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‘In the game’? Embodied
Subjectivity in Gaming
Environments
Dr. Robert Farrow
The Philosophy of Computer Games Conference,
Madrid, January 2012
The Open University's Institute of Educational Technology
Tendencies in Games Design
• Digital interactions are increasingly using more/all of the
  body as a control device
• Human-computer interaction increasingly based on natural or
  mimetic forms of movement
• Increasing accessibility by lowering learning threshold
• Convergence between everyday bodily actions and activity
  within digital environments


                    The Open University's Institute of Educational Technology
The Open University's Institute of Educational Technology
Whole Body Interaction
•   Motion sensors
•   Gesture recognition                                                Should we use the
•   Natural user interface                                             language of
•   Facial/vocal recognition                                           ‘embodiment?’
•   Touchless interfaces




                       The Open University's Institute of Educational Technology
‘Embodied’ Interactions
• “Offer control devices that allow for a more natural type of
  interaction”
• Guitar Hero “facilitates the feeling of presence in the digital
  environment” and helps provide a “stronger affective
  experience”

                   Bianchi-Berthouze, Kim and Patel (2007:102)


                      The Open University's Institute of Educational Technology
Presence, Habit & Learning
• The anti-representational (i.e. anti-Cartesian) turn (Dourish,
  2001; Dreyfus 1996)
• Dreyfus (1998; 2001) argues that we can only progress beyond
  rote learning in digital environments when we experience ‘full-
  bodied presence’
• Is presence is what makes us care about success/failure?
• Action as habit, acquired through experience of the world:
  knowledge in the hands” (Merleau-Ponty, 1962)
• Better games, better learning within and through games
                     The Open University's Institute of Educational Technology
Embodiment: Perspectives
• During play, we employ virtual, surrogate bodies, “taking a projective
  stance” (Gee, 2008)
• “Total immersion is presence” (Brown and Cairns, 2004)
• Immersion, engagement or presence? (McMahan, 2003)
• Bayliss (2007:5) argues “though the sense of ‘being there’ may seem to
  be a direct experience of the game-world for the sufficiently competent
  player, it is intrinsically mediated by the complex relationship between
  the player and their locus of manipulation, a relationship based on the
  distinction between embodiment as a state of being and embodying as
  an act.” .

                         The Open University's Institute of Educational Technology
Embodiment: Incorporation
• The “metaphor of immersion as deep absorption *has
  become] conflated with a metaphor of immersion as
  traversable space habitation”. We should speak of
  incorporation as a precondition for the sense of inhabiting a
  digital world
• Incorporation: “the subjective experience of inhabiting a
  virtual environment facilitated by the potential to act
  meaningfully within it while being present to others.”
                                           (Calleja, 2007; 2011)
                      The Open University's Institute of Educational Technology
Examples
Half Life (1998)




The Open University's Institute of Educational Technology
Medal of Honor (1999/2010)




The Open University's Institute of Educational Technology
The Legend of Zelda:
Skyward Sword (2011)




              The Open University's Institute of Educational Technology
Ōkami (2008)
Rez (2001)




             The Open University's Institute of Educational Technology
Flower (2009)
The Open University's Institute of Educational Technology
Avatars and Digital Worlds
• Talk of embodiment is more plausible when dealing with
  certain kinds of games
        – 3D games with avatars
        – Virtual Reality
• Some avatars are more ‘human’ than others
• Some games don’t have avatars at all
• Are there limits to digital embodiment? If so, what are they?


                     The Open University's Institute of Educational Technology
Thesis
• We need better ways of understanding and describing the
  experience of game play and activity within digital worlds
• This line of thought is developed here with reference to
  Merleau-Ponty’s Phenomenology of Perception (nb. Dourish,
  2001; Crick, 2011; Calleja, 2011)
         – Touching and being-touched
         – Virtual Polymorphism
         – Intersubjectivity/Lebenswelt

                    The Open University's Institute of Educational Technology
Phenomenology of Perception (i/iv)
Why Merleau-Ponty?
• Many theorists in both HCI and games research have used
  Merleau-Ponty to explore issues around embodiment
• Emphasis on the centrality of the body and the embodied
  nature of human experience
• The sensory information we receive from the body enables us
  to place ourselves in “a world of implicit relations and
  movements”



                    The Open University's Institute of Educational Technology
Phenomenology of Perception (ii/iv)
Touchant-touché
• We cannot touch ourselves or others without becoming
  aware of our own corporeality, our capacity to be touched
• The dual-aspect of touching and being touched is part of the
  primordial experience of human subjectivity
• Bodies within game worlds cannot conform to this duality
• Asymmetrical relationship between the touch of the game
  player and the digital world


                     The Open University's Institute of Educational Technology
Phenomenology of Perception (iii/iv)
Virtual Polymorphism
• Incorporation of technology into the perception of the body
  (Grosz, 1994; Murray, 1999)
• Mimetic game interfaces are designed to facilitate this sense
  of polymorphism through incorporation of controllers and
  avatars into the phenomenological body
• Contra Crick (2011) embodiment is a necessary feature of all
  human activity: implied distinction between
  embodied/cerebral experiences is unsafe

                     The Open University's Institute of Educational Technology
Phenomenology of Perception (iv/iv)
Intersubjective Lifeworlds
• Action and perception are intertwined with one’s existential
  condition (nb. Stimmung)
• Embodiment is bound up with practical context
• Embodiment is also a source of meaning
• Tetris might present a visually coherent representation of
  space, but there’s no intrinsic meaning in destroying blocks




                     The Open University's Institute of Educational Technology
LA Noire (2011)

                  The Open University's Institute of Educational Technology
• Convincing characters
                               • Compelling narratives
                               • Moral ambiguity
Heavy Rain -                  image of bodily movements
                               • Mimicry




 Heavy Rain (2010)
             The Open University's Institute of Educational Technology
Mass Effect 2 (2011)

• Lasting consequences to choices
• Detailed worlds, cultures
Mass Effect - image
• Investment




              The Open University's Institute of Educational Technology
I finally realized the problem I was having with Skyrim: It felt
soulless. I may as well have killed Agnis and taken her stuff,
because what did it matter whether she was there or not? I
suspected that nothing I did would ever matter,and that has
been my experience as I’ve progressed through the game.
Skyrim is a huge world drawn with a level of detail that entices
us to lose ourselves there, and is filled with things to do,
enough to keep us occupied probably for years. But it also
feels empty and pointless.

Skyrim (2011)                                                                  Scimea (2011)

                   The Open University's Institute of Educational Technology
Dark Souls profoundly understands online play’s defining
feature: humanity. Though there’s an in-game mechanic that
Dark Souls (Graphic)
shares the name (a typically deft touch, blending concept and
lore), the focus is always on others. Dark Souls’ multiplayer
runs alongside its single player, but not always in parallel:
asynchronous messages left for you offer hints or tricks, while
bloodstains and ghosts flicker in and out of reality. The key is
its tightly controlled feature set: with no voice chat and no
friends, this lonely world is kept permanently lonely.

 Dark Souls (2011)                               Edge, Best Online Experience 2011

                The Open University's Institute of Educational Technology
Shadow of the Colossus (2005)
               The Open University's Institute of Educational Technology
Conclusion
• Technologies and interfaces which promote using more of
  the body than just the hands to interact with digital worlds
  do not necessarily promote a sense of ‘embodiment’
• There is more to authentic embodiment in a game world than
  an autogenic, mimetic or intuitive user interface
• One limit to digital embodiment may be the non-reflexive
  nature of touch in game worlds



                    The Open University's Institute of Educational Technology
Conclusion
• A more immersive or authentic sense of embodiment within
  digital worlds may be more to do with a convincing,
  meaningful world within which the player has a sense of
  choice and responsibility
• Digital forms of embodiment are never primordial, and are
  predicated on physical embodiment
• Phenomenological descriptions based on the concept of
  embodiment can inform the design of gaming and virtual
  learning environments
                    The Open University's Institute of Educational Technology
Robert Farrow
r.j.farrow@open.ac.uk
flavors.me/philosopher1978

Jo Iacovides
i.iacovides@open.ac.uk
joiacovides.blogspot.com
Institute of Educational Technology
The Open University
Walton Hall
Milton Keynes
MK7 6AA
www.open.ac.uk/iet

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In The Game

  • 1. ‘In the game’? Embodied Subjectivity in Gaming Environments Dr. Robert Farrow The Philosophy of Computer Games Conference, Madrid, January 2012
  • 2. The Open University's Institute of Educational Technology
  • 3. Tendencies in Games Design • Digital interactions are increasingly using more/all of the body as a control device • Human-computer interaction increasingly based on natural or mimetic forms of movement • Increasing accessibility by lowering learning threshold • Convergence between everyday bodily actions and activity within digital environments The Open University's Institute of Educational Technology
  • 4. The Open University's Institute of Educational Technology
  • 5. Whole Body Interaction • Motion sensors • Gesture recognition Should we use the • Natural user interface language of • Facial/vocal recognition ‘embodiment?’ • Touchless interfaces The Open University's Institute of Educational Technology
  • 6. ‘Embodied’ Interactions • “Offer control devices that allow for a more natural type of interaction” • Guitar Hero “facilitates the feeling of presence in the digital environment” and helps provide a “stronger affective experience” Bianchi-Berthouze, Kim and Patel (2007:102) The Open University's Institute of Educational Technology
  • 7. Presence, Habit & Learning • The anti-representational (i.e. anti-Cartesian) turn (Dourish, 2001; Dreyfus 1996) • Dreyfus (1998; 2001) argues that we can only progress beyond rote learning in digital environments when we experience ‘full- bodied presence’ • Is presence is what makes us care about success/failure? • Action as habit, acquired through experience of the world: knowledge in the hands” (Merleau-Ponty, 1962) • Better games, better learning within and through games The Open University's Institute of Educational Technology
  • 8. Embodiment: Perspectives • During play, we employ virtual, surrogate bodies, “taking a projective stance” (Gee, 2008) • “Total immersion is presence” (Brown and Cairns, 2004) • Immersion, engagement or presence? (McMahan, 2003) • Bayliss (2007:5) argues “though the sense of ‘being there’ may seem to be a direct experience of the game-world for the sufficiently competent player, it is intrinsically mediated by the complex relationship between the player and their locus of manipulation, a relationship based on the distinction between embodiment as a state of being and embodying as an act.” . The Open University's Institute of Educational Technology
  • 9. Embodiment: Incorporation • The “metaphor of immersion as deep absorption *has become] conflated with a metaphor of immersion as traversable space habitation”. We should speak of incorporation as a precondition for the sense of inhabiting a digital world • Incorporation: “the subjective experience of inhabiting a virtual environment facilitated by the potential to act meaningfully within it while being present to others.” (Calleja, 2007; 2011) The Open University's Institute of Educational Technology
  • 11. Half Life (1998) The Open University's Institute of Educational Technology
  • 12. Medal of Honor (1999/2010) The Open University's Institute of Educational Technology
  • 13. The Legend of Zelda: Skyward Sword (2011) The Open University's Institute of Educational Technology
  • 15. Rez (2001) The Open University's Institute of Educational Technology
  • 16. Flower (2009) The Open University's Institute of Educational Technology
  • 17. Avatars and Digital Worlds • Talk of embodiment is more plausible when dealing with certain kinds of games – 3D games with avatars – Virtual Reality • Some avatars are more ‘human’ than others • Some games don’t have avatars at all • Are there limits to digital embodiment? If so, what are they? The Open University's Institute of Educational Technology
  • 18. Thesis • We need better ways of understanding and describing the experience of game play and activity within digital worlds • This line of thought is developed here with reference to Merleau-Ponty’s Phenomenology of Perception (nb. Dourish, 2001; Crick, 2011; Calleja, 2011) – Touching and being-touched – Virtual Polymorphism – Intersubjectivity/Lebenswelt The Open University's Institute of Educational Technology
  • 19. Phenomenology of Perception (i/iv) Why Merleau-Ponty? • Many theorists in both HCI and games research have used Merleau-Ponty to explore issues around embodiment • Emphasis on the centrality of the body and the embodied nature of human experience • The sensory information we receive from the body enables us to place ourselves in “a world of implicit relations and movements” The Open University's Institute of Educational Technology
  • 20. Phenomenology of Perception (ii/iv) Touchant-touché • We cannot touch ourselves or others without becoming aware of our own corporeality, our capacity to be touched • The dual-aspect of touching and being touched is part of the primordial experience of human subjectivity • Bodies within game worlds cannot conform to this duality • Asymmetrical relationship between the touch of the game player and the digital world The Open University's Institute of Educational Technology
  • 21. Phenomenology of Perception (iii/iv) Virtual Polymorphism • Incorporation of technology into the perception of the body (Grosz, 1994; Murray, 1999) • Mimetic game interfaces are designed to facilitate this sense of polymorphism through incorporation of controllers and avatars into the phenomenological body • Contra Crick (2011) embodiment is a necessary feature of all human activity: implied distinction between embodied/cerebral experiences is unsafe The Open University's Institute of Educational Technology
  • 22. Phenomenology of Perception (iv/iv) Intersubjective Lifeworlds • Action and perception are intertwined with one’s existential condition (nb. Stimmung) • Embodiment is bound up with practical context • Embodiment is also a source of meaning • Tetris might present a visually coherent representation of space, but there’s no intrinsic meaning in destroying blocks The Open University's Institute of Educational Technology
  • 23. LA Noire (2011) The Open University's Institute of Educational Technology
  • 24. • Convincing characters • Compelling narratives • Moral ambiguity Heavy Rain - image of bodily movements • Mimicry Heavy Rain (2010) The Open University's Institute of Educational Technology
  • 25. Mass Effect 2 (2011) • Lasting consequences to choices • Detailed worlds, cultures Mass Effect - image • Investment The Open University's Institute of Educational Technology
  • 26. I finally realized the problem I was having with Skyrim: It felt soulless. I may as well have killed Agnis and taken her stuff, because what did it matter whether she was there or not? I suspected that nothing I did would ever matter,and that has been my experience as I’ve progressed through the game. Skyrim is a huge world drawn with a level of detail that entices us to lose ourselves there, and is filled with things to do, enough to keep us occupied probably for years. But it also feels empty and pointless. Skyrim (2011) Scimea (2011) The Open University's Institute of Educational Technology
  • 27. Dark Souls profoundly understands online play’s defining feature: humanity. Though there’s an in-game mechanic that Dark Souls (Graphic) shares the name (a typically deft touch, blending concept and lore), the focus is always on others. Dark Souls’ multiplayer runs alongside its single player, but not always in parallel: asynchronous messages left for you offer hints or tricks, while bloodstains and ghosts flicker in and out of reality. The key is its tightly controlled feature set: with no voice chat and no friends, this lonely world is kept permanently lonely. Dark Souls (2011) Edge, Best Online Experience 2011 The Open University's Institute of Educational Technology
  • 28. Shadow of the Colossus (2005) The Open University's Institute of Educational Technology
  • 29. Conclusion • Technologies and interfaces which promote using more of the body than just the hands to interact with digital worlds do not necessarily promote a sense of ‘embodiment’ • There is more to authentic embodiment in a game world than an autogenic, mimetic or intuitive user interface • One limit to digital embodiment may be the non-reflexive nature of touch in game worlds The Open University's Institute of Educational Technology
  • 30. Conclusion • A more immersive or authentic sense of embodiment within digital worlds may be more to do with a convincing, meaningful world within which the player has a sense of choice and responsibility • Digital forms of embodiment are never primordial, and are predicated on physical embodiment • Phenomenological descriptions based on the concept of embodiment can inform the design of gaming and virtual learning environments The Open University's Institute of Educational Technology
  • 32. Institute of Educational Technology The Open University Walton Hall Milton Keynes MK7 6AA www.open.ac.uk/iet

Notes de l'éditeur

  1. NB Synaesthesia
  2. detailed worlds with convincing characters and storylines where the paths of action chosen by the protagonist(s) may be morally ambiguous and have lasting consequences  
  3. detailed worlds with convincing characters and storylines where the paths of action chosen by the protagonist(s) may be morally ambiguous and have lasting consequences  
  4. Edge rates Dark Souls highly for multiplayer mechanic – but there’s something paradoxical about this... Maybe this is the right kind of existential angst!!