Videogame as Means of Communication and Education: Philosophical Analysis

Abstract

The study is devoted to the philosophical consideration of specific features of communication and education through the use of video games. The purpose of the research was to consider the specific features of communication in the process of interaction within video games, to reveal their educational potential and the difference in their use for educational purposes. The analysis of videogame definitions has allowed focusing on their specific features, namely: interactive, rule-based nature and the need of the specific hardware. As a result, the possible types of dialogue within video games have been considered and, on their basis, the main types of interaction have been formulated for analyzing their use in education: interaction with no active player, player-videogame interaction in case of one-player videogames, player-videogame-player interaction and player-community-videogame interaction. In conclusion, the similarity of videogame playing and the learning process has been delineated in relation to the analyzed types of interaction. The authors state the further need for a comprehensive study of the specific features of each of described types due to the significant differences in the dialogue and educational potential of videogames belonging to them.

Philosophical and Hermeneutic Analysis of Videogame Player Identity

“…Being a gamer, videogame developer or, for example, game journalist is the real position which is derived from the virtual space. All cases of identities formed within the video- spectator, but a part of videogame worlds (Ogneviuk et al, 2022). In many games, player's decisions change in-game narratives or even the game world itself, making players responsible for events in virtual realities, which strengthens the influence on one's personality.…”

Technologically organized instructional process of higher education

“…), дидактичним моделям, органiзацiйним формам, методам i технологiям навчання студентiв (А. Алексюк [4], А. Вербицький [90], О. Падалка [5], Д. Чернiлевський [17] та iн. ), кредитно-трансфернiй технологiї органiзацiї навчального процесу у вищих навчальних закладах (О. Кучерявий [47], В. Огнев'юк [56], А. Фурман [30], М. Чошанов [86] та iн. ), проблемi моделювання соцiальних та педагогiчних систем (Б. Койшибаєв [43], Л. Кудрявцев [48], Л. Растригiн [69], Р. Шеннон [77], В. Штофф [80] та iн.…”