Keywords: Serious Games, Media Ecosystem, Extension
This module explores how play works in video games, as well as the various non-entertainment purposes of contemporary games.
Featured Image: Screenshot of Super Mario Brothers by Shigeru Miyamoto.
Schedule
Assignments Are Due On Date Listed. Schedule May Change with Notice from Me
| Class | Topics / Theme | In-Class Learning Experiences | Texts Due | Assignments Due |
| T: 8/23 | What is DTC? | Draw Your Friend
Course Overview |
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| Th: 8/25 | What are videogames? | Think Pair Share: What does Digital Culture mean to you? Do you play video games? Do you consider yourself a gamer? or part of Video Game Culture? Why / Why not?
Workshop: Reading critically and preparing for a class discussion. Images: Pictures of video game arcades. |
David Sudnow, “Memory” from Pilgrim in the Microworld. |
| T 8/30 | What can we learn from videogames? | Introduce Project 1 and get into groups.
Play: Tetris, First-Person Tetris. Workshop: Introduction to WordPress. |
Ian Bogost, “Introduction: Media Microecology.” How to Do Things with Videogames. | Download “Pokemon Go” for Thursday. Download STEAM , join Twitch and get anything you need to play the game you chose. |
| Th 9/1 | Are videogames addictive? | Play: Pokemon Go
Students Teach the Professor: Why is Pokemon Go a good game? How can Prof. Whitson learn to do better at the game? Workshop: Let’s Play Videos. |
Bogost, “Habituation” How to Do Things with Videogames.
Lisa Eadicicco, “Psychology Experts Explain Why…” |
Collaborative Play: Play / Record with your group members before class. |
| T 9/6 | Can videogames help us understand other people? | Think, Pair, Share: What’s Your Favorite Game? Your Least Favorite? Why? What makes a game good?
Play: Passage, Darfur is Dying, Phone Story Time in Groups to Plan First Presentation. |
Bogost, “Art,” and “Empathy” How to Do Things with Videogames.
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Collaborative Play: Continue playing your game. |
| Th 9/8 | Present | Groups present 1) basic concept; 2) major rules; 3) Parts of the game.
Prof. Whitson and rest of class offer advice. |
No reading. Be ready to present. | Cooperative play. |
| T 9/13 | Can games be used for branding and marketing? | Play: Disaffected!, Tax Evaders
Discussion: How does streaming add to the gaming experience? Time in Groups to Plan Second Presentation. |
Bogost, “Branding” and “Electioneering” How to Do Things with Videogames. | Cooperative play: Finish as much of your game as you can.
Post first blog to course website by midnight. |
| Th 9/15 | Present | Groups present on changes they’ve made since the previous presentation. Also, present paper prototypes of board game. | No reading. Be ready to present. | |
| T 9/20 | Can videogames habituate us to violence? | Play: Diner Dash, Drop7
Meditation Exercise. |
Bogost, “Drill” How to Do Things with Videogames. | |
| Th 9/22 | NO CLASS, Meet with Your Groups to Finish Video Game Project. | |||
| T 9/27 | Meet in the CDSC and Play Games! | No readings, Play Games |
Project 1: Games
DUE: 9/27/2016
Presentations: 9/8 and 9/15
Objectives: Create a fun game that uses play and game mechanics to demonstrate an argument or idea.
Determine: One text we’ve read, one game we’ve played, or some ideas in class that you want to embody in a game.
Translate: Ideas into rules, play-pieces, movements, and questions.
Write and Revise: Rules will evolve with presentations & revision.
Group-work: 2 members determine materials / shapes for the game; 2 members research Qs and As; 2 members create the rule guide.
Examples: What would a board game version of “Darfur is Dying!” look like? How do you create a board game that embodies the ideas about media and technology we discussed.
Grading: Group Grade — Assigned by me. Individual grades — Assigned by group consensus and negotiation w/ each other. Every member will create a bulleted list of the things they contributed in a message to me. If there are large discrepancies, and if 1 member in particular is doing nothing, I’ll reassign grades accordingly. NOTE: I don’t want you to be overstressed about having everyone do equal work, I just want a mechanism for dealing with members who do nothing.
Rubric (75 pts for Design, Purpose; 50 pts for Difficulty)
| Needs Work | Criteria | Exceeds Standards |
| Design and Creativity: Clarity of directions for the game and eloquence of overall visual design. | ||
| Purpose: The game communicates a specific idea from the course in its play through. | ||
| Difficulty: Difficulty is of an appropriate level. |