|
Social Aspects
Developing Self
Identity development in youth is often a troublesome time marked by conflict with authority
figures and the bending of rules in the quest of finding out how one fits within with the larger
societal context. Gee ()
builds on Erikson's theory of Psychosocial Moratorium by turning
it into one of his 36 learning principles: "Learners can take risks in a space where real-world
consequences are lowered" (p. 62). Gaming provides a learning environment where the difficulty of
the transition period can be supported within a safe environment. Fear of failure is one of the
major obstacles students face for trying new things. By lowering the consequences, we make
transitions much easier for them. Individuals within a gaming community learn the norms, rules,
celebrations and consequences of actions just like they would in the real world.
Male Identity
As with most things, there are positive and negative aspects of using the virtual world as a
stadium for identity development. Sanford and Madill
() argued gaming is a "safe place
to resist authority" including "institutional authority, hegemonic masculinity and femininity.
Players in their study followed the norms set out in the games even if the rules contested real
life values. Male players gained confidence in their decision making skills and operational
literacies while selecting strong, independent characters to play out their roles within the game.
Sanford and Madill went on to argue, "[a]s [males] negotiate their sense of self through various
videogame characters, we worry that they are reinforcing the binary that relegates females to
subordinate positions and does not allow any space or opportunity for critical reading of the
gender positions offered in the games" (p.300). This sense of self can also be established
for girls by playing games such as Lara Croft, which features a strong female role model.
Safe Opportunities
On the other side of the coin, Gee (),
offered a positive view point. A space is developed
where "the learner can transcend the limitations both of the virtual identity and the learner's
own real-world identity" (p. 66). Players practice new identities and critically reflect on the
social practices. A chance is given in a consequence free environment to try out new skills,
practice and develop them, and when players are unsuccessful, be motivated to try again. These
skills are all critical in the development of identity. Gaming offers an opportunity to work
through problems a person may have in real life in a "safe" online environment.
The lowering of consequences in an online world provides a liberating experience where players
can learn from their mistakes without feeling the pressures from the real, and often judgemental,
world of peers.
|
Photo by woodsy
()
|
