Annotated Bibliography

1916 Rising MindMap
Sources; Coggle.it

Coggle MindMap
Sources; Coggle.it

In this blog I will be discussing five different articles that relate to the chosen genre of game that I will be doing for the Multimedia project.  I will be citing five articles that discuss topics that are relevant to the game that I will be doing for the project.  These will be brief, descriptive annotations of the each article to inform the reader of the relevance, accuracy, and quality of the sources cited. The mind map above (1) was done in relation to the game that I will be working on with the group.

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Ellen Wolock, (2004) "Violence in video games", Young Consumers, Vol. 5 Issue: 3, pp.53-58, https://doi.org/10.1108/17473610410814256 Permanent link to this document: https://doi.org/10.1108/17473610410814256

The article discusses whether playing video games can have a negative effect on children or not.  The article discusses points that suggest that when children play video games, that they can become more aggressive, possibly violent and have a bad attitude in general.  The author of the article suggests that there is not enough evidence done in support of this.  The author makes a good point in the article that you have to look at human nature because aggression is part of human nature and is not necessarily caused by paying video games. The article talks about this point where it saids, "It has been argued that children (boys in particular) even go through stages of aggression during development that reach their peak in adolescence (James Twitchell, Preposterous Violence).  It seems that violence is a part of existence – we can limit its gratuitous display, but we can’t eliminate it."

Original article can be found here:

Ellen Wolock - Children's Software & New Media Institute.

http://childrenstech.com/blog/archives/13489

Sabina Gumulak, Sheila Webber, (2011) "Playing video games: learning and information literacy", Aslib Proceedings, Vol. 63 Issue: 2/3, pp.241-255, https://doi.org/10.1108/00012531111135682 Permanent link to this document: https://doi.org/10.1108/00012531111135682

This article discusses what motivates young people to play video games, and to what degree video games are perceived as facilitating learning and information literacy.  The article presents findings on the role of video games in terms or information literacy from a qualitative investigation into young people’s use of video games in the North of England (Gumulak, 2009).  The article suggests that young people play video games to be challenged and entertained.  The article found that people enjoyed playing game that they were able to connect with or things that they can do in real life.  After investigation into this topic ad idea, it was found that people do learn from gaming and that what they learned could be used in their daily lives and in school.   In conclusion the article stated that, "In summary, this study produced results which correlated with previous studies in identifying that young people perceive they can learn from playing video games, and that they interact with a variety of textual sources to solve gaming problems.  It has made a particular contribution by delving more deeply into young people’s gaming preferences, and in investigating their information literacy with video games."

Original article can be found here:

Sabina Gumulak- Doncaster Libraries, Doncaster, UK

Sheila Webber- Information School, The University of Sheffield, Sheffield, UK

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Trevor Owens, (2011) "Social videogame creation: lessons from RPG Maker", On the Horizon, Vol. 19 Issue: 1, pp.52-61, https:// doi.org/10.1108/10748121111107708 Permanent link to this document: https://doi.org/10.1108/10748121111107708

The article aims to examine the online community sites that are devoted to RPG Maker, an inexpensive software for creating role-playing video games, have emerged as spaces where young people are developing valuable competencies with digital media.  The article suggests that this is a community for young people and that it is perhaps a good resource to use.  There is a suggestion that these are not helpful resources but the article argues against that.  It says that this is when young people are first exposed to programming.  The article analyses the different types of communities within the forums and the members of the communities are asked questions.  Their responses are quite telling, they state that they are open for everyone including newbies to highly skilled and experienced programmers.   The article also discusses the divisions in the community where, people will spend a lot of time within these certain communities and they will develop 'inside groups', this is where people tend to exclude others and only remain in these 'inside groups'.  The article goes on to state that, "One could argue the community does not have much to teach creators of sophisticated digital learning environments or software for supporting learning online.  However, as the previous analysis suggests, there are some very significant kinds of learning occurring in this space."

Lynn Vos, Ross Brennan, (2010) "Marketing simulation games: student and lecturer perspectives", Marketing Intelligence & Planning, Vol. 28 Issue: 7, pp.882-897, https:// doi.org/10.1108/02634501011086472 Permanent link to this document: https://doi.org/10.1108/02634501011086472

The article discusses marketing simulation games and how they have been far from exploited at this point.  From the studies and research that has been conducted as of yet the results have shown that students find them engaging and that are effective when it comes to learning.  The article shows examples of experiments and research studies that were conducted and their results.  The article states that, "Simulation games are not an undiscovered educational technique. Nevertheless, we believe that the potential educational contribution of marketing simulation games has been far from fully exploited.  In particular, from our own practice, we have observed that this is one of the most effective tools for engaging students actively in the learning experience." 

Lynn Vos- Middlesex University, London, UK

Ross Brennan- Middlesex University, London,UK

There is meant to another citation but I have spent enough time discussing these articles therefore there will only be four citations instead of five.  All text is written in Times New Roman and in size 12pt but blogger adjusts it when posted, therefore blog will appear as if it doesn't meet the requirements but they have been implemented. 

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