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IGDA Academic Day

IGDA Academic Day. Case Studies. Ludologica. Videogames d’Autore. Matteo Bittanti Game researcher European Institute of Design/IULM University; Milan, Italy email: mbittanti@libero.it internet: ludologica.com. MB. Summary.

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IGDA Academic Day

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  1. IGDA Academic Day Case Studies

  2. Ludologica. Videogames d’Autore Matteo Bittanti Game researcher European Institute of Design/IULM University; Milan, Italy email: mbittanti@libero.it internet: ludologica.com MB

  3. Summary • “Ludologica. Videogames d’autore” is a new series of books that pay homage to the most significant video games ever produced. • In these monographic works, distinguished game critics, scholars, and gamers explore the production and reception of their chosen video games in the context of an argument about the games’ social, cultural, and aesthetic importance. MB

  4. Summary – cont’d • Each book presents the author’s insights into a game and its creator selected from a list of the most enduring and influential titles of the last 40 years. • These innovative readings are not conventional game reviews or game guides. Rather, they situate the games in terms of the broader cultural debate that they informed. MB

  5. Challenges • “Video game criticism is scattered” • Solution: Ludologica brings together the finest analysis: monographs + anthologies • “Video game criticism is too generic” • Solution: Ludologica focuses on individual titles and/or series rather than videogames “in general” MB

  6. Benefits • Academia • Game criticism in full-effect: video games are discussed from a broad academic and critical perspective • different approaches, many theoretical tools, one goal: making sense of games • Industry • Game designers are recognized for what they really are: artists and auteurs MB

  7. Advice • “Read” the game: (v)ideology and cultural implications are as relevant as gameplay and graphics – let’s talk about it. • “Write” the game: startthinking with your fingers and join the crew (www.ludologica.com) MB

  8. Northumbria and Eutechnyx Dan Hodgson Senior Lecturer in Computing Northumbria University dan.hodgson@unn.ac.uk DH

  9. Summary • Northumbria University starting BSc Computer Games Software Engineering (students arrive in 1 month) • Serious about a quality vocational degree for games programmers DH

  10. Summary – cont’d • Andrew Perella, programming manager at Eutechnyx • Heavily involved over the last 2 years • Will continue to be involved DH

  11. Challenges • What do we teach? • Spend a day with several lecturers and Andrew on course content • Try not to compromise the vision • Talk to more people (Philip Hodgson at Silicon Dreams) • Let it stew • How do we satisfy the validation? • Andrew was one of the proposal team DH

  12. Benefits • Academia • Advice on curriculum • Visible credibility • Industry • Better graduates • Access to shared research • Credibility DH

  13. Advice • If you want to attract lots of students, design a course with lots of sexy stuff in it – this is a legitimate path • If you are serious about placing graduates in the industry, you MUST find what the industry needs DH

  14. NWU: DIY Game Studies Robin Hunicke PhD Candidate Northwestern University www.cs.northwestern.edu/IEG RH

  15. 2000: Growing Interest • Interactive Entertainment Group • Faculty, Grad, Undergrad • Industry Lecturers/Relationships • Sony, Microsoft, Sega, EA, Eidos, Indie • Active participation • IGDA (local, national, international) • GDC (scholarships, speaking) • Academic Conferences & Symposia RH

  16. 2003: Steady Progress • Undergraduate • Various CS Courses • Independent Study • Graduate • 3 PhD’s, 2 more by 2005 • Academic & Industry Placement • Integrated Program Proposal • Engineering, Communications, ATP, RTVF, Theatre RH

  17. Challenges • Capitalizing on momentum/interest • Approach internal and external resources • Produce cool stuff: art, games, text, tools • Building bridges • Blend “technical” and “artistic” approaches to appeal to a broader base of participants (administration, faculty & students) RH

  18. Benefits • Academia • Artists and Technologists: working together • Leverages: Industry Talent & Expertise • Industry • Graduates: realistic goals and expectations • Leverages: Academic Timelines & Resources RH

  19. Advice • “Seek first to understand, then to be understood.” Work to reach consensus on curricula, methodologies & goals. • Volunteer! Participate in creative projects and look for new ways to contribute to the community. RH

  20. Game Players as Guinea Pigs:Interdisciplinary Collaborative Research Jon Purdy Course Leader – MSc. Games Programming Department of Computer Science University of Hull j.h.purdy@dcs.hull.ac.uk www.mscgames.com JP

  21. Summary • Research initiated after attending the GDC. • Collaboration between • Physicians. Dr J Thornton • Background in using mood profiling to assess the effectiveness of pain relieving drugs • Psychologists. Dr P Clough • Background in sports psychology and performance states. • Signal Processor. Dr J Purdy • Background in monitoring, recording and analyzing medical signals. JP

  22. Summary – cont’d • Research to quantify any change in the physical and physiological profile of a computer game player that occurs while playing a computer game. • To identify any correlation between the age, gender, and game type on the changes observed. JP

  23. Challenges • Obtaining Funding • Do a pilot study. Don’t just go with ideas. • Statistical Weight • Equipment. • Volunteers. JP

  24. Benefits • Academia • Collaboration is a funding buzzword. • Opportunity to produce scientifically validated publishable data. • Industry • Scientific test of emotion and mood in a game. • Chance to quantify enjoyment and possible commercial success. JP

  25. Advice • Do a pilot study. • Maintain a dialogue with other subject areas. JP

  26. Probably the best MSc in the world Bob Steele / Paul Parry Principal Lecturer / Senior Lecturer School of Comp. & Man. Sciences at Sheffield Hallam University r.steele@shu.ac.uk / p.w.parry@shu.ac.uk www.esdmsc.com BS

  27. Summary • To develop a meaningful postgraduate course for today's 'Entertainment Software Industry' BS

  28. Challenges • To counter the 'Mickey Mouse' degree claims • to make the course attractive and at the same time, rigorous • To meet the needs of a dynamically developing industry • develop strong collaborative working partnerships with companies in the industry BS

  29. Benefits • Academia • bringing together formerly disparate disciplines within the University – Software Engineering, Graphics and Mathematics, Design and Business • has opened up new areas of course development within the School/University • working with companies keeps course content up to date and relevant • opportunities for graduate employment • Industry • companies will have access to new recruits already equipped with the necessary skills for the industry • R&D activities can be undertaken through company-focused projects and research BS

  30. Advice • Work hard • Get to bed early • Don't run with scissors in your hands BS

  31. Create Your Own Partners Jeroen van Mastrigt, Courseleader Utrecht School of the Arts/ Game Design & Development Programme jeroen.vanmastrigt@kmt.hku.nl JvM

  32. Summary • Why develop a dedicated 4 year game design & development program while there’s hardly a Dutch game industry? • How did we develop while there’s hardly an industry? • Sponsored/organized IGDA meetings, we became a hub • Used IGDA Curriculum Framework • Invited professionals to give classes, seminars, lectures JvM

  33. Summary – cont’d • We kept (the development of) the non-existing industry in mind while building the curriculum. • Limited amount of graduates • Broad & specialized at the same time • No tech, Low tech, High tech • Import & export knowledge JvM

  34. Challenges • Getting access to foreign networks, import foreign knowledge • Participate in both academic and industry related events, discussions, publications etc. • Meeting industry standards at entry level, but also give skills to work outside the industry, create start ups • Be broad & specialized at the same time • Educate in no-tech, low-tech and high-tech subjects JvM

  35. Benefits • Academia • Capitalizing on enthusiasm of new generations of students, lecturers, researchers • Accelerating technological and theoretical innovation also in other academic fields • Industry • Skilled professionals • New startups, new ideas, research and development • Competition, synergy JvM

  36. Advice • Capitalize on enthusiasm of both industry, academics and students • Become a ‘hub’ • Facilitate fun, good ideas, technology • Don’t talk too much JvM

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