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  • The #dariahTeach Project
  • The IGNITE Project
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  • 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 I: Game studies: what’s in a game

    This unit will introduce you to digital games and more specifically to game studies. Digital games are the digital artefacts we interact through play whereas game studies is an academic discipline concerned with the study of games, the playing of games and the culture surrounding games.


    This unit will introduce you to the key terms of (1) a game, and to that of (2) study, as in a scientific and scholarly practice. Furthermore, this lesson will provide you with an analytical appreciation and enhanced understanding of defining digital games and the core concepts and frameworks for them.


    The last part of the lesson will introduce you to the conceptual framework of critical play and the concept of procedural rhetoric as means of thinking about, analysing, critiquing and mounting arguments through games.


    After this module you will know the fundamentals of games and game studies. Key questions in this module are: What is a game and how can we define games? What are the core concepts within games and game studies? How can we approach games and the playing of games from different perspectives and what becomes clear when we shift perspectives? What does the different perspectives on games tell us about the the lense applied in each perspective?

    • Defining games Interactive Content
    • 1.1 Core concepts in games and gaming Lesson
    • 10 Questions for Core concepts of in games and gaming Interactive Content
    • 1.2 Game design schemas: artefacts, interaction and culture Lesson
    • 1.3 Critical play and procedural rhetoric Lesson
    • Ian Bogost Essay Interactive Content
◄IntroductionUnit II: Game design and game jams: tools, activities and processes►
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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

          • Interactive ContentDefining games

          • Lesson1.1 Core concepts in games and gaming

          • Interactive Content10 Questions for Core concepts of in games and gaming

          • Lesson1.2 Game design schemas: artefacts, interaction an...

          • Lesson1.3 Critical play and procedural rhetoric

          • Interactive ContentIan Bogost Essay

        • 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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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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