What Kinds Of Connections Are People Making In Their Heads

What Kinds Of Connections Are People Making In Their Heads When Playin

According to Alexandra, the connections that people make in their heads when playing a game primarily involve the formation of mental associations between the game's content and their own prior knowledge, experiences, and imagination. Alexandra emphasizes that these connections extend beyond the immediate gameplay, involving offscreen mental processes that are crucial to the gaming experience. Players integrate new information from the game into their existing cognitive frameworks, allowing for a deeper engagement and understanding of the game world. This process is often referred to as the construction of mental models, where players interpret, predict, and make sense of the game environment, characters, and narratives. Alexandra highlights that these internal connections are vital for players to derive meaning, learn, and enjoy the interactive experience. This perspective aligns with Zimmerman's view on how games foster offscreen cognitive activity, emphasizing the importance of imagination and internal dialogue in enriching gameplay (Zimmerman, 2017).

James Gee discusses the concept of identity within the context of role-playing games (RPGs), identifying three primary types of identity that players develop while engaged in such games. The first is the "avatar" identity, where players assume the persona of a character within the game, experiencing the world from the character's perspective. This allows players to explore different facets of identity and develop a sense of agency. The second is the "social" identity, which emerges as players interact with other gamers and the game community, shaping their social selves through shared narratives and collaborative gameplay. The third is the "embodied" identity, involving the physical and emotional experiences during gameplay that influence how players perceive themselves in the real world. Gee argues that these three identities are interconnected and play a crucial role in how players learn, develop literacy skills, and form personal and social identities through games (Gee, 2003). These identities are not static; they evolve as players progress through different game scenarios, gaining new skills and understanding of themselves within and outside the game context.

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Video games serve as dynamic mediums for cognitive and identity development, engaging players in complex mental processes and fostering various forms of self-expression. Alexandra emphasizes that a key aspect of the gaming experience is the series of connections players make in their minds, which extend beyond the immediate gameplay. These connections involve integrating game content with prior knowledge, experiences, and imagination, thereby creating a richer, more meaningful interaction with the game (Alexandra, 2016). Such mental associations are crucial for understanding narratives, solving problems, and experiencing emotional engagement, all of which are fundamental to the cognitive benefits of gaming.

Zimmerman (2017) further explores the significance of offscreen mental activity, highlighting how players often engage in internal dialogues and visualizations that enhance their understanding and immersion. These internal processes enable players to anticipate game outcomes, interpret storylines, and develop personal meanings associated with their gaming experiences. The mental connections formed during play are vital for constructing a comprehensive mental model of the game world, which influences how players learn and adapt to new challenges. Alexandra's perspective underscores that these mental associations are integral to learning processes while playing games, making gaming a potent tool for cognitive development.

James Gee’s conceptualization of identity provides a deeper understanding of how players relate to their gaming experiences. He identifies three primary types of identity that emerge during role-playing, which are essential for understanding the pedagogical potential of games. The first is the "avatar" identity, where players adopt a fictional persona and experience the game from that character’s perspective. This identity fosters empathy and perspective-taking, as players learn to see through their character’s eyes (Gee, 2003). The second is the "social" identity, which develops as players interact with others, contributing to a shared virtual community and collaborative storytelling. This social dimension encourages communication skills and social literacy. The third is the "embodied" identity, linked to the physical and emotional sensations experienced during gameplay, influencing how players perceive themselves and their real-world identities (Gee, 2003). These intertwined identities facilitate learning, literacy, and personal growth, illustrating the profound impact of gaming on identity formation and development.

In conclusion, the mental connections players make involve integrating game content with existing knowledge and imagination, which enriches their understanding and engagement with games. Simultaneously, the identities cultivated through gameplay—namely the avatar, social, and embodied identities—highlight the transformative potential of games in shaping personal and social identities. Understanding these processes underscores the educational and developmental significance of gaming, affirming its role as a powerful platform for literacy, learning, and identity exploration.

References

• Alexandra, H. (2016, October 10). An important part of video games happens offscreen, in our imaginations. Kotaku.
• Gee, James. (2003). Learning and identity: What does it mean to be a half-elf? What video games have to teach us about learning and literacy.
• Zimmerman, Eric. (2017, January 11). Every game is a language [video].
• Guardiola, Emmanuel. (2016). The gameplay loop: A player activity model for game design and analysis. ACE2016.