Is it possible to design videogames that deal with social and political issues? Could videogames be used as a tool for encouraging critical thinking? Do videogames offer an alternative way of understanding reality? Although videogames are now about three decades old, these questions remain unanswered. It seems that even if the medium has reached incredible popularity, it is still far away from becoming a mature communication form that could deal with such things as human relationships, or political and social issues. Or maybe it can never become such thing. After all, as many may say, these are simply games and games have been considered trivial entertainment for ages. Nevertheless, I claim that videogames could indeed deal with human relationships and social issues, while encouraging critical thinking. In this essay, I explore the possibilities of non-Aristotelian game design, mainly based on the work of drama theorist Augusto Boal.
%0 Book Section
%1 frasca2004videogames
%A Frasca, Gonzalo
%C Boston
%D 2004
%E Wardrip-Fruin, Noah
%E Harrigan, Pat
%I MIT Press
%J First person: New media as story, performance, and game
%K Boal Freire design education game games haifa-games-course learning oppressed theory
%P 85-94
%T Videogames of the oppressed: Critical thinking, education, tolerance, and other trivial issues
%U http://www.electronicbookreview.com/thread/firstperson/Boalian
%X Is it possible to design videogames that deal with social and political issues? Could videogames be used as a tool for encouraging critical thinking? Do videogames offer an alternative way of understanding reality? Although videogames are now about three decades old, these questions remain unanswered. It seems that even if the medium has reached incredible popularity, it is still far away from becoming a mature communication form that could deal with such things as human relationships, or political and social issues. Or maybe it can never become such thing. After all, as many may say, these are simply games and games have been considered trivial entertainment for ages. Nevertheless, I claim that videogames could indeed deal with human relationships and social issues, while encouraging critical thinking. In this essay, I explore the possibilities of non-Aristotelian game design, mainly based on the work of drama theorist Augusto Boal.
@incollection{frasca2004videogames,
abstract = {Is it possible to design videogames that deal with social and political issues? Could videogames be used as a tool for encouraging critical thinking? Do videogames offer an alternative way of understanding reality? Although videogames are now about three decades old, these questions remain unanswered. It seems that even if the medium has reached incredible popularity, it is still far away from becoming a mature communication form that could deal with such things as human relationships, or political and social issues. Or maybe it can never become such thing. After all, as many may say, these are simply games and games have been considered trivial entertainment for ages. Nevertheless, I claim that videogames could indeed deal with human relationships and social issues, while encouraging critical thinking. In this essay, I explore the possibilities of non-Aristotelian game design, mainly based on the work of drama theorist Augusto Boal.},
added-at = {2010-09-21T18:04:52.000+0200},
address = {Boston},
author = {Frasca, Gonzalo},
biburl = {https://www.bibsonomy.org/bibtex/2584096e75985f7490f9d38ad933ed29b/yish},
editor = {Wardrip-Fruin, Noah and Harrigan, Pat},
interhash = {3ae1b1c732321f5c1012c2994e82b6a8},
intrahash = {584096e75985f7490f9d38ad933ed29b},
journal = {First person: New media as story, performance, and game},
keywords = {Boal Freire design education game games haifa-games-course learning oppressed theory},
pages = {85-94},
publisher = {MIT Press},
timestamp = {2010-09-21T18:04:52.000+0200},
title = {Videogames of the oppressed: Critical thinking, education, tolerance, and other trivial issues},
url = {http://www.electronicbookreview.com/thread/firstperson/Boalian},
year = 2004
}