often, it can be used as a quick escape or outlet for some people.
• One person claimed “ I start playing a puzzle game on my phone not because I
particularly enjoy them, but because I don’t like people staring at me.” (Ito & Bittanti 202).
• This form as gaming is often viewed as harmless or casual.

10. HANGING OUT
• “The hanging out genre of participation happens when people engage with gaming in the
process of spending time together socially”(Ito & Bittanti 206).
• In this form, gaming is not the central focus, rather it is simply a form of friendship driven
sociability.
• Often, it is used as a family bonding activity.
• 80% of families report that they play video games with their children
• 66% admit that playing video games has brought their family closer together. This is
incredibly important in an age where quality family time is dissipating quickly due to other
responsibilities, activities, and the fast pace lifestyle we are accustom to.
• Some systems, for example: Nintendo’s “Wii”, was created specifically to reach a broader
range of players and to force its users to interact physically.

11. RECREATIONAL GAMING
• Gaming in which people get together specifically to play games that require persistent
engagement to master” (Ito & Bittanti 210).
• A common example of this is first person shooters or sports games on the Xbox 360.
• This style of gaming is mostly dominated by young males.
• It is deeply social, but unlike “hanging out” gaming, the game itself is the primary focus.
• “It is interest driven rather than friendship driven.
• From personal experience, I find that the “recreational” gaming and “hanging out” gaming
can be intertwined. For example, my friends and I play NHL 13 in a group chat in which
we play because we all have tremendous interest in the game, but if the entire group can’t
play together, we choose not to play at all. It becomes a combination of “hanging out” and
“recreational”.

12. ORGANIZING AND MOBILIZING
• Many gamers today become included in social groups in which they dedicate a formalized
and structured way of gaming.
• Many use online applications like “Ventrilo” which allows individuals to speak to one
another in parties regardless of the game they are playing.
• Many who play games under this form argue that they are unfairly thrown under the
stereotype that they are antisocial.
• In fact, it is just the opposite- playing games can be a lonesome event, but in these cases,
they utilize resources that allow them to connect and enjoy the “company” of one another.
• These digital social dimensions become the primary reason many of the users stay
playing the game. Not the gameplay itself.
• Occasionally, these players can even make a career out of gaming- competing in
tournaments such as the famed “Madden NFL tournament” in which players from around
the world fly to one location and play for large sums of money.

13. AUGMENTED GAME PLAY
• Augmented game play is a form in which the culture of gaming gets stretched beyond it’s
normal limits and players go beyond what the game was intended to provide in terms of
entertainment and social value.
• Things such as : cheats, fan sites, modifications, hacks, walk-throughs, websites, blogs.

14. HOW MUCH IS TOO MUCH?
• Video games have long been a hot topic amongst parents and teachers when regarding
their children and students.
• A significant portion of this is regarding “ what is the age and gender appropriateness of
video games?”
• There is no doubt that video games should be used like everything else in life- with
moderation.
• Keeping a balance of social connectedness outside of the gaming world as well as inside
of it can keep someone from becoming too involved and disconnected.
• Those who fall under the category of augmented game play as well as recreational game
play are especially at risk for indulging too much in the virtual world. In addition, these
individuals are also more likely to use this pathway and apply it to attaining a technical
expertise- which could develop into a career.
• This often is the reasoning for the publics perception of what makes someone a “geek”.

15. IN CONCLUSION
• Gaming can create social environment in which
people can develop and learn social skills as well
as technical skills.
• There are important benefits to gaming- they are
within a healthy social ecology of participation,
this ecology includes parents, friends, siblings,
and peers.
• The different forms of gaming each offer
individuals different benefits based on their
interests, current situation, and social network.
• The argument over whether video games are
good or bad for young adults will always be
debated- even with the games specifically
designed for educational and social connecting
purposes.