学习游戏：玩家如何识别视频游戏中的隐性指导

By design, an account of how a video game should or could be played is embedded within the game itself. Yet, prior research on learning in games has largely focused on tutorials, mental models, or abstract measures of difficulty, leaving unexplored how players learn to recognize implicit game design features as instructive during actual gameplay. Drawing on video recordings of streamers’ first playthroughs of Cuphead and an ethnomethodologically informed analysis, we show that the recognizability of game elements as instructive is shaped by the temporal demands of multitasking, ever-changing r