SimKnowledge: what museums can learn from videogames
SimKnowledge: what museums can learn from videogames
New media technologies – from photography and film to virtual reality and websites, interactive exhibits, and spectacular imagery – have prompted anxieties about the status of knowledge and education in museums since the late nineteenth century. Computer and video games appear to be only the latest entrant to the museum that promises new forms of engagement for (particularly young) visitors but at the expense of a grip on knowledge and meaning. This chapter argues that video games are useful to science museums and centers in a number of ways, but most significantly through their popularization of computer simulation and modeling. Drawing on debates around the nature of knowledge in digital visual culture more generally, the chapter explores the implications for this simulation for museums and asks new questions about the nature of knowledge in a digital popular culture. What questions do the speculative, emergent, and inherently playful operations of computer simulation ask of scientific knowledge today?
computer games, digital visual culture, natural history, play, simulation, video games, wildwalk
9781118829059
145-164
Giddings, Seth
7d18e858-a849-4633-bae2-777a39937a33
8 June 2015
Giddings, Seth
7d18e858-a849-4633-bae2-777a39937a33
Giddings, Seth
(2015)
SimKnowledge: what museums can learn from videogames.
In,
International Handbooks of Museum Studies: Museum Media.
Chichester, GB.
Wiley-Blackwell, .
(doi:10.1002/9781118829059.wbihms307).
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Book Section
Abstract
New media technologies – from photography and film to virtual reality and websites, interactive exhibits, and spectacular imagery – have prompted anxieties about the status of knowledge and education in museums since the late nineteenth century. Computer and video games appear to be only the latest entrant to the museum that promises new forms of engagement for (particularly young) visitors but at the expense of a grip on knowledge and meaning. This chapter argues that video games are useful to science museums and centers in a number of ways, but most significantly through their popularization of computer simulation and modeling. Drawing on debates around the nature of knowledge in digital visual culture more generally, the chapter explores the implications for this simulation for museums and asks new questions about the nature of knowledge in a digital popular culture. What questions do the speculative, emergent, and inherently playful operations of computer simulation ask of scientific knowledge today?
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e-pub ahead of print date: 8 June 2015
Published date: 8 June 2015
Keywords:
computer games, digital visual culture, natural history, play, simulation, video games, wildwalk
Organisations:
Winchester School of Art
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Local EPrints ID: 386086
URI: http://eprints.soton.ac.uk/id/eprint/386086
ISBN: 9781118829059
PURE UUID: 1d19a6be-764b-4d10-8bba-4588ec064362
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Date deposited: 01 Feb 2016 11:23
Last modified: 15 Mar 2024 03:51
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