“The Peripatos Could not Have Looked Like that,” and Other Educational Outcomes From Student Game Design

Moeller, Ryan M.; Cootey, Jason L.; McAllister, Ken S.

doi:10.1163/9789087903121_009

Cited by 2 publications

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“…Unlike teams at Avalanche Software, these roles remained fixed and stable throughout development. Consequently, there were limits to how familiar the students were with one another's tasks and restraints on the amount of collaboration possible on the project [8].…”

Section: Genre and Game Design In The Academy: Aristotle's Assassinsmentioning

confidence: 99%

“…At that point, the transformative locale became a site of mediation and meaningmaking for the interplay of genre-agents and player-agents. Collaboration between the USU student team members increased and the cross-over of responsibilities began to increase [8]. By the completion of the alpha demo, the design document itself had transformed into a disposable document that shifted with the development of Aristotle's Assassins and the processes the student team negotiated.…”

Section: Genre and Game Design In The Academy: Aristotle's Assassinsmentioning

confidence: 99%

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Playing in genre fields

Christensen

Cootey

Moeller

2007

Proceedings of the 25th Annual ACM International Conference on Design of Communication

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Genres exist within complex social structures, making them both the product and productive of that social structure. Consequently, any genre may be as active within the context of its social structure as are any human agents. This paper broadens the concept of genre to include what we call the genre field in the attempt to expand the definition of agent to include the genre-asagent concept. Through the lens of play theory, this paper develops a grammar of genre fields as a heuristic for the understanding of genre's complex social structure. This grammar of genre fields includes the player-agent and genre-agent, the genre field, and the play scenario. To illustrate the use of the grammar of genre fields, this paper applies the grammar to two case studies; the first of which showcases genre within a dynamic social structure, the second of which demonstrates how rigid and formulaic genres can be when viewed within a static social structure.

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Section: Genre and Game Design In The Academy: Aristotle's Assassinsmentioning

confidence: 99%

Section: Genre and Game Design In The Academy: Aristotle's Assassinsmentioning

confidence: 99%

Playing in genre fields

Christensen

Cootey

Moeller

2007

Proceedings of the 25th Annual ACM International Conference on Design of Communication

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Literary and Historical 3D Digital Game—Based Learning: Design Guidelines

Neville

Shelton

2009

Simulation & Gaming

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As 3D digital game-based learning (3D-DGBL) for the teaching of literature and history gradually gains acceptance, important questions will need to be asked regarding its method of design, development, and deployment. This article offers a synthesis of contemporary pedagogical, instructional design, new media, and literary-historical theories to articulate design guidelines for these types of game environments. From the synthesis emerges a discussion of critical components for the design of space, the virtual objects within it, and the needs of player-as-learner in synthetic worlds. Guidelines include preserving the otherness of the game world, supporting knowledge and social networks of learners in virtual spaces, and the importance of point of view with respect to situated contexts. This effort seeks to open a broader, multidisciplinary discussion on the design and use of 3D-DGBL in humanities curricula.

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“The Peripatos Could not Have Looked Like that,” and Other Educational Outcomes From Student Game Design

Cited by 2 publications

References 0 publications

Playing in genre fields

Playing in genre fields

Literary and Historical 3D Digital Game—Based Learning: Design Guidelines

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