Title:
Representation of disability in children’s video games

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dc.contributor.author Madej, Krystina
dc.contributor.corporatename Georgia Institute of Technology. GVU Center en_US
dc.contributor.corporatename Georgia Institute of Technology. School of Media, Literature, and Communication en_US
dc.date.accessioned 2022-02-03T22:54:15Z
dc.date.available 2022-02-03T22:54:15Z
dc.date.issued 2021-10-28
dc.description Presented online via Bluejeans Events on October 28, 2021 at 12:30 p.m. en_US
dc.description Krystina Madej has recently retired from Georgia Tech after ten years as Professor of the Practice. She continues her research at GT and at the University of Lower Silesia, Wroclaw Poland, where she has also taught since 2015. Her work examines children’s emerging narrative intelligence as they develop and how humans have adapted their narratives to changing media throughout the centuries. en_US
dc.description Runtime: 59:07 minutes en_US
dc.description.abstract While video game accessibility for people with disability has been given serious thought and been addressed by video game developers since the early 2000s, representation of disability in video games has been less well addressed. How children’s perception of disability is established and maintained or altered through playing video games in which characters with disabilities are represented has received no attention at all. The most instrumental type of representation of disability in games should provide children with exposure to and engagement with new video game schemas that add understanding and help create meaning about the disability represented. Video games differ significantly in how they represent disability. Representation can be cosmetic, providing exposure but not gameplay utility; it can be incidental, used as a device that provides purpose for the narrative; or it can accurately represent the disability and show how the character copes with their disability. How representation is perceived by children, i.e.. the message that is received, depends on what stage a child may be in in their cognitive development, the society of which they are a part, and their exposure to disability in games previously. This talk shares a current EU research project in which nineteen games (1994-2020) with a PEGI 3 rating, and seventeen games (2004 to 2020) with a PEGI 7 rating, were reviewed and characters analyzed to consider how representation of disability maps against cognitive development and psychomotor and cognitive needs and abilities of children ages 3 to 12. en_US
dc.format.extent 59:07 minutes
dc.identifier.uri http://hdl.handle.net/1853/66234
dc.language.iso en_US en_US
dc.relation.ispartofseries GVU Brown Bag
dc.subject Children's video games en_US
dc.subject Disability representation en_US
dc.subject Video games en_US
dc.title Representation of disability in children’s video games en_US
dc.type Moving Image
dc.type.genre Lecture
dspace.entity.type Publication
local.contributor.corporatename GVU Center
local.relation.ispartofseries GVU Brown Bag Seminars
relation.isOrgUnitOfPublication d5666874-cf8d-45f6-8017-3781c955500f
relation.isSeriesOfPublication 34739bfe-749f-4bc5-a716-21883cd1bbd0
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