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Learning about the Israeli-Palestinian conflict through simulations: The case of PeaceM... - 3 views
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Erik Hanson liked it
being a gamer is less an inherent attribute—either you are or you aren’t—than it is a malleable description of practices that change throughout one’s lifetime, whether from “hardcore” to “casual,” single-player to “social,” or genre to genre
one could argue that part of the origin story of game studies was the struggle to establish the idea that games are not narratives--that they were a radically "new" textuality, but this just delayed the needful discussions of how games related to the inherited media ecology, how they used narrative, music, video, etc. to new effects
students tend not to be "well-played," on an analogy to "well-read," but knowledgeable in one or a few genres
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what about our students' physical abilities and skill sets? How does skill play into their experiences of games?
Can or should one philosophize about a medium one has not embraced to the point of design? I vote: no.
In an academic paper, I don't think that I would feel legitimate in citing something from a designer. It doesn't feel credible, even though the designer may be someone like Ron Gilbert
a senior-level seminar in “Digital Games and Culture”
Betty Hayes and I have been teaching an undergrad games studies course uniting new media reading/writing, academic readings across disciplines, and gameplay across genres for two years now
Reacting to the Past - 4 views
On encouraging replay to learn more - 3 views
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The Imagination Age: GAMEFUL Challenge - 0 views
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Game modding in class - non-digital - 0 views
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