(Re-)Balancing the Triforce: Gender Representation and Androgynous Masculinity in the Legend of Zelda Series

Stang, Sarah

doi:10.17011/ht/urn.201911265025

Cited by 3 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in a video game narrative, interactivity is the distinguishing feature [68][69][70]. A video game's narrative must highlight specific skills, such as immersion, identification, and reward, to attract players and ensure their engagement [71,72]. A video game's narrative provides entertainment and fun, which are its fundamental purposes [71,73,74].…”

Section: Narrativementioning

confidence: 99%

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

View full text Add to dashboard Cite

Background Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. Objective This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. Methods To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador Results In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. Conclusions The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

show abstract

Section: Narrativementioning

confidence: 99%

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

View full text Add to dashboard Cite

show abstract

Playing Unbound: Towards a Radically Intersectional HCI

Brewer

2022

Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play

View full text Add to dashboard Cite

A Video Game for Entrepreneurship Learning in Ecuador: Development Study (Preprint)

Crespo-Martinez,

Bueno,

Gallego

2023

Preprint

View full text Add to dashboard Cite

BACKGROUND Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. OBJECTIVE This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. METHODS To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador RESULTS In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. CONCLUSIONS The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

show abstract

(Re-)Balancing the Triforce: Gender Representation and Androgynous Masculinity in the Legend of Zelda Series

Cited by 3 publications

References 18 publications

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Playing Unbound: Towards a Radically Intersectional HCI

A Video Game for Entrepreneurship Learning in Ecuador: Development Study (Preprint)

Contact Info

Product

Resources

About