Pervasive Games

Montola, Markus; Stenros, Jaakko; Wærn, Annika

doi:10.1201/9780080889795

Cited by 317 publications

(78 citation statements)

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“…Explicit framing indicators or “brackets” can reduce such risk ( Goffman, 1986 , p. 254). For instance, pervasive games ( Montola, Stenros, & Waern, 2009 ) occur in public space commonly not used for play and are unknown to the broader population as a genre. “Festival” in contrast is a well-instituted frame for temporary extraordinary behavior in public ( Ravenscroft & Gilchrist, 2009 ).…”

Section: Conditions Of Legitimate Adult Playmentioning

confidence: 99%

Alibis for Adult Play

Deterding

2017

Games and Culture

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The social meanings of play sit at odds with norms of responsible and productive adult conduct. To be “caught” playing as an adult therefore risks embarrassment. Still, many designers want to create enjoyable, nonembarrassing play experiences for adults. To address this need, this article reads instances of spontaneous adult play through the lens of Erving Goffman’s theory of the interaction order to unpack conditions and strategies for nonembarrassing adult play. It identifies established frames, segregated audiences, scripts supporting smooth performance, managing audience awareness, role distancing, and, particularly, alibis for play: Adults routinely provide alternative, adult-appropriate motives to account for their play, such as child care, professional duties, creative expression, or health. Once legitimized, the norms and rules of play themselves then provide an alibi for behavior that would risk being embarrassing outside play.

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Section: Conditions Of Legitimate Adult Playmentioning

confidence: 99%

Alibis for Adult Play

Deterding

2017

Games and Culture

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“…Jane McGonigal [5], one of the main researchers in the field of pervasive games and ARGs, define them as games that concentrate the focus of the user in some kind of device (for example, some location-based service, or LBS), which becomes fundamental to the game course. Other authors, such as Montola, Stenros and Waern [10], see the expression "pervasive games" to assign a category of games based on Weiser's paradigm, as explained in the beginning of this paper. To the authors, since the adjective "pervasive" relates to the notions of "infiltrated", "penetrating", these games point to their fusion with the physical space, usually urban, and also to a fluid alternate boundaries between reality and fiction.…”

Section: Introductionmentioning

confidence: 97%

Ectodiegesis As Immersive Effect In Pervasive Games

Oliveira

Carvalho

Ferreira

2013

Proceedings of International Conference on Making Sense of Converging Media

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This paper proposes an exploration study on the immersive aspects in pervasive games, based on the results of interviews with a group of Brazilian players. We consider elements out of the gameplay as interactors of subjective disorders, such as cognitive skills and spatial and temporal settings, as an inherent part of the immersion experience. Thus, we present the concept of immersion as ectodiegetic immersion that surpasses intradiegetics or endonarratives brands, seeking to cover fiction and ordinary as part of the same game experience.

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“…Pervasive games extend this magic circle to the real world, exploring the context of the player (Montola, 2005;Montola et al, 2009). These games combine features of ubiquitous gaming and live role-playing games (Falk and Davenport, 2004).…”

Section: Introductionmentioning

confidence: 99%

Serious Pervasive Games

Coelho

Rodrigues

Nóbrega

et al. 2020

Front. Comput. Sci.

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Serious Pervasive Games extend the magic circle (Huizinga, 1938) to the players' context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as "learning at the speed of need through formal, informal and social learning modalities" (Pontefract, 2013). The first case study-the BEACONING project-aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.

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Pervasive Games

Cited by 317 publications

References 0 publications

Alibis for Adult Play

Alibis for Adult Play

Ectodiegesis As Immersive Effect In Pervasive Games

Serious Pervasive Games

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