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.

 

Understanding the Contribution of Biometrics to Games User Research

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Mirza-babaei Pejman Long Sebastian Foley Emma
2011 DiGRA '11 - Proceedings of the 2011 DiGRA International Conference: Think Design Play

Utilising biometric data has become an increasingly active area in the video games user research community, and a number of academic papers have been published introducing various biometric based analysis techniques in video games research. This paper aims to quantify the value of biometric methods as an addition to traditional observation-based user research methodologies, and their respective contributions to the production of formative feedback during the development of video games. Our results show that observation-based techniques can expose the majority of issues relating to usability, however the biometrics-based approach enabled researchers to discover latent issues in related to players’ feelings, immersion and gameplay experience and, in certain categories of issue, reveal up to 63% more issues than observation alone.

 

Real-Time Sweetspot: The Multiple Meanings of Game Company Playtests

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Niedenthal Simon
2007 DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play

Game design, like gameplay, is situated. Though we find ourselves in a period of global growth and consolidation in the games industry, marked by broad changes in how design work is organized, our understanding of game design as it is currently practiced needs to be rooted in local contexts of production. One useful way to explore the situated-ness of game development is by tracing the implementation of playtesting of prototypes in game companies. The implementation of playtesting serves as an acknowledgement of the complexity of designing for the emergent properties of games, and also reveals attitudes towards the player. This case study of playtesting a real-time strategy (RTS) game under development at a Swedish game company is based upon observations of test sessions and interviews with employees from March 2006-February 2007. Specifically, this study will trace the various outcomes of a single game-balancing (“Sweetspot”) playtest conducted in March of 2006. This test serves as a locus of playtest meaning, and demonstrates that playtesting at the company is used to achieving clarity in the game design process, to support an evolutionary design methodology, and as a means of communicating the state of the game to outside actors. In short, playtesting has meaning in several contexts, both within and beyond the immediate design task at hand. Whether the results of a playtest session take the form of a numerical figure, a written report, or a fast scrawl in the lead designer’s notebook, they need to be interpreted carefully in the light of their complex nature.