Vol. 14 No. 3 (2023):
Research Article

Gaming & Geography (Education): A Model of Reflexive Analysis of Space & Action in Video Games

PDF
  • Michael Morawski,
  • Sebastian Wolff-Seidel
Michael Morawski
Institute of Geography and Primary Education, Bergische Universität Wuppertal (University of Wuppertal), Germany
Sebastian Wolff-Seidel
Institute of Geography and Primary Education, Bergische Universität Wuppertal (University of Wuppertal), Germany
Model of reflexive analysis of space and action in video games: own design based on ideas of (Morawski, 2023; Gryl, 2012; Ash, 2012; Schell, 2012; Lux & Budke, 2020a,b; Applis, 2022; Kanwischer, 2014; Ash et al., 2018)
DOI: https://doi.org/10.48088/ejg.m.mor.14.3.001.019
Categories

Published 2023-07-10

Keywords

  • geography education,
  • critical geography,
  • gaming,
  • video games,
  • deconstruction,
  • gamification,
  • reflexive competences,
  • spatial turn,
  • cultural turn,
  • teacher professionalization,
  • digital media
    • ...More
    Less

How to Cite

Morawski, Michael, and Sebastian Wolff-Seidel. 2023. “Gaming & Geography (Education): A Model of Reflexive Analysis of Space & Action in Video Games”. European Journal of Geography 14 (3):1-19. https://doi.org/10.48088/ejg.m.mor.14.3.001.019.

Copyright (c) 2023 Michael Morawski, Sebastian Wolff-Seidel

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Received 2023-05-24
Accepted 2023-07-06
Published 2023-07-10

Abstract

Since philosophical turns such as the spatial turn etc., geography has been dealing more intensively with the subjective perception and construction of space. Video games, and especially the vast digital spaces therein, are developed by teams of programmers, developers, and designers who make creative spatial construction decisions based on different worldviews, experiences, values, and skills. These processes result in a specific intended spatial experience for players to traverse. However, these players also approach the games with certain worldviews, prior experiences, values, etc., and the question arises to what extent spatial experiences can be intentionally passed through and what consequences the perception has for the (young) players we address with geography instruction. Thus, there is undoubtedly communication between both sides about digital space in video games. Furthermore, the question arises what role the creation of digital spaces in the games plays for the experience, understanding and reception of real analog spaces as well as for the further competences of students like, exemplary, in the field of sustainability or decision reflections. Thus, it cannot be dismissed that an engagement with video games should play a stronger role in the context of addressing the reflection of spatial perceptions and constructions in geography education. Yet, they are still largely underrepresented in studies of geography education and many studies lack sufficient empirical proof and orientation for teacher professionalization. In the paper, results from the research project "Gaming & Geography" will be presented, which attempts to create further legitimizing foundations for the integration of video games as a medium in the didactic discourse of geography via a mixed method a-proach and transfer services for teachers. Based on the research in the project, a model for reflexive analysis of digital space and action in video games will also be presented, which should facilitate a stronger and more serious didactic integration of video games in geographic education. The results of the study provide a significant contribution to take the medium of video games as a geographical medium more seriously and the study provides further establishment measures to use the presented model didactically, because they show that students actively engage in geographic contexts in games, they reflect on the contexts presented and the experts encourage the necessity of the presented model.

Highlights:

  • Strengthening the discourse around video games as a geographic medium
  • Discussion of the model of reflexive spatial analysis of digital space in video games in geography education
  • Quantitative and qualitative empirical approaches and results towards spatial reflection regarding digital space/action in video games

PDF

Downloads

Download data is not yet available.
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Applis, S. (2022, November 18). Politische Sozialisation und Computerspiele [Political socialization and video games]. Doing geo & Ethics | Unter-richt digital & analog entwickeln [Doing geo & Ethics | Developing digital & analog teaching]. Retrieved November 18, 2022, from https://doinggeoandethics.com/2022/10/17/politische-sozialisation-und-computerspiele/
  2. Ash, J. (2009). Emerging spatialities of the screen: video games and the reconfiguration of spatial awareness. Environment and Planning A, 41(9), 2105-2124. https://doi.org/10.1068/a41250
  3. Ash, J. (2010). Teleplastic Technologies: charting practices of orientation and navigation in videogaming. Transactions of the Institute of British Geographers, 35(3), 414-430. https://doi.org/10.1111/j.1475-5661.2010.00389.x
  4. Ash, J., & Gallacher, L. (2011). Cultural Geography and Videogames. Geography Compass, 5/6, 351-368. https://doi.org/10.1111/j.1749-8198.2011.00427.x
  5. Ash, J. (2012). Attention, Videogames and the Retentional Economies of Affective Amplification. Theory, Culture and Society, 29(6), 3-26. https://doi.org/10.1177/0263276412438595
  6. Ash, J., Kitchin, R., & Leszczynski, A. (2018). Digital Turn, Digital Geographies?. Progress in Human Geography, 42(1), 25-43. https://doi.org/10.1177/0309132516664800
  7. Atteneder, H., Gryl, I., & Jekel, T. (2022). Towards Spatial Reflexivity: Knowledge and Perspectives on (the Teaching of) Competences to use Geo-media Maturely. GI_Forum - Journal for Geographic Information Science (1), 120-134. https://doi.org/10.1553/giscience2022_01_s120
  8. Babbie, E. (2016). The Practice of Social Research. Cengage Learning.
  9. Benrath, B. (November 18, 2022). Neuer Rekord: Videospiele Bringen mehr Geld als Kinofilme [New record: Video games bring in more money than movies]. FAZ.NET. Retrieved from: https://www.faz.net/aktuell/wirtschaft/digitec/videospiele-bringen-mehr-geld-als-kinofilme-16004135.html
  10. Bitkom Research. (2021, June 22nd). Gaming Trends 2021. Retrieved from https://www.bitkom.org/sites/default/files/2021-08/bitkom-charts-gaming-trends-23-08-2021.pdf
  11. Budke, A., & Kuckuck, M. (Eds.). (2015). Geographiedidaktische Forschungsmethoden (Geographical Didactic Research Methods). Praxis Neue Kulturgeographie, Band 10. Münster: Lit-Verlag.
  12. Burgess, M., Duguay, S., & Light, B. (2007). YouTube and the Mainstream Media. In The YouTube Reader (pp. 15-25). National Library of Sweden.
  13. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
  14. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  15. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage Publications.
  16. de Paula, B. (2021). Reflexivity, methodology and contexts in participatory digital media research: making games with Latin American youth in London. International Journal of Qualitative Studies in Education, 34(5), 435-450. https://doi.org/10.1080/17439884.2021.1901114
  17. de Sena, Í. S., & Stachoň, Z. (2023). Designing Learning Activities in Minecraft for Formal Education in Geography. International Journal of Emerg-ing Technologies in Learning (iJET), 18(04), 32–49. https://doi.org/10.3991/ijet.v18i04.36307
  18. DeLyser, D., & Sui, D. Z. (2013). Crossing Divides: Critical Geographies, Video Games and Social Theory. Transactions of the Institute of British Geographers, 38(3), 438-445. https://doi.org/10.1111/j.1475-5661.2012.00534.x
  19. DeLyser, D., & Sui, D. Z. (2013). Crossing the threshold of digital cartography: GIS and novel spatial ontologies. In R. Kitchin & N. Thrift (Eds.), International encyclopedia of human geography (pp. 122-128). Elsevier.
  20. DGfG (2020). Bildungsstandards im Fach Geographie für den Mittleren Schulabschluss. 10. Auflage. Retrieved from: https://geographie.de/wp-content/uploads/2020/09/Bildungsstandards_Geographie_2020_Web.pdf (22.11.2022)
  21. Dill, K. E., & Thill, K. P. (2007). Video game characters and the socialization of gender roles: Young people's perceptions mirror sexist media depic-tions. Sex Roles: A Journal of Research, 57(11-12), 851-864. https://doi.org/10.1007/s11199-007-9278-1
  22. Dill, K. E., Brown, B. P., & Collins, M. A. (2015). Effects of exposure to sex-stereotyped video game characters on tolerance of sexual harassment. Journal of Experimental Social Psychology, 57, 129-137. https://doi.org/10.1016/j.jesp.2008.06.002
  23. Dornieden, N. (2021, April 26). Leveling up representation: Depictions of people of color in video games. PBS. Retrieved November 18, 2022, from https://www.pbs.org/independentlens/blog/leveling-up-representation-depictions-of-people-of-color-in-video-games/
  24. Duggan, M., & Smith, A. (2013). Social media and gaming: What teens are doing and what parents are doing. Pew Research Center, 94.
  25. Feige, D. (2019). Computerspiele. Eine Ästhetik [Video Games. An Aesthetics]. Suhrkamp.
  26. Verband der deutschen Games Branche - game (2022). Jahresreport der deutschen Games-Branche 2022. Retrieved from: https://www.game.de/publikationen/jahresreport-2022/ (25.11.2022)
  27. Esposito, M. R., Serra, N., Guillari, A., Simeone, S., Sarracino, F., Continisio, G. I., & Rea, T. (2020). An Investigation into Video Game Addiction in Pre-Adolescents and Adolescents: A Cross-Sectional Study ("Eine Untersuchung zur Videospielsucht bei Pre-Adoleszenten und Jugendlichen: Eine Querschnittsstudie"). Medicina, 56(5), 221. https://doi.org/10.3390/medicina56050221
  28. Ervin, D., & Lopez-Carr, D. (2022). An Evaluation of Serious Games and Computer-Based Learning on Student Outcomes in University Level Geo-graphic Education. European Journal of Geography, 8(4). Retrieved from https://eurogeojournal.eu/index.php/egj/article/view/318
  29. Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134-2156. https://doi.org/10.1111/1475-6773.12117
  30. Frazel, M., & Frazel, J. (2018). Teaching with video games. In Handbook of Research on the Societal Impact of Digital Media (pp. 169-182). IGI Global.
  31. Fochtman, N., & Drake, J. (2016). A survey of video games in geography education. Journal of Geography, 115(3), 93-104. https://doi.org/10.1080/00221341.2015.1119443
  32. Fochtman, D., & Drake, J. (2016). Surveying the landscape of video games in social studies education. Journal of Social Studies Research, 40(2), 133-143. https://doi.org/10.1016/j.jssr.2016.02.003
  33. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
  34. Gray, J., Sandvoss, C., & Harrington, C. L. (2007). Why study audiences? Theorizing spectatorship in the age of convergence. In J. Hartley & K. McWilliam (Eds.), Handbook of new media (pp. 39-56). Sage Publications.
  35. Gigerl, M. (2020). Mündigkeit in einer globalisierten Welt [Maturity in a Globalized World]. Pädagogische Horizonte, 4(3) (Themenheft: Die Zu-kunft religiöser und ethischer Bildung in der Schule), 165-178.
  36. Goethe, O. (2019). Gamification Mindset. Human-Computer Interaction Series. Cham: Springer. https://doi.org/10.1007/978-3-030-11078-9
  37. Gryl, I. (2012). Geographielehrende, Reflexivität und Geomedien. Zur Konstruktion einer empirischen begründeten Typologie [Geography Teachers, Reflexivity, and Geomedia: Constructing an Empirically Based Typology]. Geographie und ihre Didaktik, 40(4), 161-183.
  38. Gryl, I. (2012). Reflexive Geomedienkompetenz [Reflexive Geo-media Competence]. Theoretische Fundierung, bildungskonzeptionelle Ansätze und empirische Ergebnisse zur Rolle der Geographielehrenden [Theoretical Foundation, Educational Conceptual Approaches, and Empirical Results on the Role of Geography Teachers] (PhD Thesis). Universität Koblenz-Landau.
  39. Gryl, I., & Budke, A. (2016). Education for Sustainable Development - between utopia and empty phrase? Potentials for political education in geo-graphy lessons ("Bildung für nachhaltige Entwicklung - zwischen Utopie und Leerformel? Potentiale für die Politische Bildung im Geogra-phieunterricht"). In A. Budke & M. Kuckuck (Eds.), Political Education in Geography Lessons (pp. 57-75). Stuttgart. [hier einsehen]
  40. Gryl, I., & Kanwischer, D. (2011). Geomedien und Kompetenzentwicklung – ein Modell zur reflexiven Kartenarbeit im Unterricht [Geomedia and Competence Development: A Model for Reflective Map Work in Education]. Zeitschrift für Didaktik der Naturwissenschaften ZfDN, 17, 177-202.
  41. Hamborg, S. (2017). "'Where there is light, there is also shadow' - Critical perspectives on education for sustainable development and sustainabi-lity education research in the German-speaking region" ("'Wo Licht ist, ist auch Schatten' – Kritische Perspektiven auf Bildung für nachhalti-ge Entwicklung und die BNE-Forschung im deutschsprachigen Raum"). In M. Brodowski (Hrsg.), Bildung für Nachhaltige Entwicklung. Inter-disziplinäre Perspektiven (pp. 15-31). Berlin: Logos.
  42. Hillers, E. (1984). Afrika in europäischer Sicht. Die Behandlung außereuropäischer Völker und Kulturen am Beispiel Afrikas in ausgewählten euro-päischen Erdkundelehrbüchern (=Studien zur Internationalen Schulbuchforschung38). Braunschweig.#
  43. Helfferich, C. (2019). Die Qualität qualitativer Daten: Manual für die Durchführung qualitativer Interviews (5. Auflage) [The Quality of Qualitative Data: A Manual for Conducting Qualitative Interviews]. Wiesbaden: VS Verlag für Sozialwissenschaften.
  44. Ivory, J. D., & Kalyanaraman, S. (2007). The effects of technological advancement and violent content in video games on players' feelings of presence, involvement, physiological arousal, and aggression. Journal of Communication, 57(3), 532-555. https://psycnet.apa.org/doi/10.1111/j.1460-2466.2007.00356.x
  45. Klimmt, C., Hefner, D., & Vorderer, P. (2009). The video game experience as "true" identification: A theory of enjoyable alterations of players' self-perception ("Das Videospielerleben als 'wahre' Identifikation: Eine Theorie über angenehme Veränderungen der Selbstwahrnehmung von Spielenden"). Communication Theory, 19(4), 351–373. https://doi.org/10.1111/j.1468-2885.2009.01347.x
  46. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/2345678906293042
  47. Kanwischer, D. (2014). Digitale Geomedien und Gesellschaft. Zum veränderten Status geographischen Wissens in der Bildung [Digital Geomedia and Society: On the Changed Status of Geographic Knowledge in Education]. In: Geographische Rundschau, Jg. 66, H. 6, pp. 12–17.
  48. Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  49. Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In Handbook of research on effective electronic gaming in education (pp. 1-32). Information Science Reference.
  50. Keil, A., Kuckuck, M., & Faßbender, M. (Hrsg.). (2020). Shaping Structures for Education for Sustainable Development: Didactic Perspectives and Research on Education for Sustainable Development in Teacher Education ("BNE-Strukturen gemeinsam gestalten: Fachdidaktische Perspek-tiven und Forschungen zu Bildung für nachhaltige Entwicklung in der Lehrkräftebildung"). Erziehungswissenschaft und Weltgesellschaft, Band 13, 307 Seiten, broschiert.
  51. Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26(6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024
  52. Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the Craft of Qualitative Research Interviewing. Sage Publications.
  53. Lux, J.-D., & Budke, A. (2020b). Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming. Education Sciences, 10(5), 1-32. https://doi.org/10.3390/educsci10050130
  54. Lux, J.-D., & Budke, A. (2023). Reflexives Spielen? Wie Junge Spielende Repräsentationen Gesellschaftlicher Themen in Digitalen Spielen Reflek-tieren [Reflective Gaming? How Young Players Reflect Representations of Social Issues in Digital Games]. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2023 (Occasional Papers), 188-211. https://doi.org/10.21240/mpaed/00/2023.06.04.X.
  55. Lux, J., Budke, A., & Guardiola, E. (2021). Games Versus Reality? How Game Designers Deal with Current Topics of Geography Education. In: Multimodal Technologies and Interaction, 5(11), 1-26.Marienfeld, W. (1976). Schulbuchanalyse und Schulbuchrevision: zur Methodenprob-lematik (Schoolbook Analysis and Schoolbook Revision: On the Methodological Issues). In Internationales Jahrbuch für Geschichts- und Ge-ographieunterricht, 17, 47-58.
  56. May, O. (2021). Die Gaming-Trends 2021 (The Gaming Trends 2021). BITKOM. Berlin. Retrieved from: https://www.bitkom.org/Presse/Presseinformation/Halb-Deutschland-spielt-Video-oder-Computerspiele.
  57. Mayring, P. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken (Qualitative Content Analysis: Foundations and Techniques, 12th ed.). Beltz.
  58. Media Consulting NRW (2018). Medienberatung NRW (Media Consulting NRW). Medienkompetenzrahmen NRW. Retrieved from: http://www.medienberatung.schulministerium.nrw.de/Medienpass-NRW/Allgemeines/LVR_ZMB_MKR_Broschuere_Final.pdf (17.1.2023)
  59. Mehren, R., Rempfler, A., Ulrich-Riedhammer, E. M., Buchholz, J., & Hartig, J. (2016). Systemkompetenz im Geographieunterricht – ein empirisch validiertes Struktur- und Stufenmodell (System Competence in Geography Education - An Empirically Validated Structure and Stage Model). In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education re-search: Engaging learners for a sustainable future (Part 11/11, 1643-1651). Helsinki: University of Helsinki.
  60. Mehren, R. (2022). Geographie – Das Zukunftsfach stellt sich vor (Geography - Introducing the Subject of the Future). Praxis Geographie, H. 4, 56-57.
  61. Morawski, M. (2023). Introducing a model of reflexive spatial analysis in video games (in contexts of its potential in geography education) – Analyz-ing (digital) spatial construction and reflexivity (exemplary in That Dragon, Cancer via a bilingual geography classroom setting). In: Morawski M. & Wolff-Seidel, S. (2023). Gaming & Geography. A multiperspective approach (In Print).
  62. O'Donoghue, J., Singh, D., & Bhattacharya, M. (2016). Using game-based learning to enhance children's learning and engagement in geography. Journal of Geography, 115(4), 139-147. https://doi.org/10.1080/00221341.2015.1131511
  63. Poplin, A. (2011). Games and Serious Games in Urban Planning: Study Cases. In B. Murgante, O. Gervasi, A. Iglesias, D. Taniar, & B. O. Apduhan (Eds.), Computational Science and Its Applications - ICCSA 2011 (pp. 1-14). Lecture Notes in Computer Science, Vol. 6783. Springer. https://doi.org/10.1007/978-3-642-21887-3_1
  64. Rodriquez, J., Gupta, A., Ballard, S. C., & Siperstein, G. N. (2023). Positive identity development through community engagement among youth with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 36(4), 758-767. https://doi.org/10.1111/jar.13091
  65. Roos, M., & Leutwyler, B. (2017). Wissenschaftliches Arbeiten im Lehramtsstudium: Recherchieren, schreiben, forschen (Scientific Work in Teacher Education: Researching, Writing, Investigating - 2nd revised ed.). Bern: Hogrefe.Schräpler, J.-P., & Jeworutzki, S. (2021, July 26). Kon-struktion des Sozialindex für Schulen (Construction of the Social Index for Schools). Retrieved from https://www.schulministerium.nrw/system/files/media/document/file/konstruktion_des_sozialindex_fuer_schulen.pdf
  66. Shaffer, D. W., Squire, K. D., Halverson, R., & Gee, J. P. (2004). Video games and the future of learning. Phi Delta Kappan, 87(2), 105-111. https://doi.org/10.1177/003172170508700205
  67. Schell, J. (2012). The Art of Game Design: A Book of Lenses. Taylor & Francis.
  68. Schreier, M. (2014). Qualitative Content Analysis in Practice. Los Angeles, London: Sage Publications.
  69. Slocum, T.A., et al. (2009). Thematic Cartography and Geovisualization. Prentice Hall.
  70. Slocum, T. A., McMaster, R. B., Kessler, F. C., & Howard, H. H. (2009). Thematic cartography and geographic visualization. Pearson Prentice Hall.
  71. Smith, G.A. (2008). Place-based Education: Learning to Be Where We Are. Routledge.
  72. Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. Technology, Education-Connections (TEC) Se-ries. Teachers College Press.
  73. Taylor, T. L., Jensen, J. F., & de Castell, S. (2019). Whose game is it anyway? Negotiating fan and developer agency in a modular industry. In Under-standing Video Game Music (pp. 145-170). Oxford University Press.
  74. Tomashot, C. (2022, September 16). Latin American representation in games is getting better -- but it's far from perfect. Fanbyte. Retrieved No-vember 18, 2022, from https://www.fanbyte.com/readyset/latin-american-representation-in-games-is-getting-better-but-its-far-from-perfect/
  75. Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 1-33. https://doi.org/10.1186/s41239-017-0042-5
  76. Weber, R., & Rice, R. E. (2019). Media and communication technology. In Handbook of Technology and Society (pp. 199-214). John Wiley & Sons.
  77. Woods, O. (2021). Feminist geographies of online gaming. Digital Geography and Society, 2, 100015. https://doi.org/10.1016/j.diggeo.2021.100015