| Abstrakt: |
This paper analyses the contrasting ideas expressed in the Norwegian popular media discourse in 2012, regarding digital games and how the indirect mediatization of digital games can play a vital role in the success of the relatively new field of digital game based learning. The paper reveals how the connection to educational context seems to be a defining factor regarding whether or not, or to which degree, the coverage in each case is positive or critical towards digital games. Three categories of positive arguments for digital games in a learning context, as expressed through the media discourse over the past 3 years are brought to light, as well as two categories of critical arguments. Analysis of the arguments discloses a certain concordance between the seemingly contradicting arguments, that make the purpose of playing, as either educational or entertainment, a key factor. As a fairly new approach to education digital game‐based learning has yet to fully earn the publics’ trust and this paper analyses how the Norwegian printed media conveys the image of this fresh new field to its readers. The paper reveals a “dual rub‐off effect” between the indirect mediatization of digital games for entertainment on one hand and learning on the other. Digital games for learning are generally portrayed in positive ways, based on the learning potentials they have to offer. However, the critical views towards digital games for entertainment seems to “rub off” onto games for learning, as can be seen by mentions of the possible damaging effects, even in articles that are otherwise very positive towards games for learning. At the same time games for entertainment are generally met with scepticism, but the positive view towards digital games in a learning context also seems to influence peoples’ notions of the learning potentials of digital entertainment games. [ABSTRACT FROM AUTHOR] |
