Dr. phil. Elke Hemminger, born in 1978 in Freiburg, studied Biology and German in Tübingen and Schwäbisch Gmünd. She worked as a teacher for several years, while continuing her studies in sociology and psychology in Karlsruhe. She received her PhD in 2009 for an interdisciplinary study on digital role-playing games at the University of Education Schwäbisch Gmünd and the University of Waikato in Hamilton, NZ. From 2012 to 2017, Elke Hemminger was Wrangell Fellow at the University of Education Schwäbisch Gmünd. Since 2017 she is Professor of Sociology at the Protestant University of Applied Sciences in Bochum.
Crisis Simulations and Sociological Insights: Using Digital Games for Future Scenarios in Higher Education
FROG 2024 – Talk
This paper explores the integration of digital games into higher education, specifically within the fields of science communication and sociology. By leveraging games as triggers for sociological thinking, students engage in immersive and interactive experiences that enhance their understanding of complex crisis scenarios and future challenges. The course framework encourages students to analyze and critique these games based on fundamental insights from digital game studies regarding gameplay and game mechanics, but also through the lenses of critical theory (Horkheimer/Adorno) and the theory of social construction of reality (Berger/Luckmann).
Digital games from various genres serve as practical case studies, allowing students to explore the narrative construction of crises and the ideological underpinnings these games present. Through these analyses, students learn to identify hegemonic narratives and ideological biases. They are also guided to understand how games, as cultural artefacts, shape and reflect societal perceptions of crises and potential futures.
The incorporation of these games into the curriculum provides several educational benefits. Students develop critical thinking skills and the ability to deconstruct media representations of crises. They also gain practical experience in scenario planning and the evaluation of risk, essential skills for navigating the complexities of contemporary global issues. Furthermore, by engaging with the simulated worlds presented in these games, students learn to construct and assess potential future scenarios, fostering a proactive approach to problem-solving and innovation.
This educational approach not only enhances students’ skills in science communication and sociological analysis but also prepares them to actively participate in societal discourse about crisis management and future planning. By confronting and dissecting the dystopian narratives prevalent in many games, students cultivate a nuanced understanding of the role of media in shaping public perceptions and expectations of crises. Ultimately, this educational model empowers students to critically engage with the world around them, equipping them with the skills and perspectives necessary for contributing to a more informed and resilient society.
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