Making Sense of Lived Experiences with Opioid Addiction through Autobiographical Game Design and Game Jamming Practices

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Danilovic Sandra Skop Michelle Oliver Vanessa
2022 DiGRA ’22 – Proceedings of the 2022 DiGRA International Conference: Bringing Worlds Together

 

An Overview of Institutional Support for Game Students in Higher Education

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Zagal José P.
2020 DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference: Play Everywhere

What are some factors that contribute to the success of a game program? The curriculum and how it is taught, the way a program is organized, and understanding game students are all important factors. There is an additional aspect: the role that extra- curricular initiatives and supports play. We report on an interview study where game educators discussed the things their game programs do outside of the classroom to support and help their students. These efforts are grouped into initiatives that contribute towards strengthening a community of learners, those that help students develop their professional identities, efforts for broadening student’s experience, and managing/creating relationships with the game industry. By presenting and collecting these initiatives we can identify possible gaps in a program and encourage a more holistic perspective on higher education focused not only on the curriculum, but also on those things that can happen in between or adjacent to coursework.

 

Design Bleed: A Standpoint Methodology for Game Design

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Toft Ida Harrer Sabine
2020 DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference: Play Everywhere

In this paper we develop the concept of design bleed, a standpoint approach to game design. We adopt the terminology of bleed from the Nordic community around live- action role-playing games and use it as a lens on game development. Based on our own experiences in developing two game jam games, Lovebirds and Get Your Rocks On, we identify four ‘ingredients’ for bleed-inspired game design. We develop design bleed as a community affirming design practice which can be used as a tool for carving out shared standpoints. We suggest that this is particularly productive for game designers at the margins, as it has potential to be creatively and emotionally healing but can also invite expressions for political resistance to normative game culture.

 

Spatial Reasoning: Re-Coding Spaces for Inclusive Informal Game Making

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Kerr Aphra Savage Joshua D.
2019 DiGRA '19 - Abstract Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

 

Sami Game Jam – Learning, Exploring, Reflecting and Sharing Indigenous Culture through Game Jamming

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Kultima Annakaisa Laiti Outi
2019 DiGRA '19 - Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

In this paper, we explore the experiences and lessons learned from Sami Game Jam 2018. Sami Game Jam 2018 was organized in Utsjoki, in a small Sámi village next to the border of Finland and Norway. The group of 44 jammers consisted of local Sámi participants and Finnish as well as international game students and professional developers. The event had 12 Sámi themes to explore that were divided between the teams and the event resulted in six games all combining two. The jam was stressful for the participants and organizers, both Sámi and non-Sámi, but in the end created an invaluable space for rich experiences, learning and self-discoveries. Furthermore, the jam provided a platform for indigenous game development and local game education and a platform to develop Sámi Pedagogy further.