Educating the fighter: buttonmashing, seeing, being

Abstract

Purpose

A growing number of educators are turning to games for a model of next‐generation learning environments. To date, there has been a lack of critical inquiry into what kind of learning occurs through game play, and how games get learned by their players. Aims to plug this gap

Design/methodology/approach

This paper is a critical study of Viewtiful Joe, a cult‐classic sidescrolling 2D fighting game for the Nintendo Gamecube. Noted for its difficulty, Viewtiful Joe is an interesting case because, as a fighting game, it embodies many of the principles fundamental to the medium, most of which are missed by educators illiterate regarding the medium. It shows the cognitive complexity that goes into a fighting game, as well as a cutting‐edge example of how to manage that complexity. Far from button‐mashing, success in Viewtiful Joe requires the player to learn to read the game symbol systems, understand Viewtiful Joe's capacities, and see potential interchanges between them.

Findings

The paper analyzes how Viewtiful Joe is structured to balance flow and novelty, encourage players both to develop new skills and to master those they have. Finally, the paper examines how learning occurs through game play as an activity system, using player‐generated FAQs to analyze how gamers represent their practice and suggest theories of expert game practice.

Originality/value

Central to this paper is the argument that playing Viewtiful Joe is a performative act, where declarative knowledge, while clearly present for players, is secondary to players' ability to see and do in real‐time.

Citation

Squire, K.D. (2005), "Educating the fighter: buttonmashing, seeing, being", On the Horizon, Vol. 13 No. 2, pp. 75-88. https://doi.org/10.1108/10748120510608106