Reflective Game Designers: Forming and Appreciating Identity in the Game Design Curriculum

Reflective Game Designers: Forming and Appreciating Identity in the Game Design Curriculum

Seth Andrew Hudson (George Mason University, USA)
Copyright: © 2017 |Pages: 15
DOI: 10.4018/978-1-5225-2551-6.ch007
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Abstract

This chapter argues that the study of game design in higher education has the power to directly impact changes in the current culture of the computer game industry, doing so through the incorporation of reflective practice in coursework and teacher practice. Highlighting the unique challenges faced by computer game design faculty and programs, along with challenges students face when seeking employment post-graduation, the author frames questions of student culture and identity as they relate to discipline-specific traditions and the games industry. The discussion calls for the leveraging of the prior knowledge students have as players and many faculty have through industry experience, and concludes with recommendations for adopting reflective practice across computer game design in higher education.
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Context And Literature Review

Attempting to understand the identity of game design students requires an understanding of several interrelated cultures surrounding video games: game design programs in higher education; the video game industry; and players. The following provides a context for the argument by reviewing current thinking regarding game design programs in higher education, the pedagogical challenges and opportunities therein, a specific focus on reflective practice in game design pedagogy, and the larger cultural and ideological challenges facing young women seeking a career in game design.

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