Reflexivity, methodology and contexts in participatory digital media research: making games with Latin American youth in London

Abstract

In this paper, I intend to explore the role played by reflexivity in grounding a more critical perspective when designing, implementing and analysing participatory digital media research. To carry out this methodological reflection, I will present and discuss a recently concluded research project on young people's game-making in an after-school programme targeting Latin American migrants in London/UK. I will pay special attention to how my subjectivities influenced planning, data generation and analysis of this programme, and to how context, lived experiences, curricular decisions and interpersonal relationships shaped the kinds of knowledge produced through this research. Findings emerging from this experience included relevant dissonances between curricular design/decisions and the use of participatory approaches in game-making, and the limitations of traditional analytical categories within the Social Sciences field (e.g., gender and intersectionality) to understanding subjectivities expressed through game-making. This study offers relevant insights into the place of reflexivity in research on digital media production by young people by highlighting its complexity and by calling for more critical and less homogenising approaches to this type of research.

Exploring game grammars: a sociosemiotic account of young people’s game-making practices

“…Participants had 12 hours of activities to conceptualize and develop games using MissionMaker , software that allows designers to produce 3D videogames quickly through simplified programming logic and pre-made 3D assets (e.g. environments, props, characters) (de Paula, 2021). In both contexts, I was responsible for organizing the content, preparing and leading the sessions, and generating data that was later analysed.…”

“…Moreover, in the same way as public discourses and debates are constitutive of what are perceived as 'proper' games (Consalvo and Paul, 2019), game-making experiences such as these can play a similar role. In this sense, it becomes important to reflect on how well-intentioned initiatives to include more people in game development can backfire, reifying the same exclusionary structures they aim to disrupt if they are not careful enough to support experimentations and transgressions (de Paula, 2021). In this particular case, Marta and Carla were able to work through the challenges to accommodate their ideas and available semiotic resources into their game, but this transductional issue could have culminated in a more negative outcome, with game-makers becoming frustrated about their options and abandoning their game.…”

“…This transduction issue, as indicated by Excerpt 1 above, exposes the limitation of the software: by invoking elements that are not often mechanically explored in videogames (such as caring for someone else), Marta and Carla highlight the narrowness of a game grammar influenced by hegemonic gaming discourses. By eschewing my suggestions – also influenced by conventional game grammars, relying on how games such as Stardew Valley mechanically represented caring attitudes (de Paula, 2021) – Marta and Carla were highlighting the limitations of the available semiotic resources, indicating therefore an intention to seek their own way of representing caring.…”

Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

“…They often offer complex scenarios and problem-solving tasks that require students to apply their knowledge in practice. This promotes critical thinking (consider different perspectives), decision-making, and problem-solving skills [8,34]. A study by Clark et al [9] found that students who used digital games in class had higher levels of active participation and interaction than students who did not play digital games.…”

Ekoland: The Development of Android-Based Learning Media Using iSpring Suite to Improve the Understanding of Ecosystem Material in Elementary School

“…With the advancement of technology, it is essential to ensure that students have an adequate level of digital literacy (Andreani & Ying, 2019;De Paula, 2021). Engaging learning media can enhance students' interest and motivation in learning (Alamsyah et al, 2023).…”