This thesis is a theoretical speculation on the ongoing phenomena of contamination, exchange and influence between cinema and video games, within the wide process of digitization which started in the last decade of the XX century and since then has been affecting the whole audiovisual mediascape, in order to verify opportunities, feasibility and suitability related to the possibility of introducing video games in their complexity in school as an innovative approach to film education delivered to the so called digital natives (Prensky, 2001). The current post-scholastic condition, which Ruggero Eugeni (2015) defines as the result of the deep impact of digital media on the field of education, represents the right place where to reflect on the effectiveness of some new learning methodologies based on the concepts of participatory culture, as pointed out by Henry Jenkins (2010). By attempting to face the challenges that the recent Italian school reform, known as “the Good School”, raises in relation to the extension and update of curricula and the rethinking of learning processes, the latter marked by the central position of students in light of new media pervasiveness which more and more characterizes people’s life, this study will try to view the relation between cinema and video games from an educational perspective: by reflecting on the concept of play in its complexity and adopting the framework of game-based learning according to James Paul Gee (2013), it will be possible to develop a hypothesis of film education able to follow the guidelines of A Framework for Film Education by British Film Institute (2015).

L’IPOTESI MACHINIMA. PER UN’IDEA DI FILM EDUCATION NELL’EPOCA POSTMEDIALE

ATZORI, MASSIMO
2022

Abstract

This thesis is a theoretical speculation on the ongoing phenomena of contamination, exchange and influence between cinema and video games, within the wide process of digitization which started in the last decade of the XX century and since then has been affecting the whole audiovisual mediascape, in order to verify opportunities, feasibility and suitability related to the possibility of introducing video games in their complexity in school as an innovative approach to film education delivered to the so called digital natives (Prensky, 2001). The current post-scholastic condition, which Ruggero Eugeni (2015) defines as the result of the deep impact of digital media on the field of education, represents the right place where to reflect on the effectiveness of some new learning methodologies based on the concepts of participatory culture, as pointed out by Henry Jenkins (2010). By attempting to face the challenges that the recent Italian school reform, known as “the Good School”, raises in relation to the extension and update of curricula and the rethinking of learning processes, the latter marked by the central position of students in light of new media pervasiveness which more and more characterizes people’s life, this study will try to view the relation between cinema and video games from an educational perspective: by reflecting on the concept of play in its complexity and adopting the framework of game-based learning according to James Paul Gee (2013), it will be possible to develop a hypothesis of film education able to follow the guidelines of A Framework for Film Education by British Film Institute (2015).
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Descrizione: L’ipotesi machinima. Per un'idea di film education nell’epoca postmediale
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/334273
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