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Communicative 2.0 : video games and digital culture in the foreign language classroom

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dc.contributor.advisor Henry Jenkins. en_US
dc.contributor.author Purushotma, Ravi en_US
dc.contributor.other Massachusetts Institute of Technology. Dept. of Comparative Media Studies. en_US
dc.date.accessioned 2007-10-19T20:22:59Z
dc.date.available 2007-10-19T20:22:59Z
dc.date.copyright 2006 en_US
dc.date.issued 2006 en_US
dc.identifier.uri http://hdl.handle.net/1721.1/39145
dc.description Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006. en_US
dc.description.abstract I explore two core concepts in today's youth entertainment culture that will increasingly become central in future attempts to design affordable foreign language learning materials that hope to bridge the chasm between education and foreign popular culture. In the process, I outline a series of example applications that apply these concepts to developing rich foreign language materials -- starting with more experimental/long-term approaches such as using video game modding techniques to make language learning friendly video games and ending with more concrete, ready-to-go, applications like extending open source content management applications. The first concept I look at is that of "Remix culture." In short, Remix culture describes the way in which youth culture today more visibly orients itself around creating media by extracting component pieces from other people's media creations, then connecting them together to form something new. In the video game world this phenomena is more specifically termed 'modding.' In this process, amateur fans take a professional commercial game title and then modify it in creative ways that the original designers may not have considered. en_US
dc.description.abstract (cont.) Outside of video games, we see terms like "web 2.0" used to describe technologies that allow website viewers to play a role in authoring additions to the sites they are reading, or "mashups" where users use programming interfaces to rapidly create web content by mashing together pieces from different sources. The second emerging concept critical for curricular designers to follow is that of transmedia storytelling. Traditionally, one might assume a model in which distinct media forms are used to serve distinct cultural practices: television or novels tell stories, video games are for play, blogs for socializing and textbooks for learning. While initially this may have been the case, as each of the media forms above have evolved, they have expanded to cover multiple other cultural practices, often by extending across other media forms. By following the evolution of the interactions between these various media forms and activities within entertainment industries, we can find valuable insight when forecasting their possible interactions in the education industry. en_US
dc.description.statementofresponsibility by Ravi Purushotma. en_US
dc.format.extent 39 leaves en_US
dc.language.iso eng en_US
dc.publisher Massachusetts Institute of Technology en_US
dc.rights M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. en_US
dc.rights.uri http://dspace.mit.edu/handle/1721.1/7582
dc.subject Comparative Media Studies. en_US
dc.title Communicative 2.0 : video games and digital culture in the foreign language classroom en_US
dc.type Thesis en_US
dc.description.degree S.M. en_US
dc.contributor.department Massachusetts Institute of Technology. Dept. of Comparative Media Studies. en_US
dc.identifier.oclc 123348792 en_US


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