As new technologies, video‐games are becoming increasingly popular among today's pre‐teens and teenagers. Relying on systematic observation of videogames found in public arcades, participation in them, and engagement with the relevant literature, I explore eight central assumptions of “videology”: the ideology which organizes these games. While suggesting that these assumptions articulate and exaggerate problematic ideological themes, I also explore the relationship between videology and a postmodern culture or moment.
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Simon Gottschalk (1995) studied this question.
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