The concept of modding helps to draw meaningful connections between the technical, economic, aesthetic, and social aspects of game design, and contemporary society and economy more widely, demonstrating the centrality of communal processes in the market.
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This book contributes to the debate over how mod communities shape labour and the economy by yielding insight into the way a developer firm invites its user base to partner with it in product development, indicating how aspects of user participation associated with non-market dynamics are embedded in commercial activity and professionalism. It is proposed that serious game design can be streamlined and This paper presents a practical solution to the tension between the growing desire for serious games amongst students and educators and the barriers to effectively implementing them. However, as evidence of the efficacy of GBL grows, the discipline gains new advocates from a variety of backgrounds which increases the risk of GBL solutions being designed and implemented in isolation of the expertise and resource contexts necessary to make them effective. Despite these barriers, the well-documented advantages of game-based learning (GBL) drive demand for games for learning, training, or behavioural change (hence-forth referred to as 'serious games') across a wide range of contexts. Games designed for digital platforms also need significant technical expertise and the resources to support them. In short, educational game design is complex, resource intensive, and requires multiple interdisciplinary skillsets. Furthermore, research into game-enhanced learning demonstrates that the different characteristics of different games have discernible effects on the learning behaviours of players and consequently on how well the game achieves its educational purpose.
Educational games which do not successfully combine game design with learning design are ineffective in terms of engagement, learning, or both (often known as a 'spinach sundae': a product which is neither appealing nor good for you ). 1 Introduction It is now well evidenced that games can be engaging and effective tools for education but that the design of an intervention has as large an effect on success as the medium and that designing effective game-based learning solutions requires significant expertise in both game-design and pedagogy. Systematic application of the workflow to a real example supports the value of this approach and provides a useful template for educators to follow for increasing the quality and feasibility of self-designed serious games. A detailed worked example applies the workflow to the development of a serious tabletop game with the educational goal of increasing knowledge and confidence of performing postgraduate literature reviews. The work-flow combines existing research for serious games design with novel systematic analysis techniques for learning and game mechanics and gameplay loops to improve the understanding and rigour of the process. This paper describes a learning-objective-centric workflow for modifying ('modding') existing tabletop games for educational purposes. Mingrino – Participation at the Global Game Jam event: a bridge between consumer and producer worlds in digital entertainment Cover Art: Contradictions (Filippo Minelli – ) Boechat – Tribute and Resistance: Participation and affective engagement in Brazilian fangame makers and modders’ subcultures R.
Fuchs – Nordic game subcultures: between LARPers and avant-garde T. 2 – Critical notes (non-peer reviewed) M. Sotamaa – Assembling a game development scene? Uncovering Finland’s largest demo party Cover Art: KINSHASA vs AKIHABARA (Giovanni Fredi – ) Vol.
Harvey – Twine’s revolution: Democratization, depoliticization, and the queering of game design H. Menotti – Videorec as gameplay: Recording of playthroughs and video game engagement A. Márquez – Playing new music with old games: The chiptune subculture G. Avatars, gaming and The Big Bang Theory I. Gallagher – From camp to kitsch? A queer eye on console fandom T. Zhang – The stroller in the virtual city: spatial practice of Hong Kong players in Sleeping Dogs R.
Ruffino – Introduction: games and subcultural theory G. 3/2014 Is– Video game subcultures: Playing at the periphery of mainstream culture Edited by M.
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