The magic circle and the mobility of play

Convergent media and communication technologies have changed what it means for games to be mobile, but play has a mobility of its own that often goes unacknowledged. This article draws together emerging theory from debates in game studies on the separation of the experience of gameplay from the everyday. It examines the metaphor of the ‘magic circle’ and analyses how play, as a mode of experience, is mobilized across dimensions of hardware and software, extending the functions of games beyond the imagining of designers and manufacturers. The article considers what the mobility of play indicates for the player in the creation and management of identity online in the light of game studies consolidation of the magic circle through Goffman’s Frame Analysis. It sees new opportunities in the play of Zombie Media and the role of digital game artifacts in the presentation of the gamer persona, recasting Benjamin and Baudelaire’s flaˆneur as the ‘gameur’.

Commonising the enclosure : online games and reforming intellectual property regimes

Online computer gamers are a creative bunch, from the mayhem of first-person shooters (FPS) to the more social experiences of massive multiplayer online role-playing games (MMORPG), gamers are producing new content for their favourite titles at an amazing rate. This paper explores the rewriting of the boundaries in the production and ownership of intellectual property in the computer games industry. The purpose is to examine the potential for computer game studies to contribute to an understanding of an alternative intellectual property regime known as the commons. This paper will explore how computer games users establish commons-like formations, specific to the digital environment, that extend the confines of current intellectual property rights. It will argue that the productive activities of online gamers are not motivated by the traditional logic of market-based incentives. This represents a new condition which may contribute to a reformation of the privatising enclosure of the intellectual property system.
Keywords: massive multiplayer online

Changing media landscapes: visual networking

 Combines theory, key issues for debate and an exploration of legacy and digital media industries to provide a holistic approach to communication and media.Activities, study questions and further reading/weblinks at the end of each chapter to help students put theory into context and further their understanding of key concepts.It covers the latest trends emerging from the deregulation of many media industries and then outlines future scenarios for a globally competitive digital media environment.Explores the contemporary intersections between social media, legacy media and communications with other studies in history, statistics, privacy and surveillance, public policy, media law and economics. The nature of media forms and industries is changing rapidly and constantly. As such, Changing Media Landscapes explores the concept of visual networking to describe the ways multiple media devices are used now for a variety of tasks. Visual networking extends the ability to engage in human communication particularly in today's context where most of our daily activities and routines are carried out with the help of various forms of communication technologies. It explores the changing media landscape through contemporary and developing latest trends, issues and developments including multicasting, cloud computing, privacy and social networking. It combines theory, key issues for debate and an exploration of legacy and digital media industries to provide a holistic approach to communication and media.

Literacy into action: digital games as action and text in the English and literacy classroom

Using data gathered from a three-year research project exploring digital literacy and pedagogy with respect to video games, including classroom games-based pedagogy and curriculum and ethnographic research on students' digital game playing, this article locates and explores a key conceptual problem facing the incorporation of digital games into English and literacy classroom activities. This challenge is defined as "action" and refers to the non-visual and non-textual elements of gameplay. This challenge is explored both theoretically and through a practical discussion of various strategies developed by teachers in the project to approach this issue. The article draws on contemporary game studies in order to map out and highlight several key areas where action-based projects lead to critical reflection.

Challenging notions of gendered game play: teenagers playing `The Sims`

This paper challenges notions of gendered game playing practice implicit in much research into young women's involvement with the computer gaming culture. It draws on a study of Australian teenagers playing The Sims Deluxe as part of an English curriculum unit and insights from feminist media studies to explore relationships between gender and game playing practices. Departing from a reliance on predetermined notions of “gender”, “domestic space”, and “successful game play”, it conceptualizes The Sims as a game in which the boundaries between gender and domestic space are disturbed. It argues that observing students' constructions of gender and domestic space through the act of game play itself provides a more productive insight into the gendered dimensions of game play for educators wishing to work computer games such as The Sims into curriculum development.

The realm of the game geek : supporting creativity in an online community

This paper explores the importance of online communities designed to support the creativity of tertiary students enrolled in Computer Science studies. Online discussion forums provide university students with a supportive and nurturing environment and a community where they can share knowledge and ideas. The authors draw on findings derived from a study of first year Computer Science students enrolled in a Games Design and Development unit. Of particular interest is the ways in which the participants develop and control the environment in order to enhance their own creative expression.

New learning networks and their invisible students : policy as simulation or the avoidance game?

Within a climate of policy hysteria, it is often claimed that a 'preoccupation with performance' develops, focussing on individual success stories, resulting in 'fad-like waves of adoption and abandonment'. Within this increasing pace and intensity of reform, new networks are formed and new relationships developed, with key players taking on new forms of identity to morph into the constantly changing policy climate. Despite continued evidence of young people's pathways from school being more like mosaic than linear, new policy still seeks to define and limit the possible lines of flight and trajectories, closely managing the education and training of young people at risk. In Victoria, the major policy initiative has involved the establishment of LLENs, the local all purpose solution to young people who might not be sticking to the linear policy pathway. So are we involved in 'an avoidance game', filling up the post compulsory policy space with more and more policies, which in fact seek to continue to regulate and constrain young people, rather than supporting them? This paper interrogates the policies and practices which have created the learning networks, of the SGR LLEN through policy analysis and case studies.

Game-centred models and teaching in culturally diverse settings

This presentation draws on the observations and experiences that we, as teacher educators, have had using Teaching Games for Understanding (TGfU) as a pedagogical tool with generalist pre-service teachers in two different sites: Malaysia and Australia. TGfU is a game-centred pedagogy in which students learn the „Why‟ of game playing before the „How‟ of the skills associated with the game. This concept is based on a student-centred approach to learning. The benefit of this pedagogy to generalist teachers is the notion that they are not required to be a master of many sports. This narrative relates the observations and experiences of teacher educators of Malaysian and Australian generalist pre-service teachers confronted with teaching and learning TGfU for the first time in their culturally specific contexts. The two key issues arising from teaching the TGfU model were: the disparity in the cohorts‟ experiences arising from institutionalised conceptions by the pre-service teachers of what and how learning occurs in physical education; and the pre-service teachers‟ difficulty with implementing the TGfU model in a practical situation. Crossing the cultural divide for the Malaysian and Australian pre-service teachers required them to explore more fully the range of approaches to teaching and to recognise a more student-centred approach as a valid and authentic tool. As both teachers and observers of this process, our intention was to examine the two cohorts‟ learning and subsequent teaching with the aim of developing better understandings of the challenges when teaching TGfU in tertiary settings.

Gaming privacy : a Canadian case study of a children’s co-created privacy literacy game

This paper reports the process and outcomes of the design of a game that educates children about management of privacy online. Using a participatory action research process, children worked with the researchers to develop and play a game which simulates certain aspects of online privacy management and allows for scaffolded experiential learning in a safe environment. The game allows children to develop autonomous skills and understandings, not only for more effective learning but also because it is only through autonomy that children can develop a sense of self which is necessary for understanding what it means to be private. The paper shows that children have quite sophisticated understandings of privacy, compared with some adult perceptions, and that these understandings include awareness of the risks posed by commercial organisations seeking to gather personal data from them. The paper shows how engaging children as research and design participants can lead to more successful approaches in the development of privacy literacy.

'Smart' technologies in early years literacy education. A game changer: mobile touchscreen devices and the education of young children

Professors Julianne Lynch and Terri Redpath discuss their article published in the Journal of Early Childhood Literacy entitled "Smart Technologies in Early Years Literacy Education".

Comparative effects of TV watching, recreational computer use, and sedentary video game play on spontaneous energy intake in male children. A randomised crossover trial.

To compare the effects of three screen-based sedentary behaviours on acute energy intake (EI) in children. Normal-weight males aged 9-13 years participated in a randomised crossover trial conducted in a laboratory setting between November 2012 and February 2013 in Auckland, New Zealand. EI during an ad libitum meal was compared for three 1-hour conditions: (1) television (TV) watching, (2) sedentary video game (VG) play, and (3) recreational computer use. The primary endpoint was total EI from food and drink. Mixed regression models were used to evaluate the treatment conditions adjusting for age, BMI, and appetite at baseline. A total of 20 participants were randomised and all completed the three conditions. Total EI from food and drink in the TV, computer, and VG conditions was estimated at 820 (SE 73.15), 685 (SE 73.33), and 696 (SE 73.16) kcal, respectively, with EI being significantly greater in the TV versus computer condition (+135; P = 0.04), a trend towards greater intake in the TV versus VG condition (+124; P = 0.06), but not significantly different between the computer and VG conditions (-10; P = 0.87). TV watching was associated with greater EI compared with computer use, and a trend towards greater EI compared with VG play.

A game of cat-and-mouse: microhabitat influences rodent foraging in recently burnt but not long unburnt shrublands

We investigated the influence of vegetation structure and fire history on the foraging behavior of small rodents (Notomys mitchellii, Pseudomys hermannsburgensis, and Mus musculus) by conducting giving-up density (GUD) experiments in recently burnt (9–13 years since last fire) and long unburnt shrublands (> 40 years), and open and sheltered microhabitats, in a semiarid region of Western Australia. We predicted that rodents would spend less time foraging in recently burnt shrublands and open microhabitat and that the influence of microhabitat would be weaker in long unburnt compared to more recently burnt vegetation. Our findings show that fire history and microhabitat structure influence the foraging behavior of the study species and that the influence of microhabitat varies between fire histories. GUDs were higher in long unburnt vegetation and in open microhabitats. There was a microhabitat effect in recently burnt vegetation, but not in long unburnt. Rodents foraged more in sheltered microhabitats probably because predator encounters are less likely to occur there and it provides them with greater refuge from predation. The presence of a microhabitat effect in recently burnt, but not long unburnt vegetation suggests that understory vegetation density is more important in mediating predation risk than canopy density. Future studies of small mammal responses to land management actions should include behavioral, as well as population-level responses to differing fire regimes.

Sport consumer behavior research: improving our game

Sport consumer behavior (SCB) research continues to grow in both popularity and sophistication. A guiding principle in much of this research has focused on the nature of sport-related experiences and the benefits sport consumers derive from these experiences. This emphasis has generated new knowledge and insights into the needs and wants of sport consumers. Although these efforts have contributed to the field's understanding of SCB, the vast majority of this research has centered on psychological phenomena and the evaluative and affective components of these sport experiences. Approaches to this work have also narrowed, with SCB research predominately relying on cross-sectional studies and attitudinal surveys to collect information. This has resulted in limited findings that seldom account for how various situational or environmental factors might influence attitudinal data patterns at the individual and group level. This special issues seeks to deepen our understanding of SCB by providing seven papers that demonstrate or validate findings using multiple studies or data collections.

A review of the game-centred approaches to teaching and coaching literature since 2006

Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of decision-making skills and effective decision-makers. Oslin and Mitchell also suggested recommendations for future GCA research.Purpose: The purpose of this paper was threefold: (a) to present a review of Anglophone research into GCAs building on the previous review of Oslin and Mitchell published in 2006; (b) to identify new trends in research since 2006; and (c) to investigate the extent to which the initial suggestions and future research directions suggested by Oslin and Mitchell have been addressed.Data collection: GCA literature since 2006 was searched systematically using a three-phase approach. Phase 1 included initial searches of the EBSCO database using terms associated with GCAs and their acronyms (e.g. TGfU (teaching games for understanding), GS (Game Sense), etc.). Phase 2 expanded the search adopting more generic terms from keywords located in the recent literature (e.g. teaching games, tactical development, game performance, etc.). Multiple searches through the EBSCO database were conducted, whereby key terms were cross-referenced until a saturation point was reached. Phase 3 involved removing those publications that were not empirical, peer reviewed, intervention studies or published in English.Findings: Forty-four studies on GCA implementation were identified and the methodological and substantive nature of these studies was examined. The review noted two positive trends: (a) the expansion of research which included the growth of research on GCAs in Europe and Southeast Asia and (b) an increased amount of research in the affective domain. The review found, however, that a number of key challenges remain within GCA research, which include (a) the need for improved articulation of GCA verification procedures; (b) further assessment of tactical awareness development; (c) extended inquiry about GCAs in coaching contexts; (d) more research into ‘newer’ GCAs (i.e. PP (play practice), IGCM (invasion game competence model) and TDLM (tactical decision learning model)); (e) use of longitudinal research designs; (f) inadequate length of GCA induction and training for teachers and coaches, and (g) examination of GCAs in terms of fitness and special populations.Conclusions: GCA pedagogies are of significant importance as they have the potential to promote change within current adult-centric cultures of youth sport and encourage engagement in physical activity over the life course. To meet these needs, it is recommended that GCA research undergo continued expansion with the use of research designs and data collection techniques that aid the examination of different philosophical understandings of GCAs (e.g. ethnographic, phenomenological and psycho-phenomenological). These are paramount to the exploration of ‘who the individual is’ and ‘how the learner is motivated to continue to participate’ and further permit the in-depth, contextual and ecological analysis of GCA interventions that Oslin and Mitchell recommended in their previous review.