Since the introduction of digital gaming in 1958, video games have expanded the space of play, forging a strong relationship between physical and digital worlds. With the increasing dependence on technology as a whole, it certainly follows that we can now look to technological spaces for personal development and growth. Theoretically, the mental aspects of play-through-gaming can develop the mind in ways that traditional learning spaces cannot, because players have to, for example, learn to think quickly and critically in short periods of time in order to complete a certain task. However, “games are [also] an active medium that requires constant physical input by the player: action, doing, pressing buttons, controlling, and so on” (Galloway 83). Therefore, this combination of mental and physical engagement creates a foundation for growth in many different types of literacies. Games teach us visual, critical, technological, and linguistic literacies that further help us to develop not only how we play games, but how we enjoy play. Furthermore, Jonathan Alexander makes a brief suggestion in his article that people may not necessarily be addicted to the video games, but to play itself (36). Although the word addiction may be a bit ambitious, Alexander is getting to a valid point. The literacies learned from games help the player to enjoy play more because they are actively understanding both the technological, linguistic, and visual spaces within the game, which then gives them governance within the game. These literacies can also certainly carry over into the real-world, providing players with advantages in school, career, and relationships. Furthermore, the more technologically literate an individual is, the better equipped they are at operating within our technologically dependent society.
Thesis: Therefore, it is the literacy-aspects learned through game play that breed competence, allowing the player to expand understanding of technology, mature linguistic practices, and garner critical skills which allows for success not only within the game but within the real world as well. This gives meaning to play while fulfilling one of the most important psychological aspects of play: dominance.
As it stands its seems like you have a lot on your mind for this first project. I’m very interested in the connections you draw between literacy, competence, and dominance. I wanted to say this was too broad of a topic, but the more I think about it, you may be able to tie these ideas together in an interesting way. As it stands I’m just not sure how yet (not that I’m really sure how I’m going about my project either yet). Addiction is the one part of our overview that stands out to me. It is an interesting direction, but it may make your focus too broad.
I’m also interested in the games that you will be using to demonstrate your thesis. Will you be using teaching games, or “normal” games to demonstrate how games teach skills. I think it may even be interesting to compare the two.
Either way, I think this is a great start to your project and I look forward to the end product.