Computer game play is at once an intense media experience of interaction with flows of images, sound and action, and a cybernetic feedback loop between software, hardware, bodies and brains.
The common experiences of compulsion and immersion that characterize computer game play have yet to be adequately theorized: what are the distinct pleasures (and anxieties) engendered through play with computers?
How can we theorize agency in these technological networks and gameworlds animated by artificial life, virtual physics and computer-controlled entities as well as human players?
How can we make use of this in classrooms?
How do you make use of games in educational settings? How would you like to make use of games in classrooms?
Eleonora Panto