Weimin Toh – författare

This volume puts forth an original theoretical framework, the ludonarrative model, for studying video games which foregrounds the empirical study of the player experience. The book provides a comprehensive introduction to and description of the model, which draws on theoretical frameworks from multimodal discourse analysis, game studies, and social semiotics, and its development out of participant observation and qualitative interviews from the empirical study of a group of players. The volume then applies this approach to shed light on how players’ experiences in a game influence how they understand and make use of game components in order to progress its narrative. The book concludes with a frame by frame analysis of a popular game to demonstrate the model’s principles in action and its subsequent broader applicability to analyzing video game interaction and design. Offering a new way forward for video game research, this volume is key reading for students and scholars in multimodality, discourse analysis, game studies, interactive storytelling, and new media.

This volume puts forth an original theoretical framework, the ludonarrative model, for studying video games which foregrounds the empirical study of the player experience. The book provides a comprehensive introduction to and description of the model, which draws on theoretical frameworks from multimodal discourse analysis, game studies, and social semiotics, and its development out of participant observation and qualitative interviews from the empirical study of a group of players. The volume then applies this approach to shed light on how players’ experiences in a game influence how they understand and make use of game components in order to progress its narrative. The book concludes with a frame by frame analysis of a popular game to demonstrate the model’s principles in action and its subsequent broader applicability to analyzing video game interaction and design. Offering a new way forward for video game research, this volume is key reading for students and scholars in multimodality, discourse analysis, game studies, interactive storytelling, and new media.

In this book, Lim and Toh explore digital play and children’s instinctive way of exploring the world to bring together research on digital play and learning, and unite game-based learning with multimodality and social semiotics. Digital play opens up immersive and interactive worlds where children can engage with complex problems, craft stories, and experiment with ideas in ways that often go beyond what’s in physical play alone. The book’s chapters explore the varied ways in which digital play can promote learning. The authors argue that it is timely for us to reflect on the value of digital play for learning; that it can foster literacy development as well as promote growth in the affective domain. They propose considerations, frameworks and approaches in digital play to inform the design of students’ learning experiences and examine ways in which digital play can be integrated into teaching and learning. This book covers a topic which is both relevant and urgent in today’s digital age. Of interest to anyone involved in designing learning with digital play, this volume will be of particular value to students and scholars in education, curriculum design, pedagogy, as well as multimodality.

In this book, Lim and Toh explore digital play and children's instinctive way of exploring the world to bring together research on digital play and learning, and unite game-based learning with multimodality and social semiotics. Digital play opens up immersive and interactive worlds where children can engage with complex problems, craft stories, and experiment with ideas in ways that often go beyond what's in physical play alone. The book's chapters explore the varied ways in which digital play can promote learning. The authors argue that it is timely for us to reflect on the value of digital play for learning; that it can foster literacy development as well as promote growth in the affective domain. They propose considerations, frameworks and approaches in digital play to inform the design of students' learning experiences and examine ways in which digital play can be integrated into teaching and learning. This book covers a topic which is both relevant and urgent in today's digital age. Of interest to anyone involved in designing learning with digital play, this volume will be of particular value to students and scholars in education, curriculum design, pedagogy, as well as multimodality.

In this book, Lim and Toh explore digital play and children's instinctive way of exploring the world to bring together research on digital play and learning, and unite game-based learning with multimodality and social semiotics. Digital play opens up immersive and interactive worlds where children can engage with complex problems, craft stories, and experiment with ideas in ways that often go beyond what's in physical play alone. The book's chapters explore the varied ways in which digital play can promote learning. The authors argue that it is timely for us to reflect on the value of digital play for learning; that it can foster literacy development as well as promote growth in the affective domain. They propose considerations, frameworks and approaches in digital play to inform the design of students' learning experiences and examine ways in which digital play can be integrated into teaching and learning. This book covers a topic which is both relevant and urgent in today's digital age. Of interest to anyone involved in designing learning with digital play, this volume will be of particular value to students and scholars in education, curriculum design, pedagogy, as well as multimodality.