Gaming the System

This book is a guide to designing curricular games to suit the needs of students. It makes connections between video games and time-tested pedagogical techniques such as discovery learning and feedback to improve student engagement and learning. The author emphasizes designing curricular games for problem-solving and warns against designing games that are simply “Alex Trebek (host of Jeopardy) wearing a mask.” By drawing on multiple fields such as systems thinking, design theory, assessment, and curriculum design, this book relies on theory to generate techniques for practice.

Call Number: 371.33 K294G

The Complete Reverse Design Collection

The Reverse Design series looks at the design decisions that went into classic video games. Six instalments in total: Chrono Trigger, Final Fantasy VI, Final Fantasy VII, Super Mario World, Diablo II, and Half-Life. Each book looks at key designs of all of these video games that are written in a readable format and broken down into sections. The key features of each book are comprehensive definitions, a summary of the historical context of each game, and extensive collections of data and data visualizations.

Final Fantasy VI: 794.8 H737RF6

Chrono Trigger: 794.8 H737RC

Super Mario World: 794.8 H737RS

Half-Life: 794.8 H737RH

Final Fantasy VII: 794.8 H737RF7

Diablo II: 794.8 H737RD2

May the Stories Never End

When it comes to academic analysis, mainstream humanities research seems confused about what to do with videogames. The problem is one of the classifications, in the first instance: ‘is it a story, is it a game, or is it a machine?’ After weathering many controversies with regards to their cultural status, video games are now widely accepted as a new textual form that requires its own media-specific analysis. Despite the rapid rise in research and academic recognition, video game studies have seldom attempted to connect with older media and to locate itself within broader substantive discourses of the earlier and more established disciplines, especially those in the humanities. Video games and Storytelling aims to re-address this gap and to bring video games to mainstream humanities research and teaching.

Call Number: 794.8 M953V

We Are All Stories in the End

In the past decade, video games have risen to one of the most popular forms of entertainment. There problem-solving skills, quick thinking, design, and even storytelling have grown exponentially that scholars have turned their attention to a love they once had as a kid and something that became only a hobby in adulthood.

Amy Green is one of those people who video games were never approached as “serious” by those around her, so she went on to a PhD in literature. Her emphasis was on Shakespeare and the novels of Henry James. Yet, video games couldn’t be ignored “it was during the time in which I was a doctoral student that my love of video games began to become more of a central focus for me professionally” (1). Not only had times change in forms of entertainment with the invention of video games but the games themselves were changing. No longer were they the simplicity of Pac-Man or Galaga, but a game with a fleshed-out story and characters that have come to life. Green could no longer ignore the draw she had to games but was still afraid “that a leap into a narrative study of video games would be something akin to professional suicide, I remained on my relatively safe scholarly path for a bit longer, at least so far as publications and projects were concerned. Then BioShock Infinite was released in 2013 and it was clear to me that I could not ignore the powerful storytelling in this game, and in the many others I had played” (2).

In Storytelling in Video Games: The Art of the Digital Narrative, Green begins to look at the structure of design and play, as well as the compelling examples of story-telling and important cultural artefacts that are present in these games. Her hope is this book will appeal to the gamer as well as the academic to the enthusiast and the one who has never played a game before. After all, we are all trying to escape realism.

Call Number: 794.8 G795S

Oscar Wilde Would be Proud

“Videogames are perhaps the most significant development in the modern popular arts, and the provide a fertile field of study for philosophers of the arts (and philosophers more generally). This volume presents the reader with the first anthology exclusively devoted to the philosophical examination of the aesthetics of videogames. Not only do videogames have bearing on a range of standard aesthetic issues, they also raise entirely new topics of concern for philosophically inclined aestheticians. These topics range from the ontology of videogames, the nature of videogame interactivity, the ethics of videogame violence, and the aesthetics of game design and gameplay. While the papers in this volume offer a wide and even conflicting range of perspectives on these issues, their authors are united in the belief that there are important philosophical lessons to be learned from the in-depth study of videogames, and that philosophical aesthetics can make important contributions to the understanding of videogames” (Robson, Tavinor, 1).

Jon Robson and Grant Tavinor collected these essays together that are devoted to the philosophical examination of the aesthetics of videogames. As video games represent one of the most significant developments in modern popular arts, it is a topic that is attracting much attention among philosophers of art and aesthetics. This text is an important contribution to analytic aesthetics that deals with an important and growing art form.

Call Number: 794.8 R667A