Görgen, ArnoSimond, Stefan HeinrichPfister, EugenGörgen, Arno2020-10-302020-10-302020https://mediarep.org/handle/doc/15963In digital games, we learn. On the one hand, transfer processes in digital games are no longer doubted, at least in research. On the other hand, however, there is a lack of generally accessible and concrete research results. That is, we assume that there are transfer processes without knowing how they work. In this chapter, starting with a theoretical definition of knowledge, the authors try to trace theories from different disciplines of research (history, political science, communication science, and sociology), which seem plausible for transfer processes in digital games. In a history of the concept of knowledge transfer, they examine the theoretical models of »knowledge transfer,« »cultivation,« »socialization,« and »collective identity« for their applicability and validity with regard to the supposed transfer processes in digital games. A critical history of these terms enables the reader to learn from the results, mistakes and debates of other media (especially film and television). By simultaneously acknowledging the special features of the medium of digital gameplay (interactivity, procedural character of the game etc.) it is the hope of the authors to support a better understanding of digital games as part of popular culture, in which knowledge is being communicated.deuCreative Commons Attribution 4.0 GenericWissenstransferIdeologietransferSozialisationKultivationIdentifikationknowledge transferideology transfersocializationcultivationidentification794doi:https://doi.org/10.14361/9783839453285-00410.25969/mediarep/14974https://doi.org/10.25969/mediarep/14861