Publisher: Digital Games Research Association   (Total: 1 journals)   [Sort by number of followers]

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Transactions of the Digital Games Research Association     Open Access   (Followers: 2)
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Transactions of the Digital Games Research Association
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2328-9422
Published by Digital Games Research Association Homepage  [1 journal]
  • Introduction

    • Authors: Clara Fernández-Vara
      Abstract: This Special Issue of ToDiGRA comprises works that were
      presented at the workshop “Teaching Games: Pedagogical
      Approaches”, which took place at DiGRA 2019 in Tokyo. The
      papers presented were elaborated into articles for this issue. The
      blind peer reviews, along with the revisions of the articles, took
      place during the 2020 pandemic lockdown. The workshop
      organizing committee, along with the editor of this volume, would
      like to express their thanks and appreciation to all the authors and
      reviewers for their work and effort during these troublesome times.This volume is dedicated to Jeff Watson, who passed away before
      we could release it.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.119
      Issue No: Vol. 5, No. 3 (2021)
       
  • Infrastructures of Play: Labor, Materiality, and Videogame Education

    • Authors: Jeff Watson
      Abstract: Preparing students for the job market is not the limit of our responsibilities as videogame educators. We must also prepare them to be ethical actors within the industries they may join. This paper argues for augmenting player-centric videogame design education and game studies pedagogies with approaches that situate videogames in context as operational components of extractivist business models and the political and financial economies that support them. This approach entails teaching videogames as technical systems with complex and expansive upstream and downstream supports and impacts. These supports and impacts have real and frequently detrimental effects on the environment, communities, and individual human lives, and yet are relatively rarely discussed in the literature, especially in comparison to discussions that focus on representation and rhetoric. By looking beyond the frame of the individual videogame as an expressive artifact, educators can help learners to apprehend issues such as the growing material and environmental costs of computer-based entertainment and the many tiers of labor exploitation involved in producing videogames and the computing machinery that makes them possible, among other concerns. The paper concludes by suggesting that students equipped with these kinds of understandings will be able to make more informed ethical assessments, and thus wiser choices, as they percolate into the videogames industries and, in some cases, into positions of leadership.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.120
      Issue No: Vol. 5, No. 3 (2021)
       
  • TOG: A Model for Innovation-Centric Design in Games and Expressive
           Interactive Media

    • Authors: Mirjam Palosaari Eladhari, Hartmut Koenitz
      Abstract: This paper describes an approach to facilitate innovation in game design by increasing the designers’ palette of playable and participatory computational expressions. The TOG model (Technology, Ontology, and Game Genre) can be used in teaching game design and related practices, but is also applicable to prototyping in professional settings. TOG is inspired by the processes of AI-based game design, and introduces the concept of the techno-artistic minimum. It was conceptualized when teaching a course on computational expression at Malta University. The main aim for teaching with the TOG model was to facilitate innovation by challenging aspiring game designers to think ‘outside the box’ and come up with unusual and innovate creative solutions. In addition, TOG can complement existing design methods such as MDA and DDT in the practice of professional game designers.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.121
      Issue No: Vol. 5, No. 3 (2021)
       
  • Towards a “Filipino” Video Game: Teaching Filipino Culture and
           Identity for Video Game Development

    • Authors: Christoffer Mitch C. Cerda
      Abstract: This paper uses the author’s experiences of teaching the Filipino module of a multidisciplinary video game development class as a case study in teaching Filipino culture and identity as an element of video game development. A preliminary definition of “Filipino video game” as having Filipino narratives and subject matter, made by Filipino video game developers, and catering to a Filipino audience, is proposed. The realities and limitations of video game development and the video game market in the Philippines is also discussed to show how the dominance of Western video game industry, in terms of the dominance of outsource work for Filipino video game developers and the dominance of non-Filipino video games played by Filipino players, has hindered the development of original Filipino video games. Using four Filipino video games as primary texts discussed in class, students were exposed to Filipinomade video games, and shown how these games use Filipino history, culture, and politics as source material for their narrative and design. Issues of how video games can be used to selfexoticization, and the use of propaganda is discussed, and also how video games can be used to confront and reimagine Filipinoness. The paper ends with a discussion of a student-made game titled Alibatas, a game that aims to teach baybayin, a neglected native writing system in the Philippines as a demonstration of how students can make a Filipino video game. The paper then shows the importance of student-made games, and the role that the academe plays in the critical understanding of Filipino video games, and in defining Filipino culture and identity.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.122
      Issue No: Vol. 5, No. 3 (2021)
       
  • The Paradigm of Game System Building

    • Authors: Hartmut Koenitz, Mirjam Palosaari Eladhari
      Abstract: In this article, we posit ‘game system building’ as a paradigm for game design. Inspired by earlier perspectives on cybernetic art, and current practices in game development and education, we consider the creation of dynamic game systems as a creativeartistic practice where the consideration of complex and often unpredictable behavior and effects are as foundational as the individual elements (rules, graphics, characters, UI etc.) of a game. The paradigm of ‘game system building’ has important implications for the education of designers and games scholars. In this article, we introduce the paradigm and its lineage, and propose an educational approach that reflects ‘game system building’.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.123
      Issue No: Vol. 5, No. 3 (2021)
       
  • A Research-Based Approach to Game Writing Pedagogy

    • Authors: Seth Andrew Hudson
      Abstract: This paper discusses the importance of, and presents a possible framework for, phenomenological research of game industry practice to enhance pedagogy in computer game design (CGD) education. Built around examples from one such study on the practices of game industry writers, the author provides background for the study in question, outlines the theoretical framework of the research design, and presents an overview of the findings. A discussion of possible impacts and further applications in other subdisciplines of game development follows.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.124
      Issue No: Vol. 5, No. 3 (2021)
       
  • Educating Interactive Narrative Designers: Cornerstones of a Program

    • Authors: Hartmut Koenitz, Christian Roth, Teun Dubbelman
      Abstract: In recent years, games with a focus on narrative have been a growing area. However, so far, interactive narrative aspects have not been the focus of video game education (with the noted exception of a small number of programs in game writing), which indicates that many narrative designers are self-trained. The insular status means that many designers use private vocabulary and conceptualizations that are not directly transferable. This state of affairs is an obstacle to productive discourse and has negative consequences for the further development of the professional field. By starting an educational program, we aim to address this problem using the opportunity to also include perspectives outside of games. We report on the first iteration of a minor in interactive narrative design, and reflect on lessons learned, while considering future trajectories for this and similar programs.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.125
      Issue No: Vol. 5, No. 3 (2021)
       
  • ‘Thinking Through’ Games in the Classroom: Using Discursive Game
           Design to Play and Engage with Historical Datasets

    • Authors: René Glas, Jasper van Vught, Stefan Werning
      Abstract: In this contribution, we outline Discursive Game Design (DGD) as a practice-based educational framework, explain how to use this design framework to teach game historiography, and report on findings from a series of in-class experiments. Using Nandeck, a freely available software tool for card game prototyping, we created sets of playing cards based on two game-historical datasets. Students were then asked to prototype simple games with these card decks; both playtesting and co-creating each other’s games in an ongoing quasi-conversational process between different student groups fostered discussions on, and produced alternative insights into, the complex notion of (Dutch) game history, canonization/selection and games as national cultural heritage. The article shows how DGD can be implemented to allow for students with little or no design background to actively ‘think through’ games about the subject matter at hand.
      PubDate: 2021-11-17
      DOI: 10.26503/todigra.v5i3.126
      Issue No: Vol. 5, No. 3 (2021)
       
 
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