Videogames and global citizenship:

analysis of the use of Never Alone in an educational context

Authors

DOI:

https://doi.org/10.25029/od.2022.334.22

Keywords:

Videogames, ICT in Education, Qualitative analysis, New literacies, Digital culture, Global citizeship education

Abstract

Videogames have become one of the most popular leisure activities among children and teenagers. Schools have progressively incorporated digital games as a formative complement although teachers and parents still show some resistance to their use in the classroom. This article proposes an analysis model to measure the adaptation of video games to the educational environment from the perspective of global citizenship education, combining methodologies of this current with others specific to the study of video games and applying it to the case of Never Alone. It is concluded that the potential of video games for education in values requires the development of analysis tools and the involvement of teachers and parents. 

Author Biographies

Marta Pérez Pereiro, Universidade de Santiago de Compostela

Marta Pérez Pereiro is lecturer and researcher in the Facultade de Ciencias da Comunicación of the Universidade de Santiago de Compostela (USC). She holds a PhD from the same university where she teaches the courses Cinema Production, Contemporary Audiovisual Culture and Cinema Editing in the area of Audiovisual Communication and Adversiting. Pérez-Pereiro is a member of the Grupo de Estudos Audiovisuais (GEA) and the Centro de Estudos Fílmicos (CEFILMUS), both in the USC. She coordinates the Permanent Seminar Communication and Gender CO(M)XÉNERO. Her main research topics are small cinemas, particulary Galician cinema, humour in media and social media and accountability in media. 

Google Scholar: https://scholar.google.es/citations?user=pB_CatQAAAAJ&hl=es

 

Iria Sobrino Freire, Universidade da Coruña

Iria Sobrino-Freire. PhD in Literary Theory and Comparative Literature. She is a Lecturer at the Department of Specific Teaching Training and Methods of Research and Diagnosis in Education. Her research interests include picturebooks and critical literacy, oral literature and children´s literature and the teaching and learning of the Galician Language in Early Childhood Education. She was visiting scholar at the University of Glasgow (2018). Google Scholar: https://scholar.google.com/citations?user=Og6Vg_QAAAAJ Scopus: https://www.scopus.com/authid/detail.uri?authorId=57203523656

Marta Rodríguez Castro, Universidade de Santiago de Compostela

Marta Rodríguez-Castro holds a PhD in Contemporary Communication and Information from the University of Santiago de Compostela, where she is part of the research group “Novos Medios”. She has carried out research stays at the Center for Media, Data and Society of the Central European University (Budapest) and at the Hans-Bredow-Institut (Hamburg). She is a member of the Galician Association of Communication Researchers (AGACOM) and secretary of the International Association of Public Media Researchers (IAPMR).

 Main research lines: Public Service Media, from a regulation, funding and public value perspective; European media policy and digital platforms’ economy.

References

AEVI (2018). La industria del videojuego en España. Anuario 2018. Asociación Española de Videojuegos. https://bit.ly/2ZjeBe5

AEVI (2021). La industria del videojuego en España. Anuario 2020. Asociación Española de Videojuegos. https://bit.ly/3eCH4Vd

Aguado, G. (coord.). (2011). Educación para el desarrollo y la ciudadanía global: guía para su integración en centros educativos. Intered. https://bit.ly/2ZkZhgZ

Andreotti, V. (2010). Postcolonial and post- critical ‘global citizenship education’. En G. Elliott, Ch. Fourali y S. Issler (Eds.). Education and Social Change: Connecting Local and Global Perspectives (pp. 233-245). Continuum International Publishing Group.

Andreotti, V. (2014). Educação para a Cidadania Global – Soft versus Critical. Sinergias – diálogos educativos para a transformação social, 1, 57-66.

Andreotti, V. (2015). Global citizenship education otherwise: pedagogical and theoretical insights. En A. Abdi, L. Shultz y T. Pillay (Eds.), Decolonizing Global Citizenship Education (pp. 221-230). Sense Publishers.

Bachen, C. M., Hernández-Ramos, P. F. y Raphael, C. (2012). Simulating REAL LIVES: Promoting Global Empathy and Interest in Learning Through Simulation Games. Simulation & Gaming, 43(4), 437-460. https://doi.org/10.1177/1046878111432108

Blevins, B., LeCompte, K. y Wells, S. (2014). Citizenship education goes digital. The Journal of Social Studies Research, 38(1), 33-44. https://doi.org/10.1016/j.jssr.2013.12.003

Borges, S. S., Dunelli, V., Reis, H. M. y Isotani, S. (2014). A systematic mapping on gamification applied to education. SAC '14 Proceedings of the 29th Annual ACM Symposium on Applied Computing (pp. 216-222). ACM. https://bit.ly/2ZsW9jz

Braith, M. (31 enero, 2017). Immersion through Self-Awareness: Never Alone and the Performance of Allyship. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/01/31/immersion-through-self-awareness-never-alone-and-the-performance-of-allyship/

Caponetto, I., Earp, J. y Ott, M. (2014). Gamification and Education: a Literature Review. Proceedings of the 8th European Conference on Games-Based Learning - ECGBL 2014 (pp. 50-58). Curran Associates.

Cariou, W. (26 mayo, 2016). Performance, (Kin)aesthetic Memory, and Oral Traditions in Never Alone. https://ilsaneveralone.wordpress.com/2016/05/26/performance-kinaesthetic-memory-and-oral-traditions-in-never-alone/

Checa-Romero, M. (2016). Developing skills in digital contexts: Video games and films as learning tools at primary school. Games and Culture, 11(5), 463–488. https://doi.org/10.1177/1555412015569248

Chee, Y. S., Mehrotra, S. y Liu, Q. (2013). Effective Game Based Citizenship Education in the Age of new Media. The Electronic Journal of e-Learning, 11(1), 16-28. https://files.eric.ed.gov/fulltext/EJ1012864.pdf

Colleps, D. K. (2016). Never Alone (Kisima Ingitchuna) [Review]. Marvels & Tales: Journal of Fairy-Tale Studies, 30(1), 140-142.

De Souza, B.C., Roazzi, A., De Souza, J.R. y De Paula, S.L. (2019). Commercial videogames and their potential for higher education: a study with 347 Brazilian undergraduate business management students. Acta Scientiae, 21(1), 116-138. https://doi.org/10.17648/acta.scientiae.v21iss1id4936

Dicheva, D., Dichev, C., Agre, G. y Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology & Society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75

Digón, P. (2019). Avances y retrocesos en la educación para el desarrollo y la ciudadanía global en Inglaterra. En R. DePalma (coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa (pp. 33-50). Graó.

Galván-Pérez, L., Ouariachi, T., Pozo-Llorente, M. T. y Gutiérrez-Pérez, J. (2018). Outstanding Videogames on Water: A Quality Assessment Review Based on Evidence of Narrative, Gameplay and Educational Criteria. Water, 10(10). https://doi.org/10.3390/w10101404

Gaertner, D. (21 mayo, 2016). How Should I Play These?: Media and Remediation in Never Alone. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2016/05/21/how-should-i-play-these-media-and-remediation-in-never-alone/

Gilbert, L. (2019). “Assassin’s Creed reminds us that history is human experience”: Students’ senses of empathy while playing a narrative video game. Theory and Research in Social Education, 47(1), pp. 108–137. https://doi.org/10.1080/00933104.2018.1560713

GfK Custom Research (2012). Estudio Videojuegos, educación y Desarrollo infantil. Fase cualitativa. Adese.

Johnson, M. R. y Woodcock, J. (2018). The impacts of live streaming and Twitch. tv on the video game industry. Media, Culture & Society, 41(5), 670-688. https://doi.org/10.1177%2F0163443718818363

Krzywinska, T. (2007). Being a determined agent in (the) World of Warcraft: Text/play/identity. En B. Atkins y T. Krzywinska (Eds.), Videogame, player, text (pp. 101-119). Manchester University Press.

Lacho, D. D. y Leon, A. (2017). “Please mom? Can you please download it at home?”: Video Games as a Symbol of Linguistic Survivance. Transmotion, 3(1), 70-89. https://doi.org/10.22024/UniKent/03/tm.248

Lietz, M. (26 enero, 2017). Indigenous Worldviews and Representation in Never Alone. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/01/26/indigenous-worldviews-and-representation-in-never-alone/

Longboat, M. (2017). Reset and Redefine: Never Alone (Kisima Ingitchuna) and the Rise of Indigenous Games. Transmotion, 3(1), 179-188. https://doi.org/10.22024/UniKent/03/tm.245

Longueira, S. (2019). Introducción a la educación para el desarrollo, conceptos y evolución histórica. En R. DePalma (Coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa (pp. 15-32). Graó.

Lugo Rodríguez, N. y Melón Jareda, M. E. (2016). Juegos de realidad alternativa para la educación cívica. Elementos de diseño: narrativa, juego y discurso. Revista de Comunicación y Ciudadanía Digital, 5(2), 177-202. https://doi.org/10.25267/COMMONS.2016.v5.i2.08

Malliet, S. (2007). Adapting the Principles of Ludology to the Method of Video Game Content Analysis. Game Studies, 7(1).

Marín-Díaz, V., Sampedro-Requena, B.E., Muñoz-González, J.M. y Jiménez-Fanjul, N.N. (2020). The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage. Mathematics, 8(12), 2215. https://doi.org/10.3390/math8122215

Marino, M. T., y Hayes, M. T. (2012). Promoting inclusive education, civic scientific literacy, and global citizenship with videogames. Cultural Studies of Science Education, 7(4), 945-954. https://doi.org/10.1007/s11422-012-9429-8

Meloche, K. (2017). Playing in the Digital Qargi: Iñupiat Gaming and Isuma in Kisima Inŋitchuŋa. Transmotion, 3(1), 1-21. https://doi.org/10.22024/UniKent/03/tm.246

Méndez García, R. M. (2019). La política educativa española y la educación para el desarrollo: una revisión de las últimas leyes de educación. En R. DePalma (Coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa, (pp. 67-81). Graó.

Monteagudo-Fernández, J., Moreno-Vera, J.R., Rodríguez-Pérez, R.A. y Cózar-Gutiérrez, R. (2021). Motivation strategies for gamified flipped classrooms in Social Sciences education. En C.J. Gómez Carrasco, P. Miralles Martínez y R. López Facal (eds.), Handbook of Research on Teacher Education in History and Geography (p. 391). Peter Lang.

Moreno Cantano, A. C. (2019). ACNUR y la promoción de los derechos humanos a través de videojuegos: el caso de Finding Home. Historia Actual Online, 49(1), 21-32. https://doi.org/10.36132/hao.vi49.1477

Murphy, M. A. (2017). The Importance of Gender in Never Alone as an Act of Visual and Indigenous Sovereignty. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/05/14/the-importance-of-gender-in-never-alone-as-an-act-of-visual-and-indigenous-sovereignty/

Nacke, L.E., Drache, A., Kuikkaniemi, K, Niesenhaus, J., Korhonen, H.J., van den Hoogen, W.M., Poels, K., IJsselsteijn, W.A. y de Kort, Y.A.W (2009). Playability and Player Experience Research. Proceedings of DiGRA 2009.

Newzoo (2018). 2018 Global Games Market Report. Amsterdam: Newzoo. https://bit.ly/34Nupa3

Newzoo (2021). Global Games Market Report. The VR & Metaverse Edition. Amsterdam: Newzoo.

Oxfam (2015). Education for Global Citizenship. A Guide for Schools. https://bit.ly/3eCZdSI

Pereira, S., Pinto, M., y Pereira, L. (2012). Resources for Media Literacy: Mediating the Research on Children and Media. [Recursos para la alfabetización mediática: investigación y propuestas para niños]. Comunicar, 39, 91-99. https://doi.org/10.3916/C39-2012-02-09

Pérez Latorre, Ó. (2015). The Social Discourse of Video Games Analysis Model and Case Study: GTA IV. Games and Culture, 10(5), 415-437. https://doi.org/10.1177%2F1555412014565639

Propp, V. (1971). Morfología del cuento. Fundamentos.

Rojo, T., & Dudu, S. (2017). Los videojuegos en la implementación de políticas de mitigación del cambio climático. Ámbitos. Revista Internacional de Comunicación, 37, 1-25. https://doi.org/10.12795/ambitos.2017.i37.02

Shapiro, J. (2018). Digital Play for Global Citizens. The Joan Ganz Cooney Center at Sesame Workshop. https://joanganzcooneycenter.org/wp-content/uploads/2018/03/jgcc_digitalplayforglobalcitizens.pdf

Sousa, F., Rasmussen, I. y Pierroux, P. (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction, 19, 40-50. https://doi.org/10.1016/j.lcsi.2018.04.011

Takeuchi, L. M. y Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop. https://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf

Traver, V.J., Leiva, L.A., Martí-Centelles, V. y Rubio Magnieto, J. (2021). Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned. Journal of Chemical Education, 98(7), 2298-2306. https://doi.org/10.1021/acs.jchemed.1c00109

UNESCO (2017). The Abcs of Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000248232

Upper One Games (12 agosto, 2014). Why a girl? http://neveralonegame.com/why-a-girl/

Wijman, T (2021). Foreword. Global Games Market Report. The VR & Metaverse Edition (pp. 4-5). Amsterdam: Newzoo.

Williamson, B. (2009). Computer games, schools, and young people. A report for educators on using games for learning. FutureLab. https://www.nfer.ac.uk/publications/FUTL27/FUTL27.pdf

Downloads

Published

2022-02-26

How to Cite

Pérez Pereiro, M., Sobrino Freire, I., & Rodríguez Castro, M. (2022). Videogames and global citizenship: : analysis of the use of Never Alone in an educational context. Obra Digital, (22), 15–30. https://doi.org/10.25029/od.2022.334.22

Issue

No. 22 (2022): Videoludic narratives and digital society: contemporary problems in pixel format

Section

Monographic

License

Copyright (c) 2022 Marta Pérez Pereiro, Iria Sobrino Freire, Marta Rodríguez Castro

Creative Commons License

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

Obra Digital uses a Creative Commons International licence 4.0 

Copyright for authors

Creative Commons.org Licenses 4.0