Hypermodern Video Games as Emblems of Empire or How the Gaming Multitude Adapts to Hypermodernity
Bibliographic record
Abstract
To demonstrate how Games of Empire (Dyer-Witheford, N., & de Peuter, G. (2009). Games of empire. Global capitalism and video games, Minneapolis: University of Minnesota) elaborated an important standpoint within critical game studies, this article discusses the thesis that a specific type of video games perfectly converges with our contemporary modes of representation and praxis, which are best situated within the paradigm of hypermodernity (Lipovetsky, G. (1983). L’ère du vide: Essais sur l’individualisme contemporain. Paris. Gallimard, coll. «Folio essais»; Lipovetsky, G. & Charles, S. (2004). Les temps hypermodernes. Paris: Bernard Grasset, «Nouveau collège de philosophie»). Hypermodernity radicalizes modernity because, within hypermodernity, values such as progress, reason, and happiness are overly ( hyper) actualized rather than surpassed ( post) (Aubert, N. (2006) (dir). L’individu hypermoderne. Toulouse: Eres, coll. «Sociologie clinique»; Giddens, A. (1990). The consequences of modernity. Stanford: Stanford University Press). Based on an archetypal account, that is, a theoretical model rather than a case study, this article will show how hypermodern video games' commercialization and use within a capitalist context are emblematic of hypermodernity. We will also evaluate how these games promote adaptation to hypermodernity toward an "ideal" becoming-player for Empire. In conclusion, if playing can be seen as the multitude's escape hatch out of the dominant order, this article will explain how hypermodern video games, as a media, may also be viewed as a key site where asymmetrical and unequal relationships replicate within Empire.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".