Video Gaming: Play and Players - MSTU5006

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2022 to 2023
Canterbury
Spring Term 5 30 (15) Dieter Declercq checkmark-circle

Overview

This module aims to provide students with a broad-based knowledge of the history and development of video gaming, alongside an understanding of the technological and industrial advances in game design. Students will learn about game theory and be able to use it to analyse a wide range of game types. They will learn about intersecting questions of narrative, interactivity, space, play, players, game genres and representation. They will gain an understanding of how formal and informal regulation works to control game content, and be able to conceive of all of this through a range of critical theories.
One of the assessment methods employed on this module is a Digital Portfolio. The Digital Portfolio platform allows students on theoretical modules to create practical implementations of scholarly ideas and interactive forms of assessment, which may include blogging, video essays, and other forms of trans-media content.

Details

Contact hours

Total contact hours: 44
Private study hours: 256
Total study hours: 300

Method of assessment

Main assessment methods:

Critical Essay (2,500 words) (40%)
Digital Portfolio (60%)

Reassessment methods:
Like-for-Like

Indicative reading

Indicative Reading List:

Adam Chapman (2018) Video Games as History (Routledge).
Steven Conway and Jennifer DeWinter (2017) Video Game Policy: Production, Distribution and Consumption (Routledge).
Katherine Isbister (2017) How Games Move Us: Emotion by Design (The MIT Press).
Christopher Hanson (2018) Game Time: Understanding Temporality in Video Games (Indiana University Press).
Jennifer Malkowski and TreaAndrea Russworm (eds) (2017) Gaming Representation: Race, Gender, and Sexuality in Video Games (Indiana University Press).
Daniel Muriel and Garry Crawford (2018) Video Games as Culture (Routledge).
Mary Flanagan (2013) Critical Play: Radical Game Design (The MIT Press).
Mark Wolf and Bernard Perron (eds) (2016) The Routledge Companion to Video Game Studies (Routledge).

See the library reading list for this module (Canterbury)

Learning outcomes

The intended subject specific learning outcomes.
On successfully completing the module students will be able to:

1 Demonstrate knowledge of the history and development of digital game forms;
2 Demonstrate understanding of how technological developments impact and determine game forms;
3 Demonstrate a critical understanding of game theory;
4 Demonstrate a critical appreciation of theories pertaining to game playing;
5 Demonstrate an ability to engage with how games are regulated by industry, society and media debates and discourses;
6 Demonstrate ability to apply narrative theories in debates relating to game analysis;

The intended generic learning outcomes.
On successfully completing the module students will be able to:

1 Engage in meaningful debate about issues and practices within their degree area;
2 Demonstrate understanding of key concepts within relevant academic literature;
3 Demonstrate research skills, including the ability to assess the merits of, and make critical judgments in relation to, academic and non-academic sources of information;
4 Demonstrate written communication skills;
5 Demonstrate an ability to prepare and deliver cohesive and convincing arguments in writing and in verbal presentation;
6 Act on feedback received from both academic staff and peers.

Notes

  1. Credit level 5. Intermediate level module usually taken in Stage 2 of an undergraduate degree.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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