This text is aimed at students interested in using game theory as a design methodology for solving problems in engineering and computer science. The author shows that such design challenges can be ...analyzed through game theoretical perspectives that help to pinpoint each problem's essence: Who are the players? What are their goals? Will the solution to 'the game' solve the original design problem?
The impulse toward play is very ancient, not only pre-cultural but pre-human; zoologists have identified play behaviors in turtles and in chimpanzees. Games have existed since antiquity; ...5,000-year-old board games have been recovered from Egyptian tombs. And yet we still lack a critical language for thinking about play. Game designers are better at answering small questions ("Why is this battle boring?") than big ones ("What does this game mean?"). In this book, the game designer Brian Upton analyzes the experience of play -- how playful activities unfold from moment to moment and how the rules we adopt constrain that unfolding. Drawing on games that range from Monopoly to Dungeons & Dragons to Guitar Hero, Upton develops a framework for understanding play, introducing a set of critical tools that can help us analyze games and game designs and identify ways in which they succeed or fail.Upton also examines the broader epistemological implications of such a framework, exploring the role of play in the construction of meaning and what the existence of play says about the relationship between our thoughts and external reality. He considers the making of meaning in play and in every aspect of human culture, and he draws on findings in pragmatic epistemology, neuroscience, and semiotics to describe how meaning emerges from playful engagement. Upton argues that play can also explain particular aspects of narrative; a play-based interpretive stance, he proposes, can help us understand the structure of books, of music, of theater, of art, and even of the process of critical engagement itself.
Videogames and Agency explores the trend in videogames and their marketing to offer a player higher volumes, or even more distinct kinds, of player freedom. The book offers a new conceptual framework ...that helps us understand how this freedom to act is discussed by designers, and how that in turn reflects in their design principles. What can we learn from existing theories around agency? How do paratextual materials reflect design intention with regards to what the player can and cannot do in a videogame? How does game design shape the possibility space for player action? Through these questions and selected case studies that include AAA and independent games alike, the book presents a unique approach to studying agency that combines game design, game studies, and game developer discourse. By doing so, the book examines what discourses around player action, as well as a game’s design can reveal about the nature of agency and videogame aesthetics. This book will appeal to readers specifically interested in videogames, such as game studies scholars or game designers, but also to media studies students and media and screen studies scholars less familiar with digital games. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of ...scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age.
Racing the Beam Montfort, Nick; Bogost, Ian
2009, 20090109, 2009-01-09
eBook
The Atari Video Computer System dominated the home video game market so completely that "Atari" became the generic term for a video game console. The Atari VCS was affordable and offered the ...flexibility of changeable cartridges. Nearly a thousand of these were created, the most significant of which established new techniques, mechanics, and even entire genres. This book offers a detailed and accessible study of this influential video game console from both computational and cultural perspectives. Studies of digital media have rarely investigated platforms--the systems underlying computing. This book (the first in a series of Platform Studies) does so, developing a critical approach that examines the relationship between platforms and creative expression. Nick Montfort and Ian Bogost discuss the Atari VCS itself and examine in detail six game cartridges: Combat, Adventure, Pac-Man, Yars' Revenge, Pitfall!, and Star Wars: The Empire Strikes Back. They describe the technical constraints and affordances of the system and track developments in programming, gameplay, interface, and aesthetics. Adventure, for example, was the first game to represent a virtual space larger than the screen (anticipating the boundless virtual spaces of such later games as World of Warcraft and Grand Theft Auto), by allowing the player to walk off one side into another space; and Star Wars: The Empire Strikes Back was an early instance of interaction between media properties and video games. Montfort and Bogost show that the Atari VCS--often considered merely a retro fetish object--is an essential part of the history of video games.
Serious Games Ritterfeld, Ute; Cody, Michael; Vorderer, Peter
2009, 20090910, 2009-09-30, 2009-09-10
eBook
Serious Games provides a thorough exploration of the claim that playing games can provide learning that is deep, sustained and transferable to the real world. "Serious games" is defined herein as any ...form of interactive computer-based game software for one or multiple players to be used on any platform and that has been developed to provide more than entertainment to players. With this volume, the editors address the gap in exisiting scholarship on gaming, providing an academic overview on the mechanisms and effects of serious games. Contributors investigate the psychological mechanisms that take place not only during gaming, but also in game selection, persistent play, and gaming impact.
The work in this collection focuses on the desirable outcomes of digital game play. The editors distinguish between three possible effects -- learning, development, and change -- covering a broad range of serious games’ potential impact. Contributions from internationally recognized scholars focus on five objectives:
Define the area of serious games
Elaborate on the underlying theories that explain suggested psychological mechanisms elicited through serious game play, addressing cognitive, affective and social processes
Summarize the empirical evidence on the effectiveness of serious games,
Introduce innovative research methods as a response to methodological challenges imposed through interactive media
Discuss the possibilities and limitations of selected applications for educational purposes.
Anchored primarily in social science research, the reader will be introduced to approaches that focus on the gaming process and the users’ experiences. Additional perspectives will be provided in the concluding chapters, written from non-social science approaches by experts in academic game design and representatives of the gaming industry. The editors acknowledge the necessity for a broader interdisciplinary study of the phenomena and work to overcome the methodological divide in games research to look ahead to a more integrated and interdisciplinary study of digital games.
This timely and singular volume will appeal to scholars, researchers, and graduate students working in media entertainment and game studies in the areas of education, media, communication, and psychology.
Ute Ritterfeld , Professor for Media Psychology, received her education in the Health Sciences (Academy of Rehabilitation in Heidelberg) and in Psychology (University of Heidelberg), completed her Ph.D. in Psychology (Technical University in Berlin), and habilitated at the University of Magdeburg, Germany. She was Assistant Professor at the University of Magdeburg, Adjunct Professor at the Universities of Berlin (Humboldt) and Hannover, and Associate Professor at the University of Southern California (USC) in Los Angeles, Annenberg School for Communication. At USC, Ritterfeld directed an interdisciplinary research team devoted to the studies of digital games and hosted the inaugural academic conference on serious games. In 2007, Ritterfeld joined the faculty of Psychology and Education at the VU University Amsterdam and co-founded the Center for Advanced Media Research Amsterdam (CAMeRA@VU) where she serves as director of interdisciplinary research. Ritterfeld co-edits the Journal of Media Psychology published by Hogrefe.
Michael Cody is Professor of Communication at the University of Southern California Annenberg School for Communication. He earned his Ph.D. in Communication at Michigan State University in 1978, where he focused on research methods and face to face social influence processes. He has authored or edited books in persuasion, interpersonal communication and entertainment education. He is the editor of the Journal of Communication (2009-2012).
Peter Vorderer (Ph.D., Technical University of Berlin), is Scientific Director of the Center for Advanced Media Research Amsterdam (CAMeRA) and head of the Department of Communication Science, VU University Amsterdam, The Netherlands. He specializes in media use and media effects research with a special focus on media entertainment and digital games. Together with Dolf Zillmann and Jennings Bryant, he has edited three well-recognized volumes on media entertainment and video games.
