Participant Categorisations of Gaming Competence: Noob and Imba as Learner Identities  

Oleh:

Sjöblom, Björn ; Aronsson, Karin

Jenis: Article from Books - E-Book
Dalam koleksi: Identity, Community, and Learning Lives in the Digital Age Transactions, Technologies, and Learner Identity, page 181- 197.
Topik: Gaming Competence; Learner Identities; Game Rankings as Social Metrics
Fulltext: Participant Categorisations of Gaming Competence Noob and Imba as Learner Identities.pdf (160.2KB)

Isi artikel

Computer gaming has become an important part of young people’s lives. Moreover, it constitutes a novel arena for the display and negotiation of identities and social positionings (Arnseth & Silseth, Chapter 2, this volume). In this chapter, we argue that such identity work is intimately related to peer assessments and membership categorisation practices (Sacks, 1974; Benwell & Stokoe, 2006), and this has implications for how games function as arenas for learning in children’s everyday lives. Even though computer games are played by school-aged students daily and for many hours a week (Medierådet, 2010), studies of actual game play as situated activities are still scarce (but see Stevens, Satwicz & McCarthy, 2008; Aarsand & Aronsson, 2009; PiirainenMarsh & Tainio, 2009; Fields & Kafai, 2010; Keating & Sunakawa, 2010).

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