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dc.contributor.authorSchofield, Andrew
dc.date.accessioned2019-04-22T16:10:20Z
dc.date.available2019-04-22T16:10:20Z
dc.date.issued2018
dc.identifier.otherW Thesis 1550
dc.identifier.urihttp://hdl.handle.net/11040/24569
dc.descriptionii, 174 leaves: color illustrations.
dc.descriptionIncludes bibliographical references: leaves 167-174.
dc.description.abstractOver the past two decades game studies has been able to come into its own, yet our understanding of video games is still limited and plagued by misunderstandings and miseducation. In particular, mass media and society continually privilege other mediums and texts as more capable as educational and developmental tools, particularly when it comes to morality, while decrying video games on the whole. This thesis seeks to understand the capabilities of games for moral education and identity-based development by examining the moral and ethical complexities embedded in many games, namely their narratives. Using Activity Theory, the understanding of moral development via video games becomes clearer as we can more easily understand and observe the factors that go into constructing a moral identity from both internal and external structures. This thesis analyzes three games, Spec Ops: The Line; Fallout: New Vegas; and Papers, Please, for their significance as mediating, cultural tools for players’ moral edification and exploration.en_US
dc.description.tableofcontentsAcknowledgements -- Abstract -- List of figures -- Introduction -- Activity theory as a theoretical framework for games -- Understanding video games as texts -- Designed experiences, learning, and moral imperatives -- Textual studies -- Conclusion -- Appendix -- Works cited
dc.language.isoen_USen_US
dc.publisherWheaton College (MA).en_US
dc.subjectUndergraduate research.en_US
dc.subjectUndergraduate thesis.en_US
dc.subject.lcshVideo games -- Moral and ethical aspects.
dc.subject.lcshVideo games -- Philosophy.
dc.subject.lcshVideo games -- Study and teaching.
dc.subject.lcshAction theory.
dc.titlePlaygrounds for the self: video game narratives’ effect on moral identity.en_US
dc.typeThesisen_US


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