Leveraging Interactions in Board Game Spaces for Digital Environments

• In Event: A.I. and Equity: Perspectives on Supporting Black Youth to Thrive in the Digital World

Abstract

Objectives
This research examines how interactions in board game environments can inform interactions in digital environments. In a world increasingly driven by technology; where most interactions are and can be mediated by technology; finding ways to make interactions in digital spaces seamless and productive has been of interest to researchers in the last decades.
Theoretical perspectives
Indeed, recent research on digital environments indicates that technologies drawing from natural and social interactions, that is, non-digital interactions and settings, democratizes participation in digital environments, and creates more participation (Borba & Zuffo, 2016). In other words, technologies that simulate or emulate natural interactions, that is, interactions in non-digital worlds produce better digital interactions in digital spaces (Bluff & Johnston, 2017). Technologies such as augmented reality (AR) draw on social interactions to support collaboration and increase learners' engagement and participation (Galani & Clarke, 2019; Tscholl & Lindgren, 2014). However, interactions in digital spaces have not been inclusive for all people, and especially for Black people (Olson & LaPoe, 2018).
Methods and Data Sources
This micro-ethnographic study uses observations, semi-structured interviews, and video recordings of the gameplay of the African board game Songo to understand how interactions its gameplay enables can be leveraged into digital environments.
Findings
The findings show that Songo board gameplay enables various forms of interactions that create space for all irrespective of their cultural, social, or economic background to participate or interact. For instance, interactions in Songo board gameplay include collaborative criticism and distributed scaffolding, which enables players to receive support while participating in the gameplay (Author, 2019). The study further explains these various forms of interactions can enhance the digital experiences of Black people, and particularly Black students. For instance, distributed scaffolding, which is the process by the audience to assist players in the gameplay using multiple sources such as body language, gesture, and conversation (Author, 2019). This form of interaction in the digital environment can provide Black learners with the support needed to freely interact and benefit from digital environments (Author, 2019). It can also facilitate the development of online communities, which are, according to research, critical for safe, supportive, and inclusive digital interactions, and learning (Blayone et al., 2017; Saker et al., 2019).
Significance
The author builds on Songo board gameplay interactions to expand on ways that encourage digital discussions, promote democracy, possibilities, and reduce barriers to effective digital discussions focused on ending anti-Black racism. The author will also discuss implications for the design of online learning spaces and technologies for learning and teaching.

Author

• Rebecca Y. Bayeck, Utah State University