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Gamer Talk: Becoming Impenetrably Efficient

Gamer Talk: Becoming Impenetrably Efficient

Matthew Sharritt, R. Kelly Aune, Daniel D. Suthers
Copyright: © 2011 |Pages: 19
ISBN13: 9781609605674|ISBN10: 1609605675|EISBN13: 9781609605681
DOI: 10.4018/978-1-60960-567-4.ch016
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MLA

Sharritt, Matthew, et al. "Gamer Talk: Becoming Impenetrably Efficient." Business, Technological, and Social Dimensions of Computer Games: Multidisciplinary Developments, edited by Maria Manuela Cruz-Cunha, et al., IGI Global, 2011, pp. 252-270. https://doi.org/10.4018/978-1-60960-567-4.ch016

APA

Sharritt, M., Aune, R. K., & Suthers, D. D. (2011). Gamer Talk: Becoming Impenetrably Efficient. In M. Cruz-Cunha, V. Varvalho, & P. Tavares (Eds.), Business, Technological, and Social Dimensions of Computer Games: Multidisciplinary Developments (pp. 252-270). IGI Global. https://doi.org/10.4018/978-1-60960-567-4.ch016

Chicago

Sharritt, Matthew, R. Kelly Aune, and Daniel D. Suthers. "Gamer Talk: Becoming Impenetrably Efficient." In Business, Technological, and Social Dimensions of Computer Games: Multidisciplinary Developments, edited by Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, and Paula Tavares, 252-270. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-567-4.ch016

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Abstract

A qualitative case study of student game play is presented, describing how game player communication becomes increasingly complex, efficient, and impenetrable by those who have not actively played the game. Transcripts of gathered video tape reveal how student ‘gamer talk’ became increasingly implicit, using terminology provided by the game and their shared context of playing the game. Over time, communication among game player group members generally became more efficient and less penetrable by members outside the group (such as new players), as players engaged in culture-building activities around their shared context. However, players occasionally became more explicit in their communication when grounding was required to reach shared meaning, such as in instances where players disagreed on the purpose of a particular game feature or strategy. Finally, implications are offered to suggest ways in which gamer cultures can be made more accessible to game designers and those guiding classroom interactions.

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