Impact of Gaming and Programming Affinities on Learning to Mod

• In Event: Roundtable Session 123
  In Roundtable Session: Constellation of Computational Literacy Practices in Learning Through Game Modding

Abstract

One of the dominant arguments in studies about learning through game modding has been about re-conceptualizing how we think about teaching and learning programming. Several studies have argued that acquisition of fluency in computational literacy can and ought to transcend learning mere formalisms in computer programming and, in fact, entails engaging in a wide range of highly complex digital production and literacy practices, such as debating and discussing competing designs or strategies for solving problems (Duncan & Gee, 2008), publishing and critiquing mods for an actively involved community of players (Squire & Giovanetto, 2008;), and managing highly collaborative projects of mod-production (Steinkuehler & Johnson, 2009, Hayes & King, 2009;). Yet, our current understandings about learning in participatory spaces like fan-based modding communities remain somewhat limited and are based on simplistic depiction of users as being producers, consumers, gamers or modders. On the contrary, however, online game modding communities are viewed as vibrant and open-ended that allow for unique opportunities to participate in varying capacities, pursuits or affinities (Gee, 2004, Hayes & Gee, 2009).

In this presentation I will argue that a mature theory of learning through game modding is informed by players’ perceptions about modding, impetus to mod and is contingent upon building an ongoing relationship with the modding community. I use the concept of affinity spaces (Gee, 2004) to theorize the typology of divergent modder identities in Civfanatics - one of the most popular fan sites of the game Civilization. The study is guided through cognitive ethnographic approaches to collect data (Hine, 2005; Markham, 2005; Squire & Giovanetto, 2008; Ward, 1999). I have remained a member of Civfanatics for over two years and have been actively involved Civfanatics, engaging in a range of activities including posting mods that I built and responding to forum posts regarding issues about modding tools or mods posted by other members and thus, been an informed modder (Atkinson & Hammersley, 1994). I draw on data from several sources including in-depth interviews (Seidman, 1991) of members of Civfanatics and their interactions on forums. In this study I investigate how players characterize mods and mod-production processes? How do modders with varying levels of technical expertise learn to mod and how do their primary motivations (or affinities) shape the way they perceive mod-production?

Using the typology I argue that players perceive modding in starkly distinct ways and while programming and gaming may come across as the two most apparent indictors of acquisition of expertise in modding, they are not illustrative enough to fully explain learning through modding. Players’ affinities guide them through varying routes of participation. I identify three kinds of participatory identities in this typology- a) mod-critic someone displaying an eclectic disposition in choosing mods to play, (b) “improv gamer” someone constantly striving to become a better player and (c) hobbyist programmer who is involved with the affinity space for possible mentorship from the community to learn to program.

Author

• Shree Durga Subramanian, Northeastern University