title: Rats, plagues, and children, Oh My! Multimodal representations of the past in historical games

authors: Redder, Ben Dorrington

subjects: visuality design

abstract: Since their inception, Game Studies and its sub-discipline Historical Game Studies have stressed the pedagogical potential of (historical) games for learning. Today, popular off-the-shelf historical digital games such as Assassin’s Creed: Origins (2017), Total War: Three Kingdoms (2019), and Red Dead Redemption (2010) have achieved period-faithful and authentic interactive representations of elements of history that possess pedagogical value distinct from written accounts. To substantiate this claim, the authors forward a multimodal account of the varied ways in which historical knowledge is present in both game design and the gameplay experience. Their approach is illustrated with an under-investigated (yet valuable) mode of historical exploration – ‘Imaginative History.’ Using video and/or screen captures from several sequences of recorded game footage taken from A Plague Tale: Innocence, the authors present a case example from the game’s fantastical portrayal of the Black Death plague. The game’s value for teaching and learning is examined in relation to its re-mediation and subversion of past pre-modern folklore imaginations and beliefs concerning the Black Death. The authors also account for the relevance of the way games achieve a specific mode of engagement that is experientially based and structured within gameplay

text: Rats, plagues, and children, Oh My! Multimodal representations of the past in historical games Since their inception, Game Studies and its sub-discipline Historical Game Studies have stressed the pedagogical potential of (historical) games for learning. Today, popular off-the-shelf historical digital games such as Assassin’s Creed: Origins (2017), Total War: Three Kingdoms (2019), and Red Dead Redemption (2010) have achieved period-faithful and authentic interactive representations of elements of history that possess pedagogical value distinct from written accounts. To substantiate this claim, the authors forward a multimodal account of the varied ways in which historical knowledge is present in both game design and the gameplay experience. Their approach is illustrated with an under-investigated (yet valuable) mode of historical exploration – ‘Imaginative History.’ Using video and/or screen captures from several sequences of recorded game footage taken from A Plague Tale: Innocence, the authors present a case example from the game’s fantastical portrayal of the Black Death plague. The game’s value for teaching and learning is examined in relation to its re-mediation and subversion of past pre-modern folklore imaginations and beliefs concerning the Black Death. The authors also account for the relevance of the way games achieve a specific mode of engagement that is experientially based and structured within gameplay

year: 2022

title: Social media adoption by microbusinesses

authors: Mandal, Debashish

subjects: Social media

abstract: The social media implementation process (initiation, adoption, adaptation, acceptance, use and incorporation) is examined in correlation with the five factors (individual, organisational, technological, environmental and performance). Numerous existing theories from the innovation, technology adoption and performance measurement literature are used to derive probable relation between the implementation process and the five factors. Such expansive scope and comprehensive theory development has been articulated but never attempted. To manage the large scope, microbusinesses are selected purposefully due to their limited business processes. The research design reflects the need for relevance by using Lewin’s action research (traditional social change model) as the primary method augmented by participant observation (physical and online). Data collection uses a mix of unstructured, semi-structured and structured interviews assisted by structured observation. Data analysis uses a set of routines, such as tabulation, categorisation, abstraction and verification, involving prediction and testing.
The research finds that a collaborative process to address concerns, along with quick start and self-training, helped to adopt social media. Participants needed to focus on concrete experience, work-place learning and personal knowledge for learning to use social media. Usefulness arising from improved communication, fitness and medium richness was the dominant indicator for acceptance and use. Continued use relied on satisfaction and habit of the user. Individual characteristics and personality factors both seemed to be a poor indicator of adoption with weak links towards extroversion. Microbusinesses suffered primarily from context and mental mode related challenges for social media use. Type of business, such as service shops, had a greater probability of success. Social media positively affected relationship marketing in terms of service quality. Business activity associated with specialisation seemed to perform poorly with social media. Finally, performance measurement techniques included finding the capability of social media to meet survival objectives, improve capacity utilisation and business resale value.

text: Social media adoption by microbusinesses The social media implementation process (initiation, adoption, adaptation, acceptance, use and incorporation) is examined in correlation with the five factors (individual, organisational, technological, environmental and performance). Numerous existing theories from the innovation, technology adoption and performance measurement literature are used to derive probable relation between the implementation process and the five factors. Such expansive scope and comprehensive theory development has been articulated but never attempted. To manage the large scope, microbusinesses are selected purposefully due to their limited business processes. The research design reflects the need for relevance by using Lewin’s action research (traditional social change model) as the primary method augmented by participant observation (physical and online). Data collection uses a mix of unstructured, semi-structured and structured interviews assisted by structured observation. Data analysis uses a set of routines, such as tabulation, categorisation, abstraction and verification, involving prediction and testing.
The research finds that a collaborative process to address concerns, along with quick start and self-training, helped to adopt social media. Participants needed to focus on concrete experience, work-place learning and personal knowledge for learning to use social media. Usefulness arising from improved communication, fitness and medium richness was the dominant indicator for acceptance and use. Continued use relied on satisfaction and habit of the user. Individual characteristics and personality factors both seemed to be a poor indicator of adoption with weak links towards extroversion. Microbusinesses suffered primarily from context and mental mode related challenges for social media use. Type of business, such as service shops, had a greater probability of success. Social media positively affected relationship marketing in terms of service quality. Business activity associated with specialisation seemed to perform poorly with social media. Finally, performance measurement techniques included finding the capability of social media to meet survival objectives, improve capacity utilisation and business resale value.

year: 2015

title: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies

authors: Simpson, Mary Louisa

subjects: Early childhood

abstract: This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

text: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

year: 2011