I’m dying here

It was a bit of a shock, getting attacked. Until this point, I’d felt in control of choosing my enemies and therefore being ready to respond to their (slow) advance. This time, I was set upon by a gang of Blackrock assassins and was killed three times.

I’d accepted a mission from Mashal McBride and then was tempted by a supplementary task: to extinguish the fires that were burning in the vineyards. Why I didn’t see the quest name (Extinguishing Hope) as a hint that I should perhaps avoid this, I don’t know.

death-2b

The attack felt brutal and I felt hopeless as I watched me/Lyrabloom/us die. The impact of my character’s killing was experienced with more of a sense of panic, of helplessness than I would have experienced if I were watching a film or reading a book. As Gee notes, the ‘tripartite play of identities…is quite powerful. It transcends identification with characters in novels or movies, for instance, because it is both active (the player actively does things) and reflexive, in the sense that once the player has made some choices about the virtual character, the virtual character is now developed in a way that sets certain parameters about what the player can now do’ (p.54).

death-3b

I had failed. I had failed Lyrabloom and I had failed as a gamer. My virtual character was dead. My real-world identity was confirmed in its suspicion that I am not, and never will be, a gamer, and my projective identity was now a ghost. I thought that this ‘project in the making’ (Gee p.50) was done.  And then I was told to make my way back to my corpse. I could be resurrected. My failure was not total and I was able to resurrect Lyrabloom (granted, for her only to die a few more times before we made our way out of there).

death4

The game allowed ‘repair work’ (Gee, p. 57) to happen.; the game creates a ‘psychosocial moratorium’  (p.59)There was a low cost of failure: Lyrabloom lives again.

 

Me, myself and I

This week we have again been exploring notions and experiences of identity through immersion within Second Life. I have spent more time ‘there’ this week: engaging in the treasure hunt, exploring learning spaces, having a ‘voice’ tutorial and dancing. The strong sense of presence I experienced in Week 7  has been consolidated and extended this week through further virtual adventuring and through more interactions in Holyrood Park. Although I don’t identify with the physicality of my avatar (I haven’t yet got round to altering ‘her’) I do have a strong sense of being present through her: for example, I visited Echo Beach to test my sound and, when a large, muscular, scantily-clad avatar also arrived, I quickly left, feeling a sense of threat and inappropriateness. Marshall/Pancha’s refrain ‘it’s only pixels’ rang in my virtual/metaphorical ears as I teleported out. I did enjoy dancing later that day though and truly felt a sense of ‘presence enacting itself as an embodied activity’ (Taylor, 2002, p.44), an embodiment powerfully linked to vision (M. White, 2006)’ (quoted in Boellstorff, 2008 p.134) and, in this instance, sound (George Benson…)

Silverback's new avatar
Silverback’s new avatar

We explored this sense of connectedness with our avatars further in Thursday night’s tutorial. Paul/Silverback appeared as a Gorilla: he had spent 600 lindens (£4) on this as he had such a strong reaction against the set of default avatars which Second Life offers. He mentioned that, when his avatar initially appeared, he felt like he was ‘lying’ and so was willing to invest real money to change his virtual self. He had invested in  his ‘projective’ identity, projecting his own ‘values and desires onto the virtual character’ (Gee, 2003, p.55) and seeing ‘the virtual character as (his) own project in the making’ (ibid, p.55). As Boellstorff notes, avatars are ‘the modality through which residents experienced virtual selfhood’ (2008, p.129); if I end up spending more time in Second life beyond this week, I too will invest more in developing my avatar and, probably, changing its sex.

Like all of our learning on the course so far, because we are engaged with the spaces we are reading about and exploring, loop input methodologies were at play this week. This was strongly felt when our tutor Rory/Algernon Twang.asked us to explore Gee’s concept of virtual spaces offering a more risk-free environment: a ‘psychosocial moratorium’ (p.67). In the discussion which followed, I highlighted that I felt that our interactions within this virtual world and in our other tutorials felt more risky that real-life more sustained interactions as they were irregular and therefore more imbued with a sense of import. This was, I felt, especially true where voice was concerned as this felt more like the ‘real’ me spilling into the carefully curated, virtual ‘me’. Cultivating a community of inquiry through ordered and controlled discussion forums is different to ‘exposing’ a facet of one’s identity through voice. I certainly feel more comfortable, as I have touched on before, with an identity constructed from text. As the virtual opiniontator showed, I wasn’t the only one to feel like this. The gorilla disagreed.

Voice tutorial_009

This is of real interest to me at the moment as I am currently devising and delivering a sequence of webinars for teachers at the schools I work with. They will be asked to interact with me and with each other via voice through Skype for Business and I will now be attuned to how unsettling this can potentially be. To have a facet of yourself, of your identity disembodied can be disconcerting, even if it is re-embodied within an avatar.

Boellstorff, T. (2008). Personhood. In Coming of Age in Second Life (pp. 118-150). Oxford: Princeton University Press.
Gee, J. P. (2003). Learning and Identity: What does it mean to be half-elf? In What video games have to teach us about learning and literacy (pp. 51-71). Basingstoke: Palgrave Macmillan.