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Appendix A
Written by Moses Silbiger, M.A.
Article in the Journal of Integral Theory and Practice (JITP) - SUNY Press
PRESS PLAY TO GROW!
Designing Video Games as “Trojan Horses” to Catalyze and Integrate Human Development
By Moses Sillbiger, M.A.
 |
(new!) Click here to order & download article separately E-version (electronic) - Price: $5.00 (SUNY Press) (new!) Click here to order & download the single full journal issue. Electronic & Paperback - Price: $29.95 (SUNY Press) |
JITP article's complementary information
Empirical Analysis:
Online survey analysis of 150 people from backgrounds related to video games and human development - click here for more info
Appendix A (complement to page 141)
Phenomenological analysis of my subjective experience while playing video games from various genres
Table legends
Follow below the main legends (symbols) for the Table in the Appendix A of the JITP article (see image below)
Table Appendix A - JITP article - download hi res image
I proposed 3 main qualitative grades for the subjective measurements of specific elements presented throughout the Table.
These grades are related to each one of the different categories and sub-categories presented throughout those specific elements presented in the Table, but with slightly different meanings (see below):
|
Strong (S) |
Meaning strongly used or requested (Lines); strong intensity (States); clearly apparent or strongly impressive (Quadrants); strongly present (Integral Play). |
|
Medium (M) |
Meaning mildly used or requested (Lines); mild intensity (States); somewhat apparent or mildly impressive (Quadrants); mildly present (Integral Play). |
|
Weak (W) |
Meaning barely (or not) used or requested (Lines); low (or none) intensity; barely apparent or inexistent.(Quadrants); barely (or not) present (Integral Play). |
These grades were used to analyze most AQAL aspects, with exception of Levels and Types, which are discussed below.
It is important to note that my grades and classifications in the Table reflected my own phenomenological experience of playing those video games, and may not coincide with the experience of other players, empirical observations and/or third-party reviews.
Based on the AQAL (Wilber, 2006) and Integral Play definitions (Gordon & Esbjörn-Hargens, 2007), I considered the following sections and sub-sections:
|
(1) Quadrants |
|
|
(UL) Upper Left Subjective dimensions of experience divided in: |
(i) intentionality - as related to exercising multiple choices and free will. |
|
(e) emotions - fear, anger, greed, envy, excitement, pride, lust, etc. |
|
|
(f) feelings - joy, compassion, confidence, affection, peacefulness, courage, etc. |
|
|
(UR) Upper Right Objective & behavioral dimensions, divided in: |
|
|
(LL) Lower Left Inter-subjective & cultural dimensions, divided in: |
|
|
(LR) Lower Right Inter-objective & systemic dimensions, divided in: |
|
|
(2) Levels My personal experience of the play based on the altitude (levels) scale of colors (Wilber, 2006): |
|
|
Higher Edge level of play |
Note: |
|
(3) Types (Personality Typologies) (1) My personal experience of the gender dynamics of the play related to: |
|
Feminine (Fem) vs. Masculine (Mas) |
|
(2) The most perceptible Enneagram* aspects present in these video games, such as: * Based on the Enneagram model from: Riso, D. and Hudson, R. (1999). The wisdom of the enneagram: The complete guide to |
|
Main personality type (m#) |
|
Integration towards type… (i#) |
|
Disintegration towards type… (d#) |
|
Wing types... (w#) |
|
(4) Lines of intelligence Definitions based on Wilber (2007) My personal experience of the dynamics of the play related to the: |
|
|
Line |
Typical Developmental Researcher |
|
Cognitive line – What am I aware of? |
Piaget, Kegan |
|
Kinesthetic line – How should I physically do this? |
Gardner |
|
Sensory-motor line – |
Piaget |
|
Interpersonal line – How should we interact? |
Selman, Perry |
|
Moral line – What am I aware of? |
Kohlberg |
|
Spiritual line – What is of ultimate concern? |
Fowler |
|
(5) States of consciousness: |
|
Gross state (physical body: kinesthetic dynamics) |
|
Subtle state (subtle body: energetic dynamics) |
|
Causal state (causal body: mindfulness dynamics) |
|
(6) Play Selves (Integral Play) |
* Table based on data from Gordon & Esbjörn-Hargens’ (2007) and Wilber (2006) (colors added).
|
Developmental levels of Players |
||
|
Play Self Level |
Play Rhetoric |
Developmental Stage (Sutton-Smith, 2003) |
|
Unitive Player |
“Trans-personal” |
|
|
Dynamic Player |
Transition |
Transition |
|
Complex Player |
Post-personal - Post-modern |
Higher-Self oriented |
|
Sensitive Player |
Transition |
Imaginative oriented |
|
Status Player |
Personal - Modern |
Personality oriented |
|
Ordered Player |
Transition |
Social role oriented |
|
Aggressive Player |
Pre-personal - Pre-modern |
Power oriented |
|
Magical Player |
Pre-personal - Pre-modern |
Fate oriented |