What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Half-Real: Video Games between Real Rules and Fictional Worlds
Half-Real: Video Games between Real Rules and Fictional Worlds
Unit Operations: An Approach to Videogame Criticism
Unit Operations: An Approach to Videogame Criticism
Handbook of Computer Game Studies
Handbook of Computer Game Studies
Rules of Play: Game Design Fundamentals
Rules of Play: Game Design Fundamentals
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Game play, however brief, monopolizes a player's time, physical engagement, cognition, and even identity. How best to understand, describe and explain how people navigate between these worlds, cross social boundaries while maintaining a sense of identity? Border and Boundary theories seek to understand and explain the transitions between the interdependent domains of work and family. Boundary theory even admits the possibility of "third places" which suggests that these theories may be a useful analytical tool to study activities such as gaming, instant messaging or more broadly social networking. However, the work of select authors [Bateson 1972; Bogost 2006; Gee 2003; Goffman 1974; Jenkins 2004; Juul 2005; Salen & Zimmerman 2003; Suits 1990 etc.] suggest that border and boundaries theories as currently formulated are inadequate to explain the full dynamic of immersion in game play or engagement in social networking. This paper introduces some additional concepts listed as a Dictionary of Terms that may address some of the shortcomings of border and boundary theories, thereby providing greater analytical power to the consideration of gaming as a subset of what Thomas Vander Wal calls the "info cloud."