So, you’ve stopped the final zombie with a perfect kill shot to the head. Congratulations. You’ve won the battle. But your high score doesn’t necessarily mean you’ve won the war.
Aubrey Anable was at the University of Rochester’s Rush Rhees Library on Thursday to, as she puts it, “defend video games from cultural commentators.” In other words, those who dare to call “Angry Birds” a vapid waste of your time.
Video games, she insists, are the most-important new art form of the 21st century.
An assistant professor of film studies at Carleton University in Ottawa, Ontario, Canada, Anable’s contribution to what she calls “an emerging scholarship in the field of game studies” is her book, Playing With Feelings: Video Games and Affect.
Affect. In this case, the word means the experiences of feeling and emotion. For Anable, a guest speaker of UR’s Neilly Series Lectures, video games serve the same purpose as the poet Virgil in Dante’s The Divine Comedy: They lead us through today’s complex digital landscape.
Anable, who received her PhD in Visual and Cultural Studies from the University of Rochester, reaches back to the 1930s, and the impact the relative new art form, cinema, had on the public. How those on-screen images spoke to audiences about the radical, new social emotions being generated by their rapidly evolving world. Affects. And how today, video games are now in that same role, a “ubiquitous part of our digital environment.”
“Video games,” she says, “have inherited and significantly revised the role of cinema.”
Anable recalls the early computer scientist Alan Turing’s question: “Can machines think?” And the follow-up question from the father of affect theory, Silvan Tomkins: “Can machines feel?” Questions that cannot be answered, Anable says, from the perspective of “the simplistic idea that computers work like human brains.”
Human brains indulge in risk taking. They revel in achievement. Affects are biologically-based categories arranged by Tomkins, such as interest-excitement. And even shame-humiliation. Useful concepts. Shame, Anable says, helps to uphold social norms.
She traces the origin of video games to Cold War computer labs, where 1958’s “Tennis For Two” and 1962’s “Spacewar!” taught us how to feel about thermonuclear war. The mechanics of the computers of that day were beyond the reach of the average person – the hardware on these gadgets filled a room. So these games were intended to be ambassadors, created to make this intimidating technology “friendly and accessible,” Anable says.
The circuits we’ve traveled since “Tennis For Two” does have contemporary applications. For Anable, video games help make “techno-cultural conditions accessible.” They are “giving expression to how our lives are lived in the digital age.” They are extensions of email, social media and creating a word document, “ordinary activities imbued with the possibility of play.”
“Those interactions,” she says, “are necessary to how we live our lives already.”
Interactions that are less destructive than our often mean-spirited social media because, “The stakes are lower.”
Aubrey admits she’s less interested in big-budget, super-realistic, immersive games such as “Call of Duty.” She finds “casual mobile games” as a more-useful gateway into our digital era. Those include the various solitaire games, Suduko, Extreme Road Trip. Games played in short bursts.
“Video games are not an escape,” she argues, “but pull us into the world.”
Useful applications can be found at some level in even the most seemingly lightweight of escapist video entertainments. Anable cites “Plants vs. Zombies” as your gardening skills pitted against The Undead. And the zaniness of “Frogger” reflecting today’s age of “too many things coming at once.” More to her point, video games are also portals into pornography, art or learning skills such as math. “The video game,” Anable says, “is not just about one thing.”
But most importantly, Anable argues, just as cinema in the 1930s was a societal-teaching tool, video games are as well today. They are teaching us the rhythm of digital labor.
She talks of ergonomic shifts, people juggling multiple tasks simultaneously, creating an easy flow, a rhythm between work and play. With phone in hand, we are now constantly connected to work. We are now in an age where our minds are slipping from one activity to the next. In this digital age, it is putting to work our short attention spans.
At this point, cultural commentators will step in and ask: Is this an improvement over a sustained focus?
Going to her laptop computer, Anable summons a video game and projects it on a screen for her audience in the Hawkins-Carlson Room at Rush Rhees Library. The game is “Let’s Play Ancient Greek Punishment,” with amusingly primitive graphics by today’s standards. By manipulating a couple of keys, the player becomes Sisyphus of Greek legend pushing a boulder up a hill. Inevitably, the boulder rolls back downhill, and the player must start over. “There is no way to successfully complete the task,” Anable says. Your only choice is to give up and close the browser.
This is where the high score does not win the war. We have reached a key affect of video games, she says. An affect we must tolerate and dwell in. An affect that is a necessary step to success. An affect that even our system of capitalism can accommodate in tremendous amounts, she says, so long as the possibility of success exists.
“All video games,” Anable says, “are about failure.”
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