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Chapter 14 - From Videogames to Work: Interactive Languages and 3D Environments As Refernce Models In Tomorrow’s Professions.


Abstract


Video games offer users very intense and advanced digital experiences, with a high degree of involvement of manual and sometimes bodily eye coordination. These are often very technologically advanced applications, which take full advantage of the available hardware, to the point of being one of the main drivers for the evolution of the processors. 

This remarkable level of technology can be used as a propaedeutic for professional tools that students can use in the future. Video games develop students' familiarity with some of the features they may encounter in their future work: simulation, manipulation of three-dimensional objects, speed of execution of some commands, storage of keyboard functions, programming rudiments. The current spread of Augmented Reality and Virtual applications has been anticipated by video games, which have accustomed users to manage avatars, to move in virtual environments, to interact with digital objects. The category of the Nerd, who is typically a user of video games, is very familiar with the technology, which will help him find work if this path is supported and guided in the school.
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Introduction


Among the features listed mainly by Huizinga and Caillois, and then regularly mentioned again, several are inherently opposed to the concept of work: the “freely agreed rules” or the freedom to start and finish a game, its  gratuitous nature and lack of productivity, or the fact that it is “autotelic” and has no other goal but its own enactment.. [1]

The traditional contrast between play and work, indicated by Emanuelle Savignac in the thought of Huizinga and Caillois (Savignac, 2016), is now in crisis due to the digital transformation, which, with the affirmation of artificial intelligence, revolutionizes the man-machine relationship and the very nature of work, eliminating most existing professions and imposing new ones. Many of them show surprising affinities with the gaming experience.

The evolution of digital civilization, with the propagation of technologies now pervasive in every phase of life, from childhood to the formation of so-called millennials, and then in all ages and all professions, cannot ignore one of the main sectors of the cultural industry, video games. The cultural importance of video games is also increasingly recognized at university level, with the entry of the subject in the academic field and with the proliferation of scientific publications on the subject.
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The Theoretical Framework


Conclusions


Video games are complex digital systems, which use sophisticated simulators, artificial intelligence solutions, configurators, avatars, actions in coexistence online. These advanced features, created by teams of specialized programmers, now dedicated to games, will soon be common in the real world and in many professional fields. So it's a good idea to think of video games as a tool for tomorrow's professions. It can now be said that many of the skills that can be acquired in video games could become fundamental for many professionals in the coming years.
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Bibliographical references

Practical Activities

Case Scenarios

Assessment Activity





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The V4T - Videogames 4 Teachers project © 2018