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educational project comes ahead, before recreation except in socially and
culturally heterogenous suburbs, where socialization and social integration
prevail. The primary function of recreation ( pointlesness of games)
mainly comes first in priviliged areas. Concretely, it means that game libraries
are visited by priviliged kids and their families, but also by more
and more adults and teachers on Wednesday and Saturday afternoons.
According to their financial means and public support (space, staff), they
go to schools or welcome a maximum of schoolgroups by appointment ,
mostly in the mornings; but one third of toylibraries can t afford it. In the
FC, game libraries are recognized (culture and permanent education) rather
than well-known or supported, excepted by the Brussels aggressive politics.
Timid or unexisting at the start, spontaneous requests from schools
have been developing lately, and paid private game libraries are emerging.
Monogame-clubs (scrabble, chess) remain seldom requested. More than
the programmes, the game items used show the contrasting situations according
to the study level. At school (not in game libraries) boardgames and
coached game activities appear earlier and earlier in kindergartens (3-4) to
3023 - Social interaction in games. The D facet of the ESAR system revisited
Michel Van Langendonckt - Belgium ( ninavlg@hotmail.com )
“This communication or workshop is intended to define and illustrate the
contours of a research, still in its early stages. Its purpose is to build a classification
model of social interaction (SI) in games by successive inductions,
the improvement of its operational character being undertaken by means
of various investigations, interviews and experiments focused on games or
more specific types. A socio-anthropology of the game includes the players
and author of each game and presupposes an overall playing field, decompartmentalizing
disciplines. The very few classifications leaving room for
SI confirm the acknowledgement of the imperfection of any exclusively
behavioral typology(Pingaud, 1999). This research therefore proposes to
complete the D facet (social activities)of the ESAR classification of game
items (Garon, 1982; Filion 1985), in accordance with its structuralist psycho-
-educational and library-science approaches. Our proposals for development
notably include socio-mathematical approaches Parlebas and Deledicq
(1974, 1978; Boutin, 1999), symbolic and historical ones, Lhote (1976,
1994), philosophical and projective ones, Duflo (1997; Pingaud 1999), anthropological
and commercial ones, Mauss (1947; Deru 2005). Five factors
likely to influence SI emerge: the number of players, the goal of the game,
the differentiations of identity, the types of interactions provided by the
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the detriment of other toys and free games. At primary school, and even
more at secondary school, when games take place, the use of boardgames
or role-playing remains anecdotic compared with teaching game support
with quantifiable educational results. Finally, even when computing tools
are available, multimedia games are considered as inadequate as well at
school as for schoolgroups in game libraries, even where “”serious (still
experimental) games”” are concerned. The officialisation of the teacher
(Socrates oath, FC, 2002) and toy librarian s educational first duty, the
approach through competences and multicultural tools (Missions decree,
1997 ; Van Lint, 2006 ) , the mostly favorable programmes contrast with
the timidity of most practices in the F.C. Broader surveys on a larger scale
should confirm our conclusions about Brussels region : beyond the variety
of situations , games in class seem to be more encouraged and recognized
than practiced, because of a lack of financial means (time, space, tools), and
the lack of training of teachers and game librarians (“”masterisation””of the
studies being still to come in the FC).
rules, the types of interactions induced by the context of the game. Since
1982, Garon s ESAR system enriches the transition from solitary games to
Parten s cooperative games, differentiating cooperation and competition.
Socialization (GH Mead, 1934; Leckmann 1967 Sautot, 2005), social communication
(Lipansky, 1992), holistic perspective (Mucchielli, 1986, 2009),
the concept of identity (Doucet from Eriksson, 1987) must be enriched
and suggests a distinction between cooperation and collaboration (Cayeli,
2001; Basque, 2003). An outline of a thesaurus of identity differentiations
of players is being developed. The group psychology (Lewin, 1946) drew a
distinction between SI involving two players, small groups (3 to 15) or large
groups, and provides promising keys of analysis. A game defines a group
of players and, possibly, sub-groups or teams with stronger identities than
the primary group, and clearly different SI. Studies (Mead, 1936; Orlyck,
1979; Sheriff, 1979) confirmed the influence of the goal of the game on the
players. It is also adviseable to sharpen the range of rule
induced SI by interviewing authors and players. A first outline
of I.S. in games will be given.