Presenza e virtualizzazione del corpo nel "nuovo mondo multi-schermo"

Journal title EDUCAZIONE SENTIMENTALE
Author/s Luca Mori
Publishing Year 2013 Issue 2013/20 Language Italian
Pages 14 P. 53-66 File size 669 KB
DOI 10.3280/EDS2013-020006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Presence and virtualization of the body in "the new multiscreen world". Emphasizing the way in which the last generation of video games expressly involves the body, this paper deals with the transformation of the "sense of presence" in the video game player’s flow. Taking into account a didactic project carried out with children aged 7-10 years, the proposed hypothesis is that the video games, and more generally all the processes of virtualization, give rise to unusual dynamics of structural coupling between bodies and multimodal sensory impressions generated by computers. This fact has important implications for the way we learn and become human: implications that have not yet been adequately studied.

Keywords: Body, immersion, sense of presence, video games, virtualization.

  1. Cardullo F.M. (1991). An assessment of the importance of motion cuing based on the relationship between simulated aircrafts dynamics and pilot performance: A review of the literature. AIAA Flight Simulation Technologies Conference, New York: American Institute of Aeronautics and Astronautics, pp. 436-447.
  2. de Martino E. (1948; 2000). Il mondo magico. Prolegomeni a una storia del magismo. Torino: Bollati Boringhieri.
  3. Gopher D. (2011). Skill training in multimodal virtual environment. In: Bergamasco M., Bardy B., Carrillo A.R. e Gutiérrez T., editors, Skill Learning and Virtual Environments. Pisa: Mnemosyne, pp. 8-15.
  4. Jennett C., Cox A.L., Cairns P., Dhoparee S., Epps A., Tijs T. e Walton A. (2008). Measuring and Defining the Experience of Immersion in Games. International Journal of Human-Computer Studies, 66, 9: 641-661, DOI: 10.1016/j.ijhcs.2008.04.004
  5. Kaiser M.K. e Schroeder J.A. (2003). Flights of fancy: the art and science of flight simulation. In: Tsang P. M. e Vidulich M. A., editors, Principles and practice of aviation psychology. Mahwah: Lawrence Erlbaum.
  6. Min Lee K. e Peng W. (2006). What Do We Know About Social and Psychological Effects of Computer Games? A Comprehensive Review of the Current Literature. In: Vorderer, P. e Bryant J., editors, Playing Video Games. Motives, Responses, and Consequences, Mahwah: Lawrence Erlbaum Associates, pp. 383-407.
  7. Nozick R. (1974). Anarchy, State, and Utopia. Oxford: Basil Blackwell. Trad. it. Anarchia, stato e utopia. Milano: Il Saggiatore, 2008.
  8. Olson C.K. (2010). Children’s Motivations for Video Game Play in the Context of Normal Development. Review of General Psychology, 14, 2: 180-187, DOI: 10.1037/a0018984
  9. Plantiga C. (2009). Moving Viewers: American Film and the Spectator’s Experience. Berkeley: University of California Press.
  10. Plessner H. (1970). Anthropologie der Sinne, in Id., Gesammelte Schriften, Bd. III. Frankfurt a. M.: Suhrkamp, 1980-1985.
  11. Przybylski A.K., Weinstein N., Murayama K., Lynch M.F. e Ryan R.M. (2012). The Ideal Self at Play: The Appeal of Video Games That Let You Be All You Can Be. Psychological Science, 23, 1: 69-76, DOI: 10.1177/0956797611418676
  12. Rigby S. e Ryan R.M. (2011). Glued to Games: How Video Games Draw Us in and Hold Us Spellbound. Santa Barbara: Praeger.
  13. Ruffaldi E., Filippeschi A., Avizzano C.A., Bardi B., Gopher D. e Bergamasco M. (2011). Feedback, Affordances, and Accelerators for Training Sports in Virtual Environments. Presence, 20, 1: 33-46, DOI: 10.1162/pres_a_00034
  14. Russo A., a cura di (1978). Scettici antichi. Torino: UTET.
  15. Russo M. (2007). Al confine. Escursioni sulla condizione umana. Milano: Mimesis.
  16. Ryan R.M., Rigby C.S. e Przybylski A.K. (2006). The motivational pull of videogames: A self-determination theory approach. Motivation and Emotion, 30: 347-364, DOI: 10.1007/s11031-006-9051-8
  17. Sanchez-Vives M.V. e Slater M. (2005). From Presence to Consciousness through virtual reality. Nature Reviews, 6: 332-339, DOI: 10.1038/nrn1651
  18. Stendhal (1822). Racine et Shakespeare. Trad. it.: Racine e Shakespeare (1822) e altri scritti sull’illusione, a cura di Luca Mori. Pisa: ETS.
  19. Stern D.N. (1985; 2006) The Interpersonal World of the Infant. A View from Psychoanalysis and developmental Psychology. London: Karnac. Trad. it.: Il mondo interpersonale del bambino. Torino: Bollati Boringhieri, 1987.
  20. Turkle, S. (2012). Alone Together: Why We Expect More from Technology and Less from Each Other. New York: Basic Books, 2011. Trad. it.: Insieme ma soli. Perché ci aspettiamo sempre più dalla tecnologia e sempre meno dagli altri. Torino: Codice Edizioni.
  21. von Salisch M., Oppl C. e Kristen A. (2006). What Attracts Children?. In: Vorderer P. e Bryant J., editors, Playing Video Games. Motives, Responses, and Consequences. Mahwah: Lawrence Erlbaum Associates, pp. 170-190.
  22. Weller J.M. (2004). Simulation in undergraduate medical education: bridging the gap between theory and practice. Medical Education, 30: 32-38, DOI: 10.1111/j.1365-2923.2004.01739.x
  23. Winnicott D.W. (1971). Playing and reality. Tavistock Publications: London. Trad. it.: Gioco e realtà. Roma: Armando, 1974.

Luca Mori, Presenza e virtualizzazione del corpo nel "nuovo mondo multi-schermo" in "EDUCAZIONE SENTIMENTALE" 20/2013, pp 53-66, DOI: 10.3280/EDS2013-020006