Videojuegos y Redes Sociales. El proceso de identidad en Los Sims 3

  1. Cortés Gómez, Sara
  2. García Pernía, María Ruth
  3. Lacasa Díaz, M. Pilar
Aldizkaria:
RED: revista de educación a distancia

ISSN: 1578-7680

Argitalpen urtea: 2012

Zenbakia: 33

Mota: Artikulua

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: RED: revista de educación a distancia

Laburpena

Social networks and video games have become a reality in the daily lives of our youth. They provide a new means of entertainment that allow them to connect and communicate with friends, family or just people with common views. The aim of this study is to create a scenario by introducing innovative commercial video games and social networks as educational resources in the classroom. The experience described in this paper is part of the project "Video games. Educating in a Global Society (www.aprendeyjuegaconea.com), where for the 2010-2011 academic year has worked with three secondary schools of the Community of Madrid. Performing different workshops from social simulation game The Sims 3 and the social network "Play and Learn" created for this work. From an ethnographic perspective, this article shows the use of teachers and researchers conducted these means, from communications with and generated by the students. Using a simulation game like The Sims and the dialogs shown by the students, we can discover how they have shown themselves to introduce their characters in the social network and even create new

Erreferentzia bibliografikoak

  • Agger, B. (2004). The virtual self. Malden MA: Blachwell.
  • Butler, J. (1999). Gender trouble: Feminism and te subversion of identity. New York: Routledge.
  • Castells, M. (1997). De information age. Economy, society and culture. Volumen II: The power of identity. Cambridge, MA: Blackwell.
  • Denzin, N. K., & Lincoln, Y. (Eds.). (2011). The SAGE Handbook of Qualitative Research (4 ed.). Thousand Oaks, CA: Sage publications.
  • Gee, J. P. (2010). New digital media and learning as an emerging area and "worked examples" as one way forward. Cambridge, MA: The MIT Press.
  • Gee, J. P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Málaga: Ediciones Aljibe.
  • Grosz, E. (2004). Volatile bodies: Toward a corporeal feminism (Theories of representation and fidderence). Bloomington: Indiana University Press.
  • Hamera, J. (2011). Performance ethnography. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 317-330). Thousand Oaks, Calif. ; London: Sage Publications.
  • Hammersley, M., & Atkinson, P. (2007). Ethnography: principles in practice. Canada, USA: Routledge.
  • Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the ChaIIenges of Participatory Culture: Media Education for the 21 Century. MacArthur Foundation. Cambridge, MA: The MIT Press.
  • Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York: New York University Press.
  • Knobel, M., & Lankshear, C. (Eds.). (2010). DYC Media: Creating, sharing and learning with new technologies (Vol. 44). New York: Peter Lang Publishing.
  • Lacasa, P. (2011). Los videojuegos. Aprender en mundos reales y virtuales. Madrid: Morata.
  • Lacasa, P., & Reina, A. (2004). La televisión y el periódico en la escuela primaria. Madrid: MEC-CIDE.
  • Lankshear, C., & Knobel, M. (2011). Literacies: social, cultural, and historical perspectives. New York: Peter Lang.
  • Lemke, J. L. (1998). Metamedia literacy: Transforming meanings and media. . In D. Reinking, M. C. McKenna, L. D. Labbo & R. D. Kieffer (Eds.), Handbook of literacies and technology: transformation in a post-typografic world (pp. 283- 301). London: Lawrence Erlbaum Associates Publishers.
  • Levy, P. (1997). Collective Intelligence: Mankind´s Emerging World in Cyberspace. Cambridge, MA: Perseus Books.
  • Lucas, K., & Sherry, J. L. (2004). Sex differences in video game play: A communication-based explanation. Communication Research, 31 (5).
  • Molano, M. M. & Martínez, P. (2006). La dimensión simbólica del jugador de videojuegos (A propósito del punto de vista subjetivo de los juegos en primera persona). Icono 14. Revista de Comunicación y Nuevas Tecnologías, 8, 1-10.
  • Munstemberg, H. (1970). The Film: A Psychological Study. Nueva York,: Dover.
  • Murray, J. (2004): From Game-Story to Cyberdrama. In: N. Wardrip-Fruin & P. Harrigan (Eds.): First Person. New Media as Story, Performance and Game (pp. 2-11). Cambridge, Londres: The MIT Press.
  • Nakamura, L. (2002). Cybertypes: Race, ethnicity and identity on the internet. New York: Routledge.
  • Plass, J., Homer, B. D., & Hayward, E. O. (2009). Design Factors for Educationally Effective Animations and Simulations. Journal of Computing in Higher Education, 21, (1), 31-61.
  • Ryba, K.; Selby, L.; Kruger, L. J. (2011). «Creating Computer-Mediated Communities of Practice in Special Education», en Special-Services-in-the-Schools, 17 (1-2), 59-76.
  • Salen, K., & Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. Cambridge, MA: The MIT Press.
  • Urry, J. (2002). The tourist gaze. Thousand Oaks, CA: SAGE.
Datuen iturria: Dialnet