The present paper explores how the video games of Minecraft and Super Mario become enacted through children's play, material settings and toys in a Swedish preschool. Ethnographic methods, including participant observations and informal conversations, have been used and the empirical materials produced have been analyzed with methodological resources from Actor-Network Theory. The analysis focuses on how Minecraft and Super Mario become enacted through relations between children's bodies, physical movements as well as material interiors and exteriors of the preschool. Moreover, the analysis shows how multiple versions of the games of Minecraft and Super Mario become enacted in the preschool setting depending on what elements become active in a particular situation. On the whole, the findings of the paper question grand narratives on “active” and “passive” gameplaying children, featuring children and local settings as producers of digital popular culture.

中文翻译：

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在学前环境中演绎的《我的世界》和《超级马里奥》：儿童与数字流行文化的接触超越了玩家-界面-屏幕生态

本文探讨了《我的世界》和《超级马里奥》视频游戏如何通过瑞典幼儿园的儿童游戏、材料设置和玩具来演绎。使用了人种学方法，包括参与观察和非正式对话，并使用行动者网络理论的方法资源对产生的经验材料进行了分析。分析的重点是《我的世界》和《超级马里奥》如何通过儿童的身体、身体运动以及幼儿园的物质内部和外部之间的关系来发挥作用。此外，分析还显示了《我的世界》和《超级马里奥》游戏的多个版本如何在学前环境中上演，具体取决于哪些元素在特定情况下变得活跃。总体而言，该论文的研究结果对“主动”和“被动”游戏儿童的宏大叙事提出了质疑，将儿童和当地环境视为数字流行文化的生产者。