multimedia @ VU

_ .. / @ / art(s) / game(s) / idea(s) / cycle(s) / ? _

serious gaming

_ topic(s) / display(s) / project(s) / teaching(s) / vision(s) ! Æ


outline(s) -- serious games in a social context

See the common(s) for updated information for the actual course(s).

For printable versions of an outline of the course with a schematic schedule and a list of references, or a printable version of the project utopia, with a list of books, select:

Consult the readme for, admittedly minimal, support in navigating this site.

resource(s)


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deadline(s)


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        [X]:2 -- online presence / portfolio(s)
        [U]:3 -- project utopia
        [M]:4 -- mood space(s)
        [C]:5 -- concept(s)
        [E]:6 -- essay(s)
        [T]:7 -- (target) final project(s)
        [P]:7 -- peer review(s)
  

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session 1: introduction(s) -- the team & finding (y)our topic(s)


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speak(s) /

resource(s)


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session 2: theoretical background(s) -- narrative(s) & human(s)


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... / theory / resource(s)


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session 3: miscellaneous -- pitch, design(s) & gamification(s) ?


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speak(s) /

resource(s)


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session 4: game design workshop -- express (y)our idea(s) ?


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speak(s) /

resource(s)


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session 5: student presentation(s) -- concept(s) & plan(s)


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speak(s) /

resource(s)


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session 6: reflection(s) -- scientific and ethical aspects of serious games


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speak(s) /

project(s) / ethic(s) / discussion(s) / resource(s)


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session 7: final presentation(s) -- concept(s) / prototype(s)


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speak(s) /

project(s) / resource(s)


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additional reference(s) -- article(s) / classic(s) / book(s) / auxiliary / note(s) / resource(s)


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[Networks] Barabasi A-L. A-L., Deszo Z., Ravasz E., Yook S-H., Oltvai A. (2002),
Scale-free and hierarchical structures in complex networks, Proc. Complex Networks 2002
[Evolution] Barash D.P. (2003),
The Survival Game: How Game Theory Explains the Biology of Cooperation and Competition, Henry Holt books
[Persuasive] Bogost I. (2007),
Persuasive Games -- the expressive power of videogames, MIT Press

[Networks] Easley D. & Kleinberg (2010),
Networks, Crowds and Markets -- Reasoning about a Highly Connected World , Cambridge Press
[Critical] Flanagan M. (2009),
Critical Play -- Radical Game Design, MIT Press
[Ludology] Jarvinen A. (2007),
Introducing Applied Ludology: Hands-on Methods for Game Studies, Situated Play, Proceedings of DiGRA 2007 Conference
[Complex] Juarrero A. (200x),
Complex Dynamical Systems Theory, www.cognitive-edge.com

[Casual] Juul J. (2010),
A Casual Revolution -- reinventing video games and their players, MIT Press
[Viral] Kempe D., Kleinberg J. & Tardos E. (2003),
Maximizing the Spread of Influence through a Social Network, Proc. SIGKDD 2003 Washington, DC, USA (ACM)
[Crisis] Levine R., Schelling T, Jones W. (1991),
Crisis Games 27 Years Later: plus c'est dejavu, RAND Corporation
[Behavioral] Mark D. (2009),
Behavioral Mathematics for Game AI, Charles River Media

[Theory] Spaniel D. (200x),
Game Theory 101: The Basics & Extensive Form, online at gametheory101.com / with video tutorials at www.youtube.com/user/JimBobJenkins
[Love] Sprott J.C (2004),
Dynamical Models of Love, Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 8, No. 3
[Happiness] Sprott J.C (2005),
Dynamical Models of Happiness, Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 9,No. 1

[Serious] Susi T., Johannesson M., Backlund P. (2007),
Serious Games -- An Overview, Technical Report HS- IKI -TR-07-001 School of Humanities and Informatics University of Skövde, Sweden

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type(s) of final assignment(s)/project(s)


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remark(s)

Since the group is expected to be highly heterogenous, the final project(s)/assignment(s) allow(s) for a sufficiently wide range of options. In most cases, the final projects will be done in groups. In the course we will pay special attention both to the formation of the groups as well as the communication dynamics within groups, and the facilitation thereof by technological means, e.g. collaborative authoring tools and social networks.

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online presence / portfolio(s)


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After registration, and having been given access to the course site, as can be found in the common(s), students are expected to create appropriate entries in (student) contribution(s), in particular: as indicated in the deadline(s), the schedule(s). and the specification of deliverable(s),

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project utopia


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Give a brief description of (y)our own ideas, in (y)our own words, of the elements constituting a (potentially) ideal society, that we name, for convenience as well as historical reasons, utopia.

Such a description should be concise, no more that one page, and preferably shorter. Consider it as a potential pitch talk, that you may burst out during the elevator ride for your first job interview.

Do not forget to include your name, and (please!) make your project utopia description also available as downloadable PDF!

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mood space(s) -- it's all in the game


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... mood space(s), or rather moodboard(s) are an important instrument in design, to determine not only look and feel, but also functional aspects of the design artefacts, in such a way that an immediate impression is conveyed of both elements and their relation, by means of collage and juxtaposition ...
In previous versions of the course, moodspace(s) had to be delivered in unity. This is still possible, although now I prefer a (much) simpler presentation format, that is just an image, or HTML5, possibly using the canvas, to allow for (some) interaction.

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concept(s)


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Concepts must clarify the final project. The initial presentation of the concept will be in the form of a pitch of max 1 minute, or a regular presentation, taking at most 5 minutes, allowing for feedback from lecturers and students. In completing the project(s), the concept can be adapted and refined, provided that the modifications are sufficiently indicated and documented.

final project(s)


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essay(s) -- serious game(s)


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A discussion of the overall (societal) impact of the topic(s) discussed is highly recommended!

Make your essay available (also) as downloadable PDF, and create a one-slide or two-slide presentation of the main topic(s)!

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final project(s)


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As indicated in the assignment(s), due to the (expected) heterogenity of the students, final project(s) include, among other options: No need to repeat that we will pay special attention both to the formation of the groups as well as the communication dynamics within groups!

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peer review(s)


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As stated in the common(s): review(s) by peers is an effective means to get feedback on how your projects are perceived by your fellow students. Keep in mind that everything you write is publicly visible, and that you are required to state who you are, as a reviewer!
You will be asked to judge your fellow students, and give marks for contribution(s), concepts/ideas, and portfolio(s). However, even more important than the marks are your comments.
Keep in mind that the reviews are meant to give an indication of the process, and are not the final yardstick against which the performance of the student(s) are measured.

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resource(s) -- serious gaming / project(s) / ethic(s)


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miscellaneous -- book(s) / reference(s) / media / script(s) / staff

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