British board games and the ludic imagination: c.1860-1960

这项研究将考察英国生产的两款棋盘游戏，以及它们在玩这些游戏的儿童生活中的作用。在1860年至1960年期间，无论是棋类游戏的制作，还是它们在家庭生活中的存在，都发生了显着的变化。My MPhil的研究表明，在19世纪中后期，棋类游戏从由印刷商和制图师制作的说教教材转变为大规模生产和廉价获得，棋类游戏从中产阶级文化发展到大众文化。在二十世纪期间，棋盘游戏继续发展，以第一次世界大战期间的冲突为主题的游戏激增，在两次世界大战期间与漫画和卡通的联系增加，第二次世界大战后儿童和成人游戏之间的界限更加清晰。这项研究将利用广泛的信息源来追踪游戏在这段时间内的使用方式和使用者的变化。“游戏”这个词用来描述游戏的独特玩乐性质，需要玩家直接投入才能获得或进一步提升他们的体验。通过重复和直接的互动，玩家可以体验到一种不同于其他娱乐形式的游戏。音乐想象力是一种考察人们对游戏的认知变化的方式。它还让我们看到游戏和游戏是如何帮助巩固是什么让童年成为一个不同的阶段，棋盘游戏作为一种将年龄作为一种分析类别的思考方式是有教育意义的。通过棋类游戏，我们可以考察被用来促进某些思维方法的鲁迪德互动的物质历史，并通过日记和口述历史等原始材料。利用这些来源，我们可以调查意义的协商，以及游戏设计者和玩家之间的紧张关系。

This research will examine both board games produced in Britain and their role in the lives of the children who played with them. Between the period 1860-1960 there was a notable change in both the kind of board games being produced and their presence in domestic life. As the research for my MPhil revealed, during the mid to late nineteenth century board games changed from didactic educational material produced by printers and mapmakers to mass produced and cheaply available, board games had developed from middle-class culture into mass culture. During the twentieth century board games continued to evolve, with an explosion of games themed around conflict during the First World War, increasing links with comic strips and cartoons in the interwar period and a sharper delineation between games for children and adults after the Second World War. This study will deploy a wide range of sources to track changes in how they were used and by who across the period."Ludic" is the term used to describe the unique playful nature of games which require direct input from a player to gain or further their experience. Through repetitive and direct interaction, a player experiences a game like no other form of entertainment. Ludic imagination is a way of examining changing perceptions towards play. It also allows us to see how games and play helped to solidify what made childhood a distinct phase, board games are instructive as a way of thinking about age as a category of analysis. Through board games we can examine a material history of ludic interaction being used to promote certain methods of thinking, and through primary materials such as diaries and oral histories. Using these sources we can investigate the negotiation of meaning, and the tension between game designer and player.