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as well as the origin and goals of toy libraries. Globally, the 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
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
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kindergartens (3-4) to 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).
of identity, the types of interactions provided by the 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.