Experiencing the Game: an Interpretive, Multi-Case Study of Video Game Spaces Using the Philosophies of John Dewey

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dc.contributor Denham, André
dc.contributor Rice, Margaret L
dc.contributor Tomlinson, Stephen
dc.contributor Webb, Alan L
dc.contributor.advisor Burnham, Joy J
dc.contributor.author Dasambiagio-Moore, James
dc.date.accessioned 2021-11-23T14:34:35Z
dc.date.available 2021-11-23T14:34:35Z
dc.date.issued 2021
dc.identifier.other http://purl.lib.ua.edu/181524
dc.identifier.other u0015_0000001_0003963
dc.identifier.other DaSambiagioMoore_alatus_0004D_14515
dc.identifier.uri http://ir.ua.edu/handle/123456789/8195
dc.description Electronic Thesis or Dissertation
dc.description.abstract Video games are widely regarded as sources of entertainment and research suggests theymay also possess an untapped educational potential (Gee, 2008; Squire, 2011). Though trending positively, the research on the educational efficacy of video games as been slow and primarily evaluates static game elements (de Freitas, 2018). Video games are created, and played, around the ability to enact experiences (Acks et al., 2020). Therefore, research into video games should inquire into the game experiences of its players (Salen, 2008). It is for this reason that John Dewey’s theories of experience, aesthetics, and education are proposed as a possible framework by which to study video game spaces. This study utilized an interpretive, multi-case study design that focused on the individual game experiences of Don, Mipha, and Urbosa as they played the Legend of Zelda: Breath of the Wild. Each participant took part in one introductory session and four gameplay sessions. Observations, recorded gameplay, think-aloud protocols, art creation, and interviews were used to better present the lived experiences of study participants. Inductive coding and cross-case analysis were then used to determine if participant game experiences met Dewey’s criteria for experience (1900, 1938, 1959), aesthetics (1959), and educational potential (1900, 1910, 1938, 1959). Evidence for all three areas were demonstrated within participants’ gameplay and led to the conclusion that Dewey’s theories can serve as a capable framework by which to evaluate the efficacy of players’ video game experiences.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject Aesthetics en_US
dc.subject Education en_US
dc.subject Experience en_US
dc.subject Game Spaces en_US
dc.subject John Dewey en_US
dc.subject Video Games en_US
dc.title Experiencing the Game: an Interpretive, Multi-Case Study of Video Game Spaces Using the Philosophies of John Dewey en_US
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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