MFC4005 - Why Video Games Matter

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

In this module you will explore the ways that video games matter, including how these can be theorised and contextualised.

You will develop the core vocabulary and skills for analysing video games, in relation to relevant concepts and contexts of game design.

You will explore a range of core concepts and approaches to studying and analysing video games. This will encompass the ethics of the globalised games industry and production cultures, gaming cultures, diversity and social justice in relation to games, from AAA to Indie, game aesthetics and playability. We will consider games as games (ludology), games as intermedial or transmedia and games as art, amongst other perspectives. You will apply the concepts we address in short written portfolio entries focused on a range of specific games.

Interactive lectures and workshops will work in coordination to consider the diverse and wide-ranging significance of video games, to individuals, communities, culture, industry and society.

Learning and Teaching Information:

Interactive Lectures
Hours: 15
Intended Group Size: Cohort

Seminars
Hours: 15
Intended Group Size: 20

Guided independent study
Hours: 120

Further Details Relating to Assessment

Assessment tasks are designed to measure the extent to which you have satisfied the Level Learning Outcomes for your programme. Some modules, for example where there are professional body (PSRB) requirements, will also test for module-specific skills and knowledge.

Portfolio
A written portfolio of short analyses (with bibliography) (three entries in total of 500 words each) – of a game, of narrative and game design elements in a single game, game paratext or promotional material, game community, etc. Each entry will be on a different game or topic from the workshops.

Formative assessment early on in the module will be a 500-word literature review of an academic article applied to a game of choice. Formative feedback will be provided on this within 15 working days.

In Games Design classes, formative assessment serves to bolster the skills essential for module completion and success. This includes engaging in practical computer lab workshops, undertaking design and modelling tasks, delivering case study presentations, writing essays, completing short quizzes and conducting specific investigation tasks. The provision of formative feedback is integrated seamlessly into class sessions, ensuring an ongoing and iterative process to enhance learning outcomes. This will provide ample opportunities for feedback and feed forward to students before their assignments.

Further details of assessment are available in the Assessment Handbook for your programme and in Assessment Briefs provided by Module Tutors.

Assessment:

001 Written Portfolio, end of Semester 2 100%

Fact File

Module Coordinator - Jason Scott
Level - 4
Credit Value - 15
Pre-Requisites - NONE
Semester(s) Offered - 4S2

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