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Videogames and Sensory Theory: Enchantment in the 21st Century

Videogames and Sensory Theory: Enchantment in the 21st Century

Kaila Goode, Sheri Vasinda
Copyright: © 2023 |Pages: 22
ISBN13: 9781668475898|ISBN10: 1668475898|EISBN13: 9781668475904
DOI: 10.4018/978-1-6684-7589-8.ch004
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MLA

Goode, Kaila, and Sheri Vasinda. "Videogames and Sensory Theory: Enchantment in the 21st Century." Research Anthology on Game Design, Development, Usage, and Social Impact, edited by Information Resources Management Association, IGI Global, 2023, pp. 62-83. https://doi.org/10.4018/978-1-6684-7589-8.ch004

APA

Goode, K. & Vasinda, S. (2023). Videogames and Sensory Theory: Enchantment in the 21st Century. In I. Management Association (Ed.), Research Anthology on Game Design, Development, Usage, and Social Impact (pp. 62-83). IGI Global. https://doi.org/10.4018/978-1-6684-7589-8.ch004

Chicago

Goode, Kaila, and Sheri Vasinda. "Videogames and Sensory Theory: Enchantment in the 21st Century." In Research Anthology on Game Design, Development, Usage, and Social Impact, edited by Information Resources Management Association, 62-83. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7589-8.ch004

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Abstract

The act of playing video games is a multimodal experience, immersing the gamer in a sensorial experience in the digital world. Video games incorporate sensory literacies such as haptics, graphics, sound effects, music, auditory dialogue, visual text, and character movement. The sensory literacies allow gamers to connect the digital world to the physical world, becoming engrossed in the world and story of the video game. Thus, due to the multimodal and sensorial nature of video games, they have the potential to be a beneficial tool for increasing student engagement within the classroom and assisting students in further increasing literacy skills and content knowledge. In addition, a review of literature of classroom use of video games as an instructional tool found increased engagement, use of video games as texts, cross-literacies that supported traditional literacy processes and skills.

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