B.Sc. Computer Game Development … Why not?

Ficocelli Libero Gregg David
2005 DiGRA '05 - Proceedings of the 2005 DiGRA International Conference: Changing Views: Worlds in Play

We were motivated to consider proposing/adopting a new curriculum by the decrease in student enrolments currently experienced by our computing science programs. This requirement for re-invigorating program enrollment (“more bums in seats”) provided the initial motivation for exploring potentially relevant curriculum/program changes and additions. Our research indicates that there exists a significant market niche in delivering suitable educational content relevant to the computer game industry. This niche, as yet remains undeveloped by the overwhelming majority of publicly funded university level academic institutions in North America. Acutely aware of the fact that a B.Sc. degree proposal with an emphasis on computer game development will draw both friendly and enemy fire, the curriculum proposed is a careful blend of both the established ACM and IGDA curriculums. It is reasoned that this will not only satisfy game industry needs, but that it will do so without sacrificing curriculum integrity of the computing science component provided by a normal B.Sc Computing Science.


Pretty good for a girl: gender, identity and computer games

Beavis Catherine
2005 DiGRA '05 - Proceedings of the 2005 DiGRA International Conference: Changing Views: Worlds in Play

Young people’s participation in online digital culture is one of the most efficient means by which they become proficient in the management of Information and Communications Technologies and the new literacies emerging there. This paper reports on a small project investigating the gendered dimensions of teenagers’ engagement in and out of school with stand-alone and multiplayer computer games. The study explored the game playing practices of a group of students in an English curriculum unit and the social and game playing practices of a group of young women of South East Asian backgrounds in a LAN café who had formed their own Counterstrike clan. It found that expertise is not just a matter of specific skills, strategies and familiarity, but is more broadly located within the complex dynamics of in- and out-of-school discourses and contexts that need to be factored in to the construction of gender-equitable pedagogy and curriculum.