Analysis of Play, September 3rd, 2014
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1) The document outlines the schedule and assignments for a class on games and gameplay. It includes discussing fantasy football, the game HabitRPG, and the readings of Caillois, McGonigal, Rodriguez and Frasca. 2) Students are reminded to sign up for fantasy football, set their lineups, and join the HabitRPG guild. They are also reminded that blog posts are due on Wednesdays and Fridays about class topics and readings. 3) The document discusses defining games based on readings from Juul and discussions of the "magic circle" concept. Students are asked to form groups to develop a focused definition of what constitutes a game.
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This document discusses how games can be used for transformation and instilling important skills and knowledge in players. It outlines seven ways games can make players care, including engaging curiosity, connecting to fantasies, and letting players break rules. It also describes seven ways games can induce transformation, such as showing complex relationships, using repetition, and introducing incidental material. Finally, it notes three common pitfalls in designing transformational games, like having a bad hypothesis about how transformation will occur or disconnects between developers and subject matter experts on project scope.
Scavenger hunt
This document contains 15 scavenger hunt questions ranging in topic from US presidents, library resources, video games, MSU sports, campus events and locations, conflict resolution resources, scheduling tools, academic sources, and local city populations. The questions require finding details, photos, reviews, contact information, transportation schedules and more to complete the scavenger hunt.
Secrets of Amazing Transformational Games
This document discusses how games can be used to transform players and induce meaningful change. It outlines seven ways games can make players care, including engaging curiosity, putting ego on the line, connecting to fantasies, and more. It also describes seven ways games can transform players, such as showing complex relationships, using repetition, breaking down barriers, and creating teachable moments. Finally, it notes three common pitfalls in designing transformational games, like having a flawed hypothesis of how players will change, fooling oneself about whether players care, and scope disconnects between developers and subject matter experts.
Game Design, October 29th, 2013
This document outlines the plans and activities for a class this week. It includes playing Red Dead Redemption to think about immersion and cultural themes in gaming. There will be group discussions and activities checking in on progress, readings on game development processes, and options for the next class meeting. The instructor is also working to reserve lab time on weekends for Dungeons and Dragons sessions and work help. A vote will be taken on Thursday's activity.
Rules of the game worksheet
The document is a worksheet asking students to reflect on a card game called "Barnga/Five Tricks" that they played in class. The worksheet contains 9 questions asking students to describe their experience playing the game, when they noticed something was wrong with the rules, how rule conflicts were handled, and how not being able to communicate affected gameplay. It also asks students to consider what connections the experience has to real life and what unspoken rules they encounter that change based on situation or people.
Game Design, September 3rd, 2013
The document outlines an agenda for a class that includes:
1. An icebreaker activity where students share what they did without power as kids
2. Checking that students are enrolled in relevant online resources
3. Discussing a major assignment on creating a skills portfolio
4. Reviewing readings on game definitions by Juul and Gee
5. Asking students to define games from a designer's perspective and email their definitions
6. Assigning homework of playing Angry Birds, reading chapters, setting fantasy sports lineups, and posting to Tumblr.
Game Design, September 10, 2013
1. The document discusses brainstorming tips for game design from Schell and Dr. Phill, including writing, sketching, changing perspectives, and mixing categories.
2. It provides a sample game design document for students to review and discusses the essential elements of a game design document.
3. Students are reminded that skill portfolios are due next class and to read chapters on pitching games and forming groups for the following class.
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This document provides an overview of rhetorical analysis and its key components. It defines rhetorical analysis as reading a text with an understanding of its context and means of persuasion. It then lists elements to critically observe, including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The document encourages using concepts from prior readings as guides for analysis.
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The document discusses an icebreaker activity called "Two Lies and the Truth" where students write down their name and three statements about themselves, one of which is true. They hand their card to the person next to them who tries to guess which statement is accurate. It also mentions reviewing class policies and doing a skills assessment exercise where students email the instructor about their writing, editing, design, and video skills. Students are asked to come to the next class ready to ask a question about professional writing.
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The first video game was created in 1958 and was called Tennis for Two. In the 1970s, Atari created early arcade games like Computer Space and Pong, popularizing the video game industry. In the 1980s, Nintendo launched the NES console and games like Super Mario Bros, The Legend of Zelda, and Metroid, starting the console wars between Nintendo, Sega, and others. World of Warcraft's success in 2004 demonstrated the popularity of online and PC gaming. The mobile gaming industry also grew significantly in the late 2000s with the rise of smartphones.
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Analysis of Play, September 3rd, 2014
- 2. Today 1) Icebreaker 2) Fantasy Football: setting line-ups 3) HabitRPG 4) Gameplay experience: Avenger’s Alliance 5) Discussion: Caillois, McGonigal, Rodriguez and Frasca 6) DEFINE. ALL. THE. GAME. 7) Homework
- 3. Football
- 4. Football If you didn’t ever accept your fantasy football invite, you need to do that. I took over those teams as a “second” owner so we could draft, but I’ll drop it when you sign up so you have full control. We all need to set lineups. Let me show you how.
- 8. HabitRPG Hopefully everyone found the guild. If not, shouting out again: Dr. Phill’s AoP . JOIN! Once you’re in the guild, you should have a challenge called “the Fall.” Accept it. This will map you tasks to your Habit so you can use it as a checklist for the semester. Let me help you locate the challenge.
- 10. Blogs Also, your blog requirement starts tonight. Remember that Wednesdays are posts about something interesting from class/related to class and Fridays are responses to the readings. If you didn’t give me your blog address, I will be needing it by Friday so I can grade you.
- 11. McGonigal Goal: specific outcome for player Rules: limitations on how to achieve goal Feedback system: tells you how close you are to goal Voluntary participation: you choose to play.
- 12. Caillois 1. Free: you don’t have to play 2. Separate: basically magic circle 3.Uncertain: you don’t see where it is going… 4.Unproductive: you don’t make stuff 5. Governed by rules 6. Make-believe
- 17. And so we start to… …define what a “game” is. Remember Juul from last class, and think about the further implications of the “magic circle” from the other reading for today. Form groups of 3. Not more. Less is okay. Develop a specific, focused, definition for a game. You can reference everything we’ve read so far.
- 18. Game per Juul
- 19. And remember… We also learned about the “magic circle.”
- 21. Next class… O.M.G. R.P.G!
- 22. Don’t forget… … to be playing. You have lots of gameplay experiences. And to blog.
- 23. For Friday There are numerous Dungeons & Dragons related readings on the schedule. Remember to do ‘em!