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

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dc.contributorDenham, André
dc.contributorRice, Margaret L
dc.contributorTomlinson, Stephen
dc.contributorWebb, Alan L
dc.contributor.advisorBurnham, Joy J.
dc.contributor.authorDasambiagio-Moore, James
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2021-11-23T14:34:35Z
dc.date.available2021-11-23T14:34:35Z
dc.date.issued2021
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractVideo 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/181524
dc.identifier.otheru0015_0000001_0003963
dc.identifier.otherDaSambiagioMoore_alatus_0004D_14515
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8195
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectAesthetics
dc.subjectEducation
dc.subjectExperience
dc.subjectGame Spaces
dc.subjectJohn Dewey
dc.subjectVideo Games
dc.titleExperiencing the Game: an Interpretive, Multi-Case Study of Video Game Spaces Using the Philosophies of John Deweyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Psychology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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