Course syllabus for Introduction to game research

Course syllabus adopted 2021-02-17 by Head of Programme (or corresponding).

Overview

  • Swedish nameIntroduktion till spelvetenskap
  • CodeDAT385
  • Credits7.5 Credits
  • OwnerMPIDE
  • Education cycleSecond-cycle
  • Main field of studySoftware Engineering
  • DepartmentCOMPUTER SCIENCE AND ENGINEERING
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language English
  • Application code 23118
  • Maximum participants30
  • Open for exchange studentsYes

Credit distribution

0118 Written and oral assignments 7.5 c
Grading: TH		7.5 c

In programmes

Examiner

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Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

Exemption from the eligibility requirement: Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.

Aim

Games have been a part of human culture since ancient times. They have evolved in to many different forms and serve many different target groups, not least since the introduction of computer games. The course provides an overview of games in all their forms as well as theoretical concepts and frameworks to analyze games.

Learning outcomes (after completion of the course the student should be able to)

  • know the academic game terms
  • 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 explain what characterizes games within the most common classifications
  • 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
  • be able to choose and combine different academic approaches in order to analyze and interpret games given a specific context
  • identify ethical aspects of a game

Content

The course provides an overview of games in all their forms as well as theoretical
concepts and frameworks to analyze games. The course is divided into four successive
parts that consider different forms of games and different perspectives of gaming. The
first part looks at games as systems and focus on board games and card games as well as
introduces general concepts to describe games and gaming. The second part transitions
over to how players perceive and immerse themselves into games, using role-playing and
larps to highlight the play experience as a perceptual stance. The third part highlights
how different media forms impacts on games and gaming by focusing on computer
games and online games. The final part examines how the boundaries between games
and other activities can be obscured by the game design and how games can be used for
other purposes than to entertain, for example to criticize, influence, or teach.
Each part introduces theoretical concepts and frameworks through academic texts and
builds on the previous part.

Organisation

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.

Examination including compulsory elements

The course is examined through four written individual assignments corresponding to
the modules.

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.