21st Century Soul Guides: Leveraging Myth and Ritual for Game Design

This paper takes its departure from the observation that myth and ritual once served the important psychological function of helping us come to grips with the Givens of Existence: death, isolation, freedom of choice, and meaninglessness. It explains the transformational and meaning-generating power of myth from an existential, archetypal and depth psychology perspective and proposes games as potent vehicles for myth in the 21st century. It provides suggestions on how game designers can become modern Soul Guides by accessing their unconscious to birth viable symbols and create emotionally resonating experiences for others, and how they can glean inspiration from different types of rituals to inform mythic gameplay experiences that can contribute to a meaningful life.

Using Player-personas in Game Design for Children with Autism

Game engines: Design, labour, and legality

Game Narrative Through the Detective Lens

Bleed-in, Bleed-out A Design Case in Board Game Therapy

The table-top play situation offers unique opportunities for approaching real-world personal problems in ways where the structures inherent in the problems can be deconstructed, examined, and understood. This paper presents design considerations from the ongoing development of a therapy board-game; how every-day issues can bleed in and out from framed play sessions, and how game rules in this context can benefit from being malleable. The paper also offers a tentative avenue towards how play sessions, in a combination of stances for the design of game mechanics with approaches to game mastering, can be constructed as safe-spaces, affording players to draw near deeply personal issues and find ways to support each other.

A Three Person Poncho and a Set of Maracas: Designing Ola De La Vida, A Co-Located Social Play Computer Game

Events that bring people together to play video games as a social experience are growing in popularity across the western world. Amongst these events are ‘play parties,’ temporary social play environments which create unique shared play experiences for attendees unlike anything they could experience elsewhere. This paper explores co-located play experience design and proposes that social play games can lead to the formation of temporary play communities. These communities may last for a single gameplay session, for a whole event, or beyond the event. The paper analyses games designed or enhanced by social play contexts and evaluates a social play game, Ola de la Vida. The research findings suggest that social play games can foster community through the design of game play within the game itself, through curation which enhances their social potential, and through design for ‘semi-spectatorship’, which blurs the boundaries between player and spectator thus widening the game’s magic circle.

Does Platform Matter? A Game Design Analysis of Female Engagement in MOBA Games

Previous research shows that female players participate less in competitive games than male players. However, it is reported that there are more female players are than male players in King of Glory (KoG), one of the most popular multiplayer online battle arena (MOBA) games on the mobile platform in China. This study aims to investigate how can KoG capture the interest of female players. We compared the game design of KoG with League of Legends (LoL), one of the most popular MOBA games on the PC platform. We followed up with a semi-structured interview study with 20 participants about their gameplay experiences on the two different platforms. Our analysis indicates that mobility, sociability, and lower barrier to entry are the main factors that drove female players to participate in KoG.

Adapting Epic Theatre Principles for the Design of Games for Learning

Educational games are primarily developed for use in formal education, which limits both their typical audience and the subject matter they may address. This paper presents recommendations for designing games for learning to be played outside the context of formal education, which explore the ways complex systems influence real human lives. Existing work from within the field and epic theatre principles form the basis for these guidelines. In this framework, the context of educational game play is considered alongside game content as essential to encouraging reflective play behaviour. Educational aims are made explicit throughout game involvement, and each aspect of the game directly contributes to stimulating reflection on the topics at hand. Complex subject matter — for example, the ways systems such as economics affect players in real life — may be fruitfully explored using this approach.

Modeling and Designing for Key Elements of Curiosity: Risking Failure, Valuing Questions

In this paper, we present a design model of curiosity that articulates the relationship between uncertainty and curiosity and defines the role of failure and question-asking within that relationship. We explore ways to instantiate failure and question-asking within a cooperative tabletop game, share data from multiple playtests both in the field and lab, and investigate the impact of design decisions on players’ affective experiences of failure and their ability to use questions to close information gaps. In designing for comfort with failure we find that risk can be more frightening than failure and affective responses to failure can be modified by aesthetic decisions as well as group norms. In designing for comfort with questions we find that empowering quieter players supports the entire group, flexibility in enforcing rules fosters curiosity, and questions can serve multiple simultaneous roles. Our findings can be used in other games to support curiosity in play.

Towards Genre as a Game Design Research Approach

Game design research is a growing field within game studies. Design in research, however, raises new questions. What should game design research investigate? How generalizable should its claims be? Considering the ‘ultimate particular’ of design, this paper explores how design research should investigate particular demarcations of works. This paper suggests genre as an approach in game design research, arguing that genres meaningfully, albeit reflexively, demarcate ‘likenesses’ worth investigation. Genre demarcations can be used to ground and orient research; lists of genre-games and informal descriptions suggest, what to, and how to, investigate genre, respectively. However, scholarly propositions of genres are necessary to support research. These propositions must make explicit, contestable, and substantive designerly claims about that genre, such as design values, structural patterns, and aesthetics, laying a scholarly foundation for future claims. These foundations support scholarly tradition in game design research by providing a context to ground, situate and disseminate findings.