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Game.Play.Design in the Arts and Humanities

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Game.Play.Design in the Arts and Humanities

Teacher: Mikey Bruun Andersen, Shiro Inoue, Susan Schreibman

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Introduction
   Intended Learning Objectives
  Teaching/Learning Methods
  Instructions
Unit I: Game studies: what’s in a game
  1.1 Core concepts in games and gaming
  • 1.1.1 Definitions of games
  • 1.1.2 The Magic Circle
  • 1.1.3 The lusory attitude
  • 1.1.4 Rules in games
  • 1.1.5 Quiz yourself on core concepts in games and gaming
  1.2 Game design schemas: artefacts, interaction and culture
  • 1.2.1 Game design schemas
  • 1.2.2 Play and Ludus, Paidia
  • 1.2.3 Case study: The Fun Theory
  1.3 Critical play and procedural rhetoric
  • 1.3.1 Introduction to critical play and procedural rhetoric
  • 1.3.2 Critical play
  • 1.3.3 Watch Mary Flanagans video on critical play
  • 1.3.4 Procedural rhetoric
  • 1.3.5 Written exercise - reflective entry
  • 1.3.6 Further viewing - videos on procedural rhetoric
Unit II: Game design and game jams: tools, activities and processes
  The game jam format
  2.1 Exercise - game jamming on paper
  • 2.1.1 Game jam in 10 minutes v. 1.
  • 2.1.2 Reflection
  • 2.1.3 Paper Game Jamming v. 2
  • 2.1.4 Reflection on paper jam v. 2
  • 2.1.5 Benefits of game jams
  2.2 The game jam design process
  • 2.2.1 Design process
  • 2.2.2 Six tips for game jam design process
  • 2.2.3 Game jam formats influence
  • 2.2.4 Creativity constraints in game jams
  • 2.2.5 Working together in a game jam
  • 2.2.6 Examples on game jams
  2.3 Discover, define, develop, deliver
  • 2.3.1 The Double Diamond
  • 2.3.2 Discover
  • 2.3.3 Define
  • 2.3.4 Develop
  • 2.3.5 Deliver
  • 2.3.6 Future readings: core works
Unit III: Game jamming in and with the public
  3.1 Game jams as a way to design for new interactions and experiences
  • 3.1.1 Examples of combining academic thinking with game design
  • 3.1.2 Game jams: why & how?
  3.2 Design team process and products: student cases
  • 3.2.1 Thinkers, Coders & Makers
  • 3.2.2 Jamboards
  • 3.2.3 Introduction to student cases
  • 3.2.4 First student case: Dantes Disciples
  • 3.2.5 Second student case: TMR
  • 3.2.6 Third student case: John Pong
  • 3.2.7 Fourth student case: 100% Baby
  • 3.2.8 Fifth student case: Stranger Danger
  Games with a purpose? Make your own game through a game jam process
Unit IV: Benefits and potentials of game design and game jams
  4.1 Students’ perspectives on game jams and game design processes as a way of learning
  • 4.1.1 Student interview 1: perspective from TMI
  • 4.1.2 Student interview 2: perspective from 100% Baby
  • 4.1.3 Student interview 3: perspective from Dantes Disciples
  4.2 Teachers, researcher and professional’s perspective on game jams and game design processes in higher education
  • 4.2.1 Expert interview 1: Perspectives from teachers
  • 4.2.2 Expert interview 2: Perspective from researcher and professional
  4.3 Visiting researcher and professional’s reflections on the potentials and benefits of game jams and game design processes
  • 4.3.1 Visitor interview 1: Perspectives from professional
  • 4.3.2 Visitor interview 2: Perspectives from researcher
  4.4 EXERCISE: reflect on takeaways from this course and further inspiration
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      • Game.Play.Design

        • Participants

        • Introduction

        • Unit I: Game studies: what’s in a game

        • Unit II: Game design and game jams: tools, activit...

        • Unit III: Game jamming in and with the public

        • Unit IV: Benefits and potentials of game design an...

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