Educating the fighter

Buttonmashing, seeing, being

Datos Bibliográficos

ID12428005
AutoresKurt Squire (0000-0003-0465-7010, University of Wisconsin–Madison, autor de correspondencia), Kurt D Squire
EditoresDrew Davidson (0000-0002-5096-1446)
Año2005
Volumen13
Número2
Páginas75-88
Fecha de publicación2005-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaOn the Horizon The International Journal of Learning Futures (JOURNAL)
Identificadores de la revistaISSN: 1074-8121 • E-ISSN: 2054-1708
EditorialEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/10748120510608106
OpenAlexW2077425776
IdiomaEN
Citas recibidas8
Referencias citadas11

Purpose A growing number of educators are turning to games for a model of next‐generation learning environments. To date, there has been a lack of critical inquiry into what kind of learning occurs through game play, and how games get learned by their players. Aims to plug this gap Design/methodology/approach This paper is a critical study of Viewtiful Joe, a cult‐classic sidescrolling 2D fighting game for the Nintendo Gamecube. Noted for its difficulty, Viewtiful Joe is an interesting case because, as a fighting game, it embodies many of the principles fundamental to the medium, most of which are missed by educators illiterate regarding the medium. It shows the cognitive complexity that goes into a fighting game, as well as a cutting‐edge example of how to manage that complexity. Far from button‐mashing, success in Viewtiful Joe requires the player to learn to read the game symbol systems, understand Viewtiful Joe's capacities, and see potential interchanges between them. Findings The paper analyzes how Viewtiful Joe is structured to balance flow and novelty, encourage players both to develop new skills and to master those they have. Finally, the paper examines how learning occurs through game play as an activity system, using player‐generated FAQs to analyze how gamers represent their practice and suggest theories of expert game practice. Originality/value Central to this paper is the argument that playing Viewtiful Joe is a performative act, where declarative knowledge, while clearly present for players, is secondary to players' ability to see and do in real‐time

Argument (complex analysis · Creativity · Epistemology · Experiential learning · Flexibility (engineering · Game art design · Game design · Game mechanics · Management · Mathematics education · Multimedia · Novelty · Originality · Performative utterance · Value (mathematics · Video game design · Artificial Intelligence in Games · Computer Science · Digital Games and Media · Educational Games and Gamification · Psychology · Social Psychology