Simon Fraser University
Engaging the World

Course Outlines

Spring 2020 - IAT 210 D100

Introduction to Game Studies: Theory and Design (3)

Class Number: 7907

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 6 – Apr 9, 2020: Fri, 2:30–5:20 p.m.
    Burnaby

  • Exam Times + Location:

    Apr 20, 2020
    Mon, 12:00–3:00 p.m.
    Burnaby

  • Prerequisites:

    Completion of 21 units.

Description

CALENDAR DESCRIPTION:

Reviews the history of games, tracing the evolution of game design from board and card games through the latest electronic products. Examines the medium of games through various lenses: games as rules (game design), games as play (game experience), and games as culture (culture within games, and role of games and game cultures). Breadth-Humanities/Social Sciences.

COURSE DETAILS:

An introduction to the medium of games. Reviews the history of games, tracing the evolution of game design from board and card games through the latest digital games. Examines the medium of games through various lenses: games as rules (game design), games as play (game experience), and games as culture (the cultures within games, and the role of games and game cultures within our broader culture). Students are introduced to the concepts of game narrative, the influence of technology in digital games, the emergence of game paradigms such as social media, mobile games, serious games and game ‘modding’, as well as models and trends within the games industry.

[Note: Course Outline details below are subject to minor revision.]

COURSE-LEVEL EDUCATIONAL GOALS:

Course Topics:

  • history of games
  • games as a medium: "Magic Circle", game rules, game design, role of choice and challenge, game genres
  • games as play: the varieties of game experience
  • games as culture
    • cultures within games
    • games within our broader culture
    • games and social issues: gender, violence, addiction
  • games and narrative
  • games and technology (computation, role of AI, innovative interface models)
  • emergent game paradigms
    • social and networked games
    • mobile games
    • locative games
    • "art" games
    • participatory gaming
    • "serious games", educational games, "gamification"
  • games industry - business models and trends

Learning Activities
The class will include lectures, screenings, class discussions, course readings, Canvas materials & discussion board, writing assignments and game project assignments. Some game design assignments, exercises and short quizzes will be conducted during class times.

Learning Outcomes:
Upon completion of this course students will be able to:
  • Write and think critically about the history and evolution of games, including the situation of specific games within recognized game genres.
  • Analyze the design of traditional and digital games, identifying the role of critical design variables such as challenge, choice, asset allocation, role of narrative, etc.
  • Analyze and critique game experience, relating it to the fundamentals of game design.
  • Identify and discuss critical cultural and social issues in games and game cultures.
  • Identify the roles of technology in supporting and extending the design and experience of electronic games.
  • Identify and discuss a variety of emergent game paradigms.
  • Identify trends and issues in the games industry and the economy of games.

Grading

  • Short In-class Worksheets (group) 10%
  • Analysis of Board Game (individual) 15%
  • Analysis of Digital Game (individual) 25%
  • Final Exam (individual) 30%
  • Reading Quizzes (individual) 5%
  • Homework Assignments (individual) 10%
  • Participation (individual) 5%

Materials

REQUIRED READING:

IAT 210 Custom Courseware Pack, plus other readings as assigned.

Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI(Vol. 4, No. 1, p. 1722).

"What is Casual?" from Juul, J. (2010). A casual revolution: Reinventing video games and their players. MIT press.

Yee, N. (2014). "Who Plays and Why" from The Proteus Paradox : How Online Games and Virtual Worlds Change Us-And How They Don't. Yale University Press. pp. 22 - 38.

Cucuel, Q. (2011). The video game industry: Explaining the emergence of new markets. Otago Management Graduate Review, 9, 1-23.

Klimas, P. (2017). Current Revenue (Monetisation) Models of Video Game Developers. Journal of Management and Financial Sciences, 10(28), 119-136.

Rayna, T., & Striukova, L. (2014). 'Few to Many': Change of Business Model Paradigm in the Video Game Industry. Digiworld Economic Journal, (94), 61.

Scully-Blaker, R., Begy, J., Consalvo, M., & Ganzon, S. (2017). Playing along and playing for on Twitch: Livestreaming from tandem play to performance.

McGonigal, J. (2011). "Missions Impossible" from Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin Press. pp. 247-265

Tavinor, G. (2009). "Videogames as Art" from The Art of Videogames. West Sussex: Wiley-Blackwell. pp. 172-196.

Salen, K. & Zimmerman, E. (2004). "Games as Open Culture" from Rules of Play: Game Design Fundamentals.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS