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Page 1: Outline Games And Play

Faculty of Arts and Social Sciences

School of Letters, Art and Media Department of Media and Communications

ARIN2640 : Games and Play Semester 1, 2014 Unit of Study Outline

Unit Coordinators Unit coordinators are listed on undergraduate and postgraduate coursework semester timetables, and can be consulted for help with any difficulties you may have. Unit coordinators (as well as the Faculty) should also be informed of any illness or other misadventure that leads students to miss classes and tutorials or be late with assignments.

Unit Coordinator: John Tonkin Location: Room N227, A20 - John Woolley Email: [email protected] Tutor: Adam Ho Location: Room S224, A20 - John Woolley Email: [email protected]

Consultation Hours: Please contact your tutor via email. If necessary an appointment to meet can be made.

Consultation can take place by email or face to face. We can all make the most effective use of our face-to-face consultation if you focus your concerns before coming to see us. We advise that you give us, or email us, something that you have already began to work on so that we have something tangible to talk about when we do meet. Consultation should occur after you have done as much independent work as possible. This makes the consultation time much more effective in terms of meeting your needs. This Unit of Study Outline MUST be read in conjunction with the Faculty of Arts and Social Sciences Student Administration Manual (http://sydney.edu.au/arts/current_students/student_admin_manual.shtml) and all applicable University policies. In determining applications and appeals, it will be assumed that every student has taken the time to familiarise themselves with these key policies and procedures.

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“Computer games don’t affect kids; I mean if Pac-Man affected us as kids, we’d all be running around in darkened rooms, munching magic pills and listening to repetitive electronic music.” Marcus Brigstocke "I think it's wrong that only one company makes the game Monopoly." Steven Wright Unit Description

Computer games have emerged as distinctive cultural forms, with their own aesthetics, design cultures, user communities and academic field. This unit of study uses historical and critical theories on games and play to explore how computer games work, both technically and culturally, and examines their complex interrelationships with society. Drawing on readings from Game Studies, New Media and Design literature, students will analyse a range of different games and use hands-on exercises to develop their own game design concept. Objectives and Outcomes

As a result of successfully completing this unit of study you should be able to:

x understand the historical contexts and key theoretical concepts of computer games and play.

x understand a variety of approaches to studying computer games

x gain a critical awareness of the social and cultural issues arising from computer games.

x apply creative thinking and problem-solving skills to unfamiliar problems.

x work in small groups to complete both assessable and non-assessable tasks.

x demonstrate independent learning and critical thinking skills.

x critically evaluate, analyse and discuss a range of computer games.

x design an in-class game activity that facilitates class learning and discussion around a specific game studies topic.

x use academic research and creative thinking skills to design, develop and present an idea for a game that is appropriate for a specific brief, client and audience.

These outcomes are linked to the Faculty’s graduate attributes of:

x research and inquiry

x information literacy

x personal and intellectual autonomy

x ethical, social and professional understanding

x communication The Faculty’s list of graduate attributes can be found at: www.sydney.edu.au/arts/teaching_learning/academic_support/graduate_attributes.shtml

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Learning Structure

1 hour lecture 2 hour workshop

Venues and Timetable

Lectures Education Lecture Room 424 Thursday 1pm – 2pm Workshops all workshops are in Brennan MacCallum Learning Studio 108 (underground, opposite Manning, enter through door at the left) Thursday 3pm – 5pm Friday 12pm – 2pm Friday 2pm – 4pm (NB these Monday workshops are run the week after the corresponding lecture) Monday 11am – 1pm Monday 3pm - 5pm Students are expected to attend all lectures and seminar / workshops. See information on attendance at the end of this document.

Please note that this is a 6-credit-point unit of study. The Faculty of Arts expects that you spend, in addition to 3 hours of face-to-face class time, at least 6 hours per week on private and group research, completion of assessment tasks and preparation for workshops.

Online Components

This unit requires weekly use of Blackboard Learn, the University’s e-learning platform, so you will need reliable access to a computer and the Internet. To access the Blackboard go to the University homepage (www.sydney.edu.au) > choose MyUni > choose USYD eLearning > enter your Unikey to access your eLearning sites. Alternatively, you can bookmark the login page directly at http://elearning.sydney.edu.au/ If you have any difficulties logging in or using the system, visit the Student Help area of the Sydney eLearning site, http://sydney.edu.au/elearning/student/ Texts

There is no set text or course reader for this unit. Lecture notes, readings, workshop notes, and guidelines for assessment tasks will be posted online on Blackboard. The reading for week 2 is http://www.costik.com/nowords.html Greg Costikyan (1994) I Have No Words & I Must Design (please note this is the 1994 version not the 2002 version) Make sure you read the readings before the lecture!

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other recommended texts The Game Design Reader : a rules of play anthology Katie Salen and Eric Zimmerman. Cambridge, MA:MIT Press, 2006. How to Do Things with Videogames Ian Bogost. University Of Minnesota Press, 2011 Rules of Play, Game Design Fundamentals Katie Salen and Eric Zimmerman. Cambridge, MA:MIT Press, 2003 The library has many books on games and game studies. Other Online Resources Academic http://www.gamestudies.org http://www.digra.org/dl Games and Culture [electronic resource] http://opac.library.usyd.edu.au/record=b3178705 Simulation & Gaming [electronic resource] http://opac.library.usyd.edu.au/record=b2649885 Academic Blogs http://terranova.blogs.com http://www.grandtextauto.org http://www.jesperjuul.net/ludologist/ Gaming News / Blogs http://www.polygon.com/ http://killscreendaily.com/ http://venuspatrol.com/ http://nightmaremode.net/ http://www.4colorrebellion.com/ http://gamasutra.com http://www.kotaku.com.au http://www.au.joystiq.com/

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Semester Outline This semester will have a focus around location based games and serious games, as well as physical interfaces and wearables. Location based games use mobile platforms and location technologies to create game experiences that require the player to navigate physical space. Serious games are designed for a primary purpose other than pure entertainment. They can be used to train, educate or investigate. Physical interfaces include interfaces such as the Nintendo Wii and Microsoft Kinect, Google Glass is an example of a wearable.

week 1 March 6 Introduction: Why study games?

week 2 March 13 What is play? What are games? The player’s experience

week 3 March 20 Serious Games

week 4 March 27 Location Based Gaming

week 5 April 3 Physical Interfaces, Mobile Computing, Wearables

week 6 April 10 Simulations and Games

week 7 April 17 NO LECTURE THIS WEEK! (there are workshops on the Monday for the previous week, but not on Thursday or Friday)

mid semester break non-teaching Easter period

week 8 May 1 Different Approaches to Studying Games Task 2a: Game Design Project - Group Pitch

week 9 May 8 Game Dynamics, What makes a game fun?

week 10 May 15 Game Spaces, Narrative and Interactivity

week 11 May 22 Game Networks and Communities Task 2b: Game Design Project (individual), Friday 23rd May

week 12 May 29 Gaming Games: cheating, hacking gender, art games

week 13 June 5

Situating Games in Culture Gaming discourses and policy Task 3: Game Analysis, Monday 9th June

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Assessment Tasks

Task 1. Workshop Presentation / Activity 20% allocated week Task 2a. Group Game Concept Document and Pitch 20% workshop, week 8 Task 2b. Individual Game Analysis 20% Friday 23rd May Task 3. Game Analysis Essay 40% Monday 9th June You must attempt and submit all tasks in order to pass this unit! Task 1. Workshop Presentation / Activity weighting: 20% (equivalent to 1000 words per student) due: to be scheduled in week 2 Each week two students will be expected to work together to give a short presentation and to run an activity based on that week’s readings that lasts for 30 minutes in total. Groups are expected to present a brief analysis of the article (not just a summary), and then organise and run a brief task (of their own devising) that will aid their classmates’ understanding of the reading. The presentation component should use slides (e.g. PowerPoint) and should be no more than 10 minutes in length. 1. Prepare a short presentation (10 minutes) using slides (eg PowerPoint) on one of the optional readings. You should summarise the key terms and concepts of the reading and discuss how it relates to that week’s topic and also how it might be useful for the assessment tasks. A copy of this presentation should be uploaded to Blackboard. 2. Prepare and run a brief activity (of their own devising) that will aid their classmates’ understanding of the required reading. This task should be some sort game activity or game design activity. Some examples from previous years will be discussed in the week 2 workshops. This component will be assessed on its success in actively furthering students’ understanding of this text. You need to be realistic about what is achievable in the allocated time. After the workshop you should upload any materials that you prepared as well as a short descriptive summary and evaluation of the activity (max 1 page). This assessment will be assessed on the following criteria:

x Demonstrated understand of key ideas of the reading. x Ability to contextualize the reading in relation to the overall subject and broader

academic theory and to facilitate other students’ engagement with this text. x Ability to design an in-class game activity that facilitates class learning around a

specific game studies topic. Students can be either assessed as a pair (i.e. both students will receive same mark) or otherwise you can email your tutor (confidentially) if you want to be marked separately (especially if one of you has done much more of the work). Task 2. Game Design Project

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This task revolves around coming up with an idea for a serious game, and then further developing that idea. You need to develop both an interesting concept for a game as well as game-play that is appropriate and engaging. Task 2a: Serious Game Concept, Design Document and Pitch (Group) word length: equivalent to 1000 words (per student) weighting: 20% due: in workshop class, week 8 In small groups develop a serious game concept. Your game should also incorporate at least one of the following: location-based gaming, physical interfaces or wearables. You will submit a game design document (report) and present a short 5 minute pitch (presentation) for your game. You need to think through the game play and the player’s experience. Your design document should be written as a report with appropriate images (for example: screen mock-ups, storyboards, maps etc). You should analyse the potential strengths and weaknesses of your proposal and identify any challenges. Describe exactly what it is that your game is teaching. How is this learning embedded into the game? Your design document and pitch should be designed to communicate the concept of your game to a client (You must determine a virtual client for your project). We will further discuss the form of the document and look at examples of game pitches in class. Task 2b. Serious Game Concept Analysis (Individual) word length: equivalent to 1000 (per student) weighting: 20% due: Friday 23rd May This task allows you to analyse your game concept from task 2a and to consider some of the theoretical issues raised in the lectures and readings over the course of the semester. You will analyse the game using a reading from the reading list (nb this should not be the same reading that you choose for part 2 of task 3). You also need to find an existing serious or location based game that you can use as a comparison in your analysis. You should focus on analysis rather than description. You will be given more specific guidelines for this task later in the semester.

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Task 3. Game Analysis word length: 2000 weighting: 40% due: Monday 9th June Students will write an academic analysis of a game of their choosing. The analysis of your chosen game should consist of two approximately equal length parts: Part 1 : In his article "Tools for Creating Dramatic Game Dynamics" Marc LeBlanc presents a formal approach to understanding games. Use the concepts and ideas presented by LeBlanc to offer a formal analysis of the chosen game. This analysis should address issues such as: how complex are the dynamics of the game? What are the game mechanics that create these dynamics? How do these elements contribute to the player's experience of the game? How could the game design be changed to make the game more interesting? Part 2 : Choose another reading from one of the other lecture topics on the reading list. Use this reading to further analyse the game in the context of this topic. Show how this approach offers new academic insights into the game. (nb this should not be the reading that you choose task 2b). You should discuss with your tutor what you are planning to do. General Notes Your analysis should use these two readings (LeBlanc + another) as conceptual lenses with which to examine your chosen game. It should be written in a scholarly form (with references); drawing on material covered in the lectures and readings, as well as other sources you have researched yourself. (As a guideline you should reference at least 4 of the readings (including the above two) and at least 2 other sources) You need to focus on analysis rather than description. You don't need to comprehensively analyse the entire game, it may be preferable that you focus on one particular aspect of the game. It is important that you state at the beginning of your essay what it is that you are planning to do.

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Referencing and Style Guide Best practice scholarship means that you provide a reference for each significant point or idea that you take from another text. APA is the preferred system for MECO. You may use any referencing system supported by the library as long as you use it consistently and you include all of the key bibliographic elements required (author, title, place, publisher, etc.). The MECO Style Guide has more information about referencing and essay writing. http://sydney.edu.au/arts/media_communications/downloads/documents/StyleGuideugpgfinal.pdf Do not include sources in your reference list that you have not referred to in your assessment. The University of Sydney Library website has an excellent list of citation and referencing guidelines: http://www.library.usyd.edu.au/skills/ Assessment Criteria This unit uses standards referenced assessment for award of assessment marks. Students’ assessment will be evaluated solely on the basis of students’ achievement against criteria and standards specified to align with learning outcomes. For reference to criteria and standards, please consult MECO grade descriptors at http://sydney.edu.au/arts/media_communications/resources/grade_descriptors.shtml Attendance Attendance at classes is compulsory. Students who will be absent from classes for more than one week should seek leave of absence, with supporting documentation. The Faculty regards a student who is absent without leave from more than 10 per cent of classes in any particular unit of study as having failed to satisfy attendance requirements, which may lead to the student being deemed not to have completed that unit of study and a result of “Absent Fail” being returned. Appropriate Use of ICT Resources This subject involves the use of ICT resources. Please make sure you follow the Policy on the use of University Information and Communication Technology Resources. You should

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be especially careful when creating publicly accessible material. see http://www.usyd.edu.au/ICTRPolicy/ SUBMISSION OF WRITTEN WORK Compliance Statements All students are required to submit an authorised statement of compliance with all work submitted to the University for assessment, presentation or publication. A statement of compliance certifies that no part of the Work constitutes a breach of Academic Dishonesty and Plagiarism Policy, and must be in the form of:

a. a University assignment cover sheet; b. a University electronic form; or c. a University written statement.

The format of the compliance statement will differ depending on the method required for submitting your work (see “Assessment Submission” below). Essays and assignments not submitted on or before the due date are subject to penalty, refer to http://sydney.edu.au/arts/current_students/late_work.shtml for the Policy on Late Work. Assessment Submission Electronic submission of assessment tasks via the University’s Learning Management System (Blackboard) will be required by the due date. For your own sake you must keep a copy of your assignment. ACADEMIC DISHONESTY AND PLAGIARISM Academic honesty is a core value of the University. The University requires students to act honestly, ethically and with integrity in their dealings with the University, its members, members of the public and others. The University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat all allegations of academic dishonesty or plagiarism seriously. The University’s Academic Dishonesty and Plagiarism Policy 2012 and associated Procedures are available for reference on the University Policy Register at http://sydney.edu.au/policies/ (enter “Academic Dishonesty” in the search field). The Policy applies to the academic conduct of all students enrolled in a coursework award course at the University. Under the terms and definitions of the Policy,

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x “academic dishonesty” means “seeking to obtain or obtaining academic advantage (including in the assessment or publication of work) by dishonest or unfair means or knowingly assisting another student to do so.

x “plagiarism” means “presenting another person’s work as one’s own work by presenting, copying or reproducing it without appropriate acknowledgement of the source.”

The presentation of another person's work as one's own without appropriate acknowledgement is regarded as plagiarism, regardless of the author’s intentions. Plagiarism can be classified as negligent (negligent plagiarism) or dishonest (dishonest plagiarism). An examiner who suspects academic dishonesty or plagiarism by a student must report the suspicion to a nominated academic in the relevant faculty. If the nominated academic concludes that the student has engaged in dishonest plagiarism or some other sufficiently serious form of academic dishonesty, the matter may be referred to the Registrar for further disciplinary action under the terms of the Academic Dishonesty and Plagiarism Policy 2012 and Chapter 8 of the University of Sydney By-Law 1999 (as amended). SPECIAL CONSIDERATION The Faculty of Arts and Social Sciences assesses student requests for assistance relating to completion of assessment in accordance with the regulations set out in the University Assessment Policy 2011 and Assessment Procedures 2011. Students are expected to become familiar with the University’s policies and Faculty procedures relating to Special Consideration and Special Arrangements.

Students can apply for:

x Special Consideration - for serious illness or misadventure x Special Arrangements - for essential community commitments x Simple Extension – an extension of less than 5 working days for non-examination

based assessment tasks on the grounds of illness or misadventure.

Further information on special consideration policy and procedures is available on the Faculty website at http://sydney.edu.au/arts/current_students/special_consideration.shtml

You need to apply using the Online Special Consideration system that is linked to on that page.

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OTHER POLICIES AND PROCEDURES RELEVANT TO THIS UNIT OF STUDY

The Faculty’s Student Administration Manual is available for reference at the “Current Students” section of the Faculty Website (http://sydney.edu.au/arts/current_students/). Most day-to-day issues you encounter in the course of completing this Unit of Study can be addressed with the information provided in the Manual. It contains detailed instructions on processes, links to forms and guidance on where to get further assistance.

STAYING ON TOP OF YOUR STUDY

For full information visit http://sydney.edu.au/arts/current_students/staying_on_top.shtml

The Learning Centre assists students to develop the generic skills, which are necessary for learning and communicating knowledge and ideas at university. Programs available at The Learning Centre include workshops in Academic Reading and Writing, Oral communications Skills, Postgraduate Research Skills, Honours, masters Coursework Program, Studying at University, and Workshops for English Language and Learning. Further information about The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/ The Write Site provides online support to help you develop your academic and professional writing skills. All University of Sydney staff and students who have a Unikey can access the WriteSite at http://writesite.elearn.usyd.edu.au/. The Faculty of Arts and Social Sciences has units at both an Undergraduate and Postgraduate level that focus on writing across the curriculum or, more specifically, writing in the disciplines, making them relevant for all university students. To find out more visit http://sydney.edu.au/arts/teaching_learning/writing_hub/index.shtml and http://sydney.edu.au/arts/teaching_learning/pg_writing_support/index.shtml In addition to units of study on writing, The FASS Writing Hub offers drop-in sessions to assist students with their writing in a one-to-one setting. No appointment is necessary, and this service is free of charge to all FASS students and/or all students enrolled in WRIT units. For more information on what topics are covered in a drop-in session and for the current schedule, please visit http://sydney.edu.au/arts/teaching_learning/writing_hub/drop_in_sessions.shtml. Pastoral and academic support for Aboriginal and Torres Strait Islander students is provided by the STAR Team in Student Support services, a dedicated team of professional Aboriginal people able to respond to the needs of students across disciplines. The STAR team can assist with tutorial support, mentoring support, cultural and pastoral care along with a range of other services. More information about support for Aboriginal and Torres Strait Islander students can be found at http://sydney.edu.au/current_students/student_services/indigenous_support.shtml.

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The Koori Centre also provides a culturally safe space for Aboriginal and Torres Strait Islander students and staff. It is a facility where students can enjoy culture identity and in which they can engage their fellow students and colleagues in a respectful and honest conversation about the issues, values and pride and place of Aboriginal and Torres Strait Islander culture in contemporary Australian identity and life. The Centre provides access to computers, common room, study space, an Indigenous Research Library, and an orientation program at the beginning of the year. The Library offers students free, online tutorials in library skills at sydney.edu.au/library/skills. There's one designed especially for students studying in the Humanities and Social Sciences at sydney.edu.au/library/subjects/subject.html. And don't forget to find out who your Faculty Liaison Librarians are.

OTHER SUPPORT SERVICES

Disability Services is located on Level 5, Jane Foss Russell Building G20; contact 8627 8422 or email [email protected] . For further information, visit their website at http://sydney.edu.au/stuserv/disability/ . Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell Building G20; contact 8627 8433 or email [email protected]. For further information, visit their website at http://sydney.edu.au/current_students/counselling/