An introduction to Game Research

The course is mandatory within Game Design & Technology Master's Programme (N2GDT).

The course can be part of the following programmes:

1. Digital Humanities, Master Programme (H2DHU)

The course is a also a single-subject course at Gothenburg University.

Bachelor degree of 180 higher educational credits or 60 higher educational credits in the main field of study of Computer Science.

Applicants must prove knowledge of English: English 6/English level 2 or the equivalent level of an internationally recognized test, for example TOEFL, IELTS.

The course provides an overview of games as well as theoretical concepts and frameworks that can be used for their analysis and evaluation. The course includes a particular focus on video games, modern board games, and tabletop roleplaying games. We also look at transmedial aspects, and gaming forms that don’t fit neatly into these categories.

Students formulate several research questions of their choosing around games, and during the course they develop the skills required to provide answers to those questions. The course introduces three key research perspectives that are useful for game studies. We make use of the systemic perspective, which explores how games work. We look at the experiential perspective, which explores how games make us feel. And we look at the critical perspective, which focuses on what games are trying to say.

The course also has a strong focus on ‘learning by playing’, recognising that games are the primary text of their discipline. Students taking this course will have an opportunity to try out tabletop roleplaying for themselves, as well as a chance to play a curated selection of modern board games.

Course participants put together an academic paper and poster as part of the course; peer review the papers of their fellow students; and present their papers to their colleagues at an end-of-course symposium.

On successful completion of the course the student should be able to:

Knowledge and understanding

• know and use appropriate academic technical terminology for games
• identify the ethical implications of a game's design

Competence and skills

• show an understanding of different types and approaches to classifying games
• show an understanding of different academic approaches to researching games and gaming
• be able to choose and combine different academic approaches in order to analyze and interpret games
• integrate scholarly literature in the exploration of the academic context of a game

Judgement and approach

• analyze games given a specific research question, research stance, and academic vocabulary
• describe games given a specific focus and showing an adequate use of academic game terms
• make comparisons between games or parts of games through the use of academic game terms
• analyze games in relation to various intended uses
• analyze games from several different gaming preferences

The course is based on lectures, the reading of academic texts, and analyzing games. Practical experience of game analyzed is obtained by playing these games being part of the course work.

Language of instruction: English

The course is examined through several written submissions and a mandatory presentation at the end of the course. Participation in the course, as evidenced through peer reviewing and engagement with scheduled game exercises, also contributes to an individual's grade.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.

Sub-courses

1. Assignments, 7.5 credits
   Grading scale: Pass with distinction (5), Pass with credit (4), Pass (3) and Fail (U)

The grading scale comprises: Pass with distinction (5), Pass with credit (4), Pass (3) and Fail (U).

To pass the course, all mandatory components must be passed. To earn a higher grade than 3, a higher weighted average from the grades of the components is required.

The course is evaluated through meetings both during and after the course between teachers and student representatives. Further, an anonymous questionnaire is used to ensure written information. The outcome of the evaluations serves to improve the course by indication which parts could be added, improved, changed or removed.

The course is a joint course together with Chalmers.

The course replaces the course TIA248, 7.5 credits. The course cannot be included in a degree which contains TIA248. Neither can the course be included in a degree which is based on another degree in which the course TIA248 is included.