Cognition and Literacy in Massively Multiplayer Online Games
Cognition and Literacy in Massively Multiplayer Online Games
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大型多人在线游戏中的认知和读写能力
DOI：
10.4324/9781410618894.ch22
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Constance Steinkuehler
中科院分区：
文献类型：
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作者：
Constance Steinkuehler
2 对于现在的青年一代来说，互联网一直存在。在线技术对当代社会巨大的技术文化转变做出了深远的贡献，改变了我们学习、工作、娱乐和社交的方式。从阿萨巴斯卡桦树皮篮子到 z 分数的计算，各种来源的信息都可供谷歌搜索。全球社交网络——通过“Friendster”等服务变得可见、可设计和可搜索，日益成为商人、大学生和粉丝社区等必须拥有/必须做的活动。无论是正式项目的协作还是同事之间的非正式社交，我们的工作方式已经从面对面的聚会、几封电子邮件和偶尔的电话转变为当今计算机屏幕上重叠的“多模式、多注意力空间”（Lemke，n.d.）——电子邮件收件箱、网页、协作创作软件（例如维基和博客）、多个即时消息对话窗口、视频流、文件共享、IP 语音 (VoIP)，甚至共享的在线 3D 环境，玩家可以在其中塑造自己肉体的数字版本，并在服务器存储的小酒馆中聚在一起喝虚拟啤酒。对于那些伴随着这些技术长大的人来说，这个异构的、网络化的、在线的全球性的“扁平”（Friedman，2005）世界是不起眼的主流。当年长的“纸上世界”当地人对网络技术快速发展和渗透到日常生活中感到惊叹、好奇和担忧时，年轻一代只是采用它们，美国教育系统已经尽力跟上步伐，为几乎所有学校提供互联网连接（2001 年为 99%），其中 87% 的学生可以通过教室、图书馆、计算机实验室和其他受监管的空间访问（Kleiner & Farris, 2002）。尽管如此，学校教育文化仍一如既往地延续着——就像十年或二十年前，也就是三年前一样。皮尤互联网与美国生活报告（Levin & Arafeh，2002）以极其清晰的方式详细描述了儿童与学校之间的数字脱节，学生在课堂外使用在线技术所做的事情不仅与他们在学校中所做的事情明显不同（例如即时消息、博客、共享文件、消费和制作媒体、参与亲和空间、游戏、建立社交网络、下载作业答案以及研究学校项目和作业），而且还更多目标驱动、复杂、成熟且投入。如果我们想了解技术在认知、学习、读写能力等方面当前和潜在的能力……
2 For the current youth generation, the Internet has always existed. Online technologies have profoundly contributed to a dramatic techocultural shift in contemporary society, transforming how we learn, work, play, and socialize. Information from multiple sources on everything from Athabascan birch bark baskets to the calculation of z-scores is there for the googling. Global social networks – made visible, designable, and searchable via services such as " Friendster " increasingly becoming the must-have/must-do activity for businesspeople, college students, and fan communities alike. And whether it's collaboration on a formal project or informal socializing among peers, our modus operandi has shifted from face-to-face get-togethers, a couple of emails, and the occasional phone call to the overlapping " multimodal, multi-attentional spaces " (Lemke, n.d.) on today's computer screen – email in-boxes, webpages, collaborative authoring softwares (such as wikis and blogs), multiple instant messaging windows of conversation, videostreaming, file-sharing, voice over IP (VoIP), and even shared online 3D environments where players can fashion digital versions of their corporeal selves and get together in a server-stored tavern for a virtual beer. For those who have grown up with such technologies, this heterogeneous, networked, online global, " flat " (Friedman, 2005) world is the unremarkable mainstream. While the older, " world on paper " natives gasp and wonder and worry about the furious pace and penetration of online technologies into everyday life, the younger generations just adopt them, The American educational system has done its best to keep pace, providing Internet connections to virtually all schools (99% in 2001), 87% of which are accessible to students via classrooms, libraries, computer labs, and other regulated spaces (Kleiner & Farris, 2002). Still, the culture of schooling carries on with business as usual – as it was ten or twenty years, ago, 3 that is. As a Pew Internet & American Life Report (Levin & Arafeh, 2002) on the digital disconnect between children and their schools details with excruciating clarity, what students do with online technologies outside the classroom is not only markedly different from what they do with them in schools (e.g. instant messaging, blogging, sharing files, consuming and producing media, engaging in affinity spaces, gaming, building social networks, downloading answers to homework, and researching for school projects and assignments), but it is also more goal-driven, complex, sophisticated, and engaged. If we care to understand the current and potential capacities of technology for cognition, learning, literacy, and …