In defence of the n00b: Game analysis, ludic literacy and the novice player

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Glas René van Vught Jasper
2022 DiGRA ’22 – Proceedings of the 2022 DiGRA International Conference: Bringing Worlds Together

 

Can the Subaltern Game Design? An Exploratory Study About Creating a Decolonial Ludology Framework Through Ludonarratives

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Bettocchi Eliane Klimick Carlos Perani Letícia
2020 DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference: Play Everywhere

In this paper we describe the framework we created to understand the communication process in gaming experiences and that we have used to elaborate an educational process for future game designers or teachers. This educational process uses ludonarratives as an object of both game research and production. Considering that contemporary Cultural Studies admits the possibility of a Decolonial Pedagogy, can we entertain the possibility of building a Decolonial Ludology through ludonarratives? We aim to identify some of the Eurocentric foundations in game design in order to look for Decolonial alternatives that improve diversity and, if possible, make these alternatives also seductive. We describe four actions in our exploratory research to this goal.

 

The Unintended Consequences of Using Twitch as a University Professor

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Brown Ashley
2019 DiGRA '19 - Abstract Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

 

Recognizing New Literacies: Teachers and Students Negotiating the Creation of Video Games in School

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Sanford Kathy Madill Leanna
2007 DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play

Designing and creating video games in a high school classroom is fantasy for some students, but a reality in computer classes at a large sized Western Canadian high school. Classes of Information Technology and Programming have been engaging in video games as the entry point into learning programming skills. Powerful learning and teaching practises are apparent and through observations, interviews, and video recordings coupled with students' articulation of their process we have been carrying out the first year of a three year ethnographic research study of the educative value and potential of video games within a school setting.

 

Problem Based Game Design – Engaging Students by Innovation

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Reng Lars Schoenau-Fog Henrik
2011 DiGRA '11 - Proceedings of the 2011 DiGRA International Conference: Think Design Play

At Aalborg University’s department of Medialogy, we are utilizing the Problem Based Learning method to encourage students to solve game design problems by pushing the boundaries and designing innovative games. This paper is concerned with describing this method, how students employ it in various projects and how they learn to analyse, design, and develop for innovation by using it. We will present various cases to exemplify the approach and focus on how the method aspires for innovation in digital entertainment and games.