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  • The #dariahTeach Project
  • The IGNITE Project
Testimonials
  • Introduction
  • Unit I: Game studies: what’s in a game
  • Unit II: Game design and game jams: tools, activities and processes
  • Unit III: Game jamming in and with the public
  • Unit IV: Benefits and potentials of game design and game jams
  • Unit II: Game design and game jams: tools, activities and processes

    This unit will introduce you to game jam design processes. The tools, mindset and activities which you will be introduced to in this unit build on the mindsets and workflows from IGNITE Course 2: From Inspiration to Realisation: Designing with Design Methods and Maker Ethos. However, in this unit, we will introduce you to how design processes are shaped by game jam formats, which is a particular approach to game development.

    The methods and tools you will be presented for in this unit can be used to support design processes outside of game jam formats as well. However, in this unit, we focus on how to support design processes in game jam formats, as these formats lets participants go through an almost complete design process, and lets participants gain experience with several aspects of game development. After completing this unit you will be prepared to participate in a game jam, and will understand how to develop games in a game jam setting.

    • The game jam format Page
    • 2.1 Exercise - game jamming on paper Lesson
    • What is the 6 tips for Game Jamming? Interactive Content
    • 2.2 The game jam design process Lesson
    • 2.3 Discover, define, develop, deliver Lesson
◄Unit I: Game studies: what’s in a gameUnit III: Game jamming in and with the public►
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Course Custom Menu
Introduction
   Intended Learning Objectives
  Teaching/Learning Methods
  Instructions
Unit I: Game studies: what’s in a game
  Defining games
  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
  10 Questions for Core concepts of 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
  Ian Bogost Essay
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
  What is the 6 tips for Game Jamming?
  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
  Double diamond hotspots for Game Jam
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...

          • PageThe game jam format

          • Lesson2.1 Exercise - game jamming on paper

          • Interactive ContentWhat is the 6 tips for Game Jamming?

          • Lesson2.2 The game jam design process

          • Lesson2.3 Discover, define, develop, deliver

        • Unit III: Game jamming in and with the public

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

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Course Custom Fields

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Main Language

en

Other Languages

aa

Publisher Name

dariahTeach

Authors

Rikke Toft Nørgård, Claus Toft-Nielsen, Jeanette Falck Olesen & Mikey Bruun Andersen

Licence

CC0

Publication Date

2020-06-16 16:19:00

ECTS

5

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