Within gaming or anything that is interactive there is an element of “play” that coexists with the activity. Play becomes an important characteristic because it contains elements that are mentioned by Johan Huizinga to signify the importance of play culture. Huizinga elaborates on “play” through the concept of the magic circle and that “play” is not either “ordinary” or “real” life. These two characteristics within Huizinga’s play culture helps the reader define the idea of play, but rather puts it into question of whether or not “play” can have a definition or not. Play culture is reinforced with characteristics by Huizinga, but can be further argued that play inherit the characteristics, but does not fully define what “play” really is; especially not through the magic circle or having play being ordinary or real life.
The magic circle is an idea within Johan Huizinga is that by “playing” there is a creation of an enclosed area that contains a set of rules defining that play. The magic circle is simply a theoretical circle that helps shape and reinforces the main characteristic of “play”, but it only does so for individuals that are playing the game. For example, an ongoing game like “Assassin” which places upon the participants that there is an area (often being anywhere) in order to allow “assassinate” a target with the set of rules that are provided. Within Huizinga’s article he mentions questions and explains “why is a huge crowd roused to frenzy by a football match? . . . this intensity, this absorption, this power is maddening, lies the very essence, the primordial quality of play.” (Huizinga, 98) This definition by Huizinga helps reinforce the idea of the magic circle and the necessity that play has and is what drives us ...
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...and essence of play is always being changed throughout history and takes on multiple characteristics and definitions, but it cannot be a simple ideology that is defined. By continuously studying human society is more capable to comprehend the concept of play culture and its evolution of representation through different kinds of mediums and forms it can undergo. Play undergoes and consistently shifts over time and by understanding Huizinga and the study of play of being importance humans should be able to better understand the capabilities of play as technology is becoming more advanced while blending and blurring the definitions and characteristics of play. With Huizinga’s characteristics of play it makes the concept rigid and structured to a point where it should rather be a piece of gear in machinery that can be interchangeably malleable throughout human culture.
The imaginative recreation of sport as play has become the world. There is not the slightest sign here of any other reality; even the existence of a creator external to the play-world may now only be inferred (Berman 219).
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
A business man, an entrepreneur, enterpriser, there’s a small range of things H. Wayne Huizenga is not. From building an empire of sports franchises, including baseball’s Florida Marlins; hockey’s Florida Panthers; and football’s Miami Dolphins, to turning struggling companies into huge enterprises like blockbuster and waste management, there is no doubt the limitations of H Wayne Huizenga. Many would claim Huizenga is an alchemist, because of his history of turning anything into gold. Harry Wayne Huizenga was born on December 29, 1939, at the Little Company of Mary Hospital in Evergreen Park, a small town in Chicago. Huizenga’s parents were Dutch immigrants who moved to the U.S. seeking work.
When they decided to end the game they all said that they would want to play again. The play observation illustrated Huizinga’s play detentions in terms of free activity, no material interest, own boundaries, and fixed rules. One person suggested to play hide and seek and the rest decided to join knowing that there is no material reward. The A team added their own rules in order to create their own boundaries. In addition, Eberle’s play framework elements of pleasure and strength were displayed by the game because each player demonstrated enjoyment during the game and they enhanced their strength by running quickly. The game also illustrated Brown’s play properties of play being voluntary, and how it diminishes consciousness of self and a desire to play again. Like stated before, every player decided to play at their own will no one forced them to. Moreover, each player did not care who played or how everyone looked like, no one felt self-conscious. Lastly, when the game ended each player said they would want to play
The history of video games began in early 1950s, and it continued in development until today. video games gained popularity as movies and T.V shows, and like movies which producers focus on the story plot, each character role, and the way they are being represented, videogames have the same concerns, especially character 's role and, representation, because most of players will not care about the game’s story, they just want to have fun playing the game, but the player will play as a character, or meet other characters from various gender, and that what make game designers care about the gender and, characters representation. and by the way of presenting gender, it will control the number of players of both genders, because it could connect to their life. games industry made researches about what both genders want in their game,
Unlike some of the more dated articles, this article is recent and takes into account some of the past findings about theories of play. As a limitation, the authors stated that instead of just focusing on one small population, it may be helpful to explore the life circumstances of other marginalized groups, such as African American, and observe the differences between those groups with relation to Mexicans who have migrated to the United States. Overall, I think the authors tried to tackle too many things in their research. For example, the authors talked about the use of play in learning English and gender differences in play. For the sample size, it would have been helpful to only focus on one aspect of play instead of formulating three hypotheses and expecting a sample size of 41 students to answer such complex
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
Egenfeldt-Nielsen, S., Smith, J. H. and Tosca, S. P. 2013. Understanding Video Games. New York, N.Y.: Routledge.
3. “Video Games” by Chris Jozefowics. Published by Gareth Stevens Publishing 2010. Pleasantville, NY 10570-70000 USA. Produced by Editorials Directions Inc.
In society’s current era of technological advancement, video games have gone a long way since they were first created. Video games in the twenty-first century are no longer just toys or junk in the lifestyles of the youth. They have become innovative inventions that not only entertain its users, but also help aid the people in both the academic field and in jobs. The influences that video games bring about in the culture of the youth today are, in fact, not the negative influences that most people think. Video games are actually this generation’s new medium for educating the youth. The information they learn are also mostly positive and useful things that they may apply in their future lives (Prensky 4). In a generation that revolves around technology and connectivity, developers and educators have already been able to produce fun and interesting games that can teach and train people. Video game developers and educators should continue to collaborate in order to create more positive, educational, and appealing games.
The video game industry frequently connotes and restricts itself to the hotbed of console gaming. However, this segment, while quite large, fails to accurately represent the gaming industry’s economic, social, and interactive structure. And the game (or gaming) industry refers all to often to gambling rings. Thus, the “industry of games,” as a collection of interactive media, provides a more robust, inclusive notion of play that transcends platforms, roots of origin, and digital versus non-digital spaces. Analyzing the industry of games from past to future, with significant consideration given to present challenges faced therein, requires a holistic view of history and a critical evaluation of scholars’ and developers’ commentary on games as a whole.
Before diving into my research, I reflected on the knowledge I already knew regarding play and play based learning. From experience, I know that play is an enjoyable activity for children, and even some adults. I know that there are different ways one can play. For example, playing with others is known as cooperative play and playing alone is considered solitary play. There are different types of play. For example, there is dress up or pretend games, which is considered dramatic, play and there is playing with building blocks which is constructive play. After my reflection I realized that I was more knowledgeable on the action of playing rather then the benefits of it.
The experience of game play can be described as an activity in which the player is virtually embodied in the game world. Anyone who has experienced the world of gaming knows how the engaging experience can manifest itself with “sweaty palms and chills down the spine” (http://www.eludamos.org/index.php/eludamos/article/viewArticle/80/147) when coming face-to-face with alien creatures; or with the adrenaline rush we get when racing a high speed automobile head-to-head with a friend. Gaming is an excellent source of entertainment. It provides an opportunity for social growth, provides a meaningful form of exploring expression, and provides heightened sensitivity.
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.
A very wise man; Charles Schaefer, once said “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.” To begin with, there is no one explanation about what play really is, other than the fact that it holds infinite numbers of definitions according to every single individual. Play is just not a physical body movement involved in an activity, but more than that if you look outside of the box. For centuries, play has been practiced in its own unique way with not only children, but adults as well.