10 Questions for Core concepts of in games and gaming

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10 Questions for Core concepts of in games and gaming

◄ 1.1 Core concepts in games and gaming

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1.2 Game design schemas: artefacts, interaction and culture ►

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Intended Learning Objectives

Teaching/Learning Methods

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

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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