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Sorg, terapi och omöjliga beslut – erfarenheten The Last of Us: Inlevelse, experientialitet och identitetsutvecklande insikter i narrativa datorspel
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Sorrow, Therapy and Impossible Decisions – Experiencing The Last of Us : Immersion, experientiality and identity-defining insights in narrative computer games (English)
Abstract [sv]

Vår utforskning av fiktionens världar kan fördjupa vår förståelse för oss själva, varandra och vår omvärld. Syftet för denna litteraturstudie är att nå en förståelse för hur narrativa datorspel kan ge upphov till dessa identitetsutvecklande insikter och hur litteraturundervisningen kan stödja elevernas vägar till att nå fram till dem. För att illustrera textgenrens lärandepotential används det narrativa datorspelet The Last of Us (2013) som ett studieobjekt. Med basis i kognitiv litteraturteori kring termerna immersion och narrativ experientialitet kan man utifrån denna litteraturstudie uttyda att de narrativa datorspelens upphov till identitetsutvecklande insikter bygger på ett slags fiktivt experientiellt lärande. Det inledande steget i detta lärande är spelarens inlevelse i spelets berättelse, den så kallade narrativa immersionen. Då datorspelsnarrativet etablerar ett känslomässigt engagemang gentemot spelarkaraktären möjliggörs ett delat erfarande inom fiktionsvärlden. Detta interaktiva och förkroppsligade tillstånd stimulerar spelaren att projicera sina egna kunskaper och erfarenheter för att förstå sina intryck av sin inlevelse i fiktionsvärlden. I en kognitiv simulation tillåts spelare reflektera hur de skulle reagera om de vore i samma situation. De kulturellt medierade erfarenheter spelare således tar till sig har potentialen att expandera deras befintliga förståelsebakgrund. De litteraturdidaktiska överväganden som nödvändiggörs för att stödja detta lärande bygger på att främja elevernas inträde i fiktionsvärlden och uppmuntra dem att knyta an sina individuella bakgrunder till sitt fiktiva erfarande.

Abstract [en]

Our explorations of the possible worlds of fiction help increase our understanding of each other, the world around us, and ourselves. The purpose of this study is to examine how narrative computer games may provide identity-defining insights and which literary teaching methods are beneficial to facilitate students’ access to them. To illustrate the learning potential of the genre this study examines the narrative computer game The Last of Us (2013). On the basis of cognitive literary theories relating to the concepts of immersion and narrative experientiality this study finds that the identity developmental potential of narrative computer games relies on a sense of fictional experiential learning. The inaugurating move in this learning is the player’s immersion in the story of the game, the so-called narrative immersion. As the players therein become emotionally involved in the player-characters’ lives they are exposed to a sense of shared experience with said characters. As this shared embodied experience within the storyworld is accompanied by the medium-specific interactive nature of computer games, players are also stimulated to project their own prior knowledge and experiences as they form assessments based on their subjective impressions of the storyworld. In a cognitive simulation, this interaction between the players’ prior experiential background and the experiences of the protagonists provides an avenue for players to reflect on how they would react if they were faced with a similar situation. The culturally mediated experiences the players thus gather may influence, redefine and expand the players’ current world of knowledge. In order to pave the students’ way to acquire these identity-defining insights, this study finds that pedagogical practices that favour a climate where students are encouraged to immerse themselves in the storyworld and attribute their prior experiential backgrounds to their fictive experiences therein are key factors that help unlock the full learning potential of narrative computer games.

Place, publisher, year, edition, pages
2018. , p. 45
Keywords [en]
involvement, immersion, experience, narrative experientiality, narrative computer games, The Last of Us, envisionment.
Keywords [sv]
inlevelse, immersion, erfarenhetsskapande, narrativ experientialitet, narrativa datorspel, The Last of Us, föreställningsvärldar.
National Category
General Literature Studies
Identifiers
URN: urn:nbn:se:kau:diva-67818OAI: oai:DiVA.org:kau-67818DiVA, id: diva2:1220988
Subject / course
Comparative Literature
Educational program
Secondary Education Programme: Upper-Secondary School: Swedish (330 ECTS credits)
Supervisors
Examiners
Available from: 2018-06-20 Created: 2018-06-19 Last updated: 2018-06-20Bibliographically approved

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Examensarbete – Paul Nielsen Isho(819 kB)0 downloads
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