Abstract
Recent literature on the field of gaming and play in higher education has called for continued innovation and engagement with game-based curriculum and exploration of applications of game- and play-based learning in specific disciplines. In this chapter, the author describes the process of creating a first-year experience course based in game studies. Drawing from Fullerton's model of playcentric design, the author considered how to create a learning experience that simultaneously introduced students to the field of gaming studies and provided a solid foundation of academic literacies. This chapter includes a literature review of current research in the field of gaming and play in education; an overview of the curriculum the author developed for this learning experience, including highlights of learning activities, content, and materials; and discussion on building learning experiences around gaming and play.
TopSetting Player (Learner) Experience Goals
Beginning with Fullerton’s concept of setting player experience goals, in this section, I will describe how learner goals are set and articulated. By situating the design and development process on existing literature on game and play in education, this section will simultaneously serve as an exploration of ideas and methods for game-based curriculum development and provide an outline of current trends in first-year course and program experience design. At the core of this course is the first-year student experience, engaging students with academic processes and discourse, learning about research strategies, practicing writing, and building community. Game-based learning provides an opportunity for students to explore these themes while investigating applications of play within higher education. Students will investigate themes of social justice, accessibility, and equity through game-based teaching and learning experiences. The literature will ground these ideas and contextualize them within the parameters of the course design.
Key Terms in this Chapter
Academic Literacies: Assessment, evaluation, and development of students’ academic skills, including engaging in academic writing, research, discussion, and presentation.
Iterative Design: Cyclical course design model that includes frequent feedback and revision.
Gaming Studies: Interdisciplinary field of inquiry that investigates the role and design of gaming experiences in society, draws from humanities, social sciences, and technology studies.
Playcentric: Centering design processes on user (learner)-centered strategies. See Fullerton (2019) .
Justice-Centered Gaming: Design and development of games that promote access, equity, and inclusivity.
First-Year Experience: Seminars for first-year college or university students designed to promote engagement and develop academic literacies.