SYLLABUS: GAM 326: Games With A Purpose Pre-Production
CLASS MEETING TIME & LOCATION
M/W: 11:50-1:20pm
TBA
INSTRUCTOR
Doris C. Rusch
Office: CDM building, room 513
Office hours: TBA
E-mail: [email protected]
COURSE DESCRIPTION
This course introduces students to the growing field of Games With A Purpose (GWAP) and its manifold application
areas such as health, education, social and personal change, activism, journalism, politics and advertising. After
laying the theoretical foundation of games as expressive and persuasive media with transformational power, and
establishing a framework for the design and assessment of GWAPs, the course focuses on the conceptualization,
prototyping, playtesting and evaluation of concrete, client-based projects for purposes beyond entertainment.
Topics cover
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GWAPs: a survey of an emerging field
Research and analysis of existing GWAPs
Why games? Learning, transformation and idea communication
Purposeful design and assessment of GWAPs
Potentials and limits of GWAPs
Participatory design and client communication
LEARNING OBJECTIVES
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Describe the field, potentials and limits of Games With a Purpose
Articulate and leverage games’ medium-specific expressive and persuasive potentials to promote
transformation and achieve specific goals
Apply this understanding of games’ expressive and persuasive potential to concrete projects, following a
deliberate, intentional and rigorously iterative design process
Demonstrate effective communication with clients, including developing a common vision for the game,
gathering the necessary research and background materials and finding creative and impactful solutions to
the problem statements posed by clients
Conceptualize, prototype, playtest and evaluate GWAPs and their potential impact in regard to their stated
purposes.
Participation Requirements:
Students need to apply for this course and will undergo an interview process before they can enroll. Successful
applicants are expected to have strong game design skills and demonstrate interest in the particular topic of
games with a purpose.
Application process:
To apply, send an e-mail with the subject line “GWAP pre-production course application” to
[email protected] by June 01st 2015. Include
 Statement of motivation in your application (what is your interest in the field of GWAPs and this
specific course?)
 Note the project you are particularly interested in working on so the instructor can consider your
preferences (see “short pitches” document)
 Evidence of previous work (links to games, GDDs, concept papers). If you are lacking evidence but are
really passionate about the subject, apply anyways and we will see what we can work out.
The reason for the early application deadline is that this course requires extensive preparation on the instructor’s
and clients’ side. Please respect this by applying early and help us plan. However, if you missed the deadline
but are really interested in the course, apply anyways (make sure your application materials are convincing!).
If your e-mail application was successful, you will be invited to a brief in person interview. This is an
opportunity to answer more questions regarding skills, general interest and interest in a particular client project.
Once you passed both application steps, you get a registration code from the instructor and you can officially
enroll in the class.
--------------------- FALL 2015 Client Pitches: see 2nd document attached---------------------------------------------IP:
Students retain all Intellectual Property rights to the work they produce in this class, unless a client requires the
rights to be signed over. In any case, students retain the right to use the work produced in this class for their
portfolios. In case a client requires IP to be assigned to them, students will be informed about that at the time of the
application interview and asked to sign a document that assigns IP rights to the client at the beginning of the term.
D2L
We are using D2L (http://d2l.depaul.edu) as the supporting learning platform for this course. All course materials
including weekly lecture slides and class info (i.e. syllabus, lesson plan, assignment descriptions etc.) are available
through D2L under “contents”.
Assignments are submitted to its dedicated folder on Dropbox on D2L. This is also where you will get written
feedback to your assignments from me.
GRADING:
Grand total of 100 possible points (plus 2 bonus points)
A = 91+
A– = 90
B + = 89
B = 88-81
B– = 80
C + = 79
C = 78–71
C– = 70
D + = 69
D = 68– 61
D – = 60
F = 59 or lower
ASSIGNMENT OVERVIEW & WEIGHTED GRADE BREAK-DOWN:
Attendance and In-Class Participation: 20%
For more details on attendance and in-class participation points, see Course Policies below.
Preparation phase:
Assignment 1: read texts and come prepared with one quote from each that seems essential to the discourse
around GWAPS. Provide one-paragraph written rationale for the relevance of that quote. 5%
Assignment 2: Short paper on GWAPs as a field incl. discussion of medium-specific potentials and limits of games
as communicative / persuasive tools and statement of interest. 10%
Assignment 3: Present game assessment analysis paper for purposeful game from list. 5%
Final project:
Assignment 4: Bring notes on client game projects: what interests you, what questions do you have about a
particular project, what reference games are out there etc.? 10%
Assignment 5: game concept paper for client game project 5%
Assignment 6: Written reflection on in-class playtesting session 5%
Assignment 7: Solicit feedback to game prototypes from clients (e.g. arrange for meeting; use e-mail / skype /
other means to share progress with clients and get feedback) and submit written report incl. proposed design
iterations 10%
Assignment 8+9: Game development progress reports 5% each
Assignment 10: Written reflection report on external playtesting and design iterations 5%
Assignment 11: Final paper: post mortem reflection paper on design process, client communication and outlook
20%
REQUIRED MATERIALS
Prototyping materials, game design notebook
RESOURCES:
As a student in the class, you have access to the CDM Gaming labs (see http://defrag.depaul.edu for details). If
you’re working on an assignment, you have priority for the use of the lab hardware and software. Student ID is
required to use the labs.
COURSE POLICIES
Participation and Attendance: You are expected to attend all classes and participate in class activities as
scheduled. Do not underestimate the importance of attendance and participation in this class. As stated above,
20% of your grade depends on participation and attendance. You should not assume that these points are “a given”.
On the contrary, participation must be earned by showing up on time to every class, displaying full engagement in
all discussions and activities, completing all assignments, and listening actively and attentively to the instructor
and your peers.
Regarding attendance, 1/3 of a letter grade will be docked from your final grade in the course for each absence
beyond two (2). For example, if you end the class with an A-, but have missed 4 classes in total, your final grade
would be a B. Think of the two “free” absences as sick days or emergency days. If you use them for other reasons
early in the term, you may find yourself in a bind, if you get sick later on, or need to miss class for a family
emergency. Because it is impossible for me to determine fairly what constitutes a compelling reason to miss class,
there are no excused absences beyond these two. In all cases, please make every effort to contact me and explain
the circumstances of your absence before you miss class. Always check with me about any work or assignments
you may have missed.
Class Discussion: Student participation in class discussions will be measured in two ways. First, students are
highly encouraged to ask questions and offer comments relevant to the day’s topic. Participation allows the
instructor to “hear” the student’s voice when grading papers. Secondly, students will be called upon by the
instructor to offer comments related to the reading assignments. Students must keep up with the reading to
participate in class discussion.
Attitude: A professional and academic attitude is expected throughout this course. Measurable examples of nonacademic or unprofessional attitude include but are not limited to: talking to others when the instructor is
speaking, mocking another’s opinion, cell phones ringing, emailing, texting or using the internet whether on a
phone or computer. If any issues arise a student may be asked to leave the classroom. The professor will work
with the Dean of Students Office to navigate such student issues.
Civil Discourse: DePaul University is a community that thrives on open discourse that challenges students, both
intellectually and personally, to be Socially Responsible Leaders. It is the expectation that all dialogue in this
course is civil and respectful of the dignity of each student. Any instances of disrespect or hostility can jeopardize a
student’s ability to be successful in the course. The professor will partner with the Dean of Students Office to assist
in managing such issues.
This class has a “no-screens” policy. While class is in session, your attention should not be divided between
classroom activities and electronic devices, including laptops, smart phones, iPads, etc. If you bring a cell phone to
class, it must be off or set to a silent mode. Should you need to answer a call during class, students must leave the
room in an undisruptive manner. Out of respect to fellow students and the professor, texting is never allowable in
class. If you are required to be on call as part of your job, please advise me at the start of the course.
Assignment Submission: Most assignments will be submitted to Dropbox on D2L (except for presentations). Do
not submit assignments by email. All assignments are due before class on the due date. Late assignments except for
the last one will be accepted up to two days after the due date with a ½ grade point penalty per day (that means if
your assignment would have been an A if submitted on the due date, it will be an A- if submitted one day late etc.).
Please note that some of the main assignments for this class consist of in-class playtesting of your projects. Since
these assignments require your presence on the day of playtesting, deadlines are fixed and extensions cannot be
granted.
Writing: While this class does not emphasize essay writing, game rules and text are expected to be clear, spellchecked, and demonstrate a high proficiency in written English. The Writing Center offers free one-on-one
professional advice from published writers about all types of academic, creative, and professional writing and oral
presentations. Go to http://condor.depaul.edu/writing/ for more information and to set up appointments.
Email: Email is the preferred means of communication between faculty and students enrolled in this course
outside of class time. My email is [email protected]
COLLEGE POLICIES
Changes to Syllabus
This syllabus is subject to change as necessary during the quarter. If a change occurs, it will be thoroughly
addressed during class, posted under Announcements in D2L and sent via email.
Online Course Evaluations
Evaluations are a way for students to provide valuable feedback regarding their instructor and the course. Detailed
feedback will enable the instructor to continuously tailor teaching methods and course content to meet the
learning goals of the course and the academic needs of the students. They are a requirement of the course and are
key to continue to provide you with the highest quality of teaching. The evaluations are anonymous; the instructor
and administration do not track who entered what responses. A program is used to check if the student completed
the evaluations, but the evaluation is completely separate from the student’s identity. Since 100% participation is
our goal, students are sent periodic reminders over three weeks. Students do not receive reminders once they
complete the evaluation. Students complete the evaluation online in CampusConnect.
Academic Integrity and Plagiarism
This course will be subject to the university's academic integrity policy. More information can be found
at http://academicintegrity.depaul.edu/. If you have any questions be sure to consult with your professor.
Student rights
You have rights as a student. To learn about these rights please read DePaul's policies for students regarding
student rights, located here
http://sr.depaul.edu/catalog/catalogfiles/current/undergraduate%20student%20handbook/pg51.html
Incomplete:
An incomplete grade is given only for an exceptional reason such as a death in the family, a serious illness, etc. Any
such reason must be documented. Any incomplete request must be made at least two weeks before the final. For
more information on requesting an Incomplete:
http://www.cdm.depaul.edu/Current%20Students/Pages/Grading-Policies.aspx.
Academic Policies
All students are required to manage their class schedules each term in accordance with the deadlines for enrolling
and withdrawing as indicated in the University Academic Calendar. Information on enrollment, withdrawal,
grading and incompletes can be found at: cdm.depaul.edu/enrollment.
Students with Disabilities
Students who feel they may need an accommodation based on the impact of a disability should contact me
privately to discuss their specific needs. All discussion will remain confidential. To ensure that you receive the
most reasonable accommodation based on your needs, contact me as early as possible in the quarter (preferably
within the first week of the course) and be sure to contact the following office for support and additional services:
Center for Students with Disabilities (CSD)
Lewis Center 1420, 25 East Jackson Blvd.
Phone number: (312)362-8002
Fax: (312)362-6544
TTY: (773)325.7296
www.studentaffairs.depaul.edu/csd
[email protected]
Important Dates:
Week-by-week schedule (liable to change)
Week 1:
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Introduction
Survey of the field: G4H; G4C; Values @ Play; Newsgames; Advergaming etc.
Readings / Materials:
o GamesforChange. "Keynote: Eric Zimmerman." June 26, 2013. You
Tube. https://www.youtube.com/watch?v=zRVa2Q5bq5o
o John Hunter: Teaching with the World Peace Game
https://www.ted.com/talks/john_hunter_on_the_world_peace_game#t-601747
Week 2:
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“Play” and “games” as productive mode of learning
Readings / Materials:
o Brown, S.(2009) Play: How it changes the brain, Opens the Imagination, and Invigorates the Soul .
Chapter 1 and Chapter 2
o Klopfer, E, Osterweil, S & Salen, K (2009) Moving Learning Games Forward. The Education Arcade,
MIT
o Jesse Schell: Transformational Games
o James Paul Gee: What videogames can teach us about learning and literacy
o Klimmt, C Serious Games and Social Change: Why They (Should) Work. Serious Games, Mechanisms
and
Homework due: read texts and come prepared with one quote from each that seems essential to the discourse around
GWAPS. Provide written rationale for the relevance of that quote.
Week 3:
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Purposeful Games list – play selected games from list; discussion
o peacemaker http://www.peacemakergame.com/demo.php
o against all odds http://www.playagainstallodds.ca
o grey http://www.intuitiongames.com/gray/
o hush http://www.jamieantonisse.com/hush/about.html
o Peter Packet Game
http://www.cisco.com/web/learning/netacad/peterpacket2/NewBuild_forweb/default.htm
o Precipice http://precipice.altereddreams.net/index.html
o Quandary https://www.quandarygame.org
o mcdonalds game http://www.mcvideogame.com/index-eng.html
o Re-mission http://www.re-mission.net
o September 12th http://www.newsgaming.com/games/index12.htm
o Sweatshop http://www.playsweatshop.com
o The Cat and the Coup http://www.thecatandthecoup.com
o Ulitsa Dimitrova http://www.ulitsa-dimitrova.com
o darfur is dying http://www.darfurisdying.com/
o 3rd world farmer http://www.3rdworldfarmer.com/
o For the Records http://fortherecords.org
o Elude http://gambit.mit.edu/loadgame/elude.php
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Overview of client game projects & team formation
Readings / Materials:
o Mitgutsch, Konstantin, and Narda Alvarado. "Purposeful by Design? A Serious Game Design
Assessment Framework." (PDF - 3.0MB) Proceedings of the International Conference on the
Foundations of Digital Games. ACM 121–28.
o Effects. Ritterfield, Cody and Vorderer; pp 248 - 270
Homework due:
Short paper on GWAPs as a field incl. discussion of medium-specific potentials and limits of games as communicative /
persuasive tools and statement of interest.
Week 4:
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Games’ expressive and persuasive means: for and against procedurality – Bogost vs. Sicart
Client game projects: concept brainstorming
Readings / Materials:
o Rubbermuck. "Ian Bogost on Serious Gaming." March 7, 2011. You Tube. ABC Fora. Talk. X-Media
Lab, 2009. https://www.youtube.com/watch?v=uTK2oIJx8Po
o Sicart, Miguel. "Against Procedurality." Game Studies 11, no. 3 (2011).
Homework due:
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Present game assessment analysis paper for purposeful game from list
Bring notes on client game projects: what interests you, what questions do you have about a particular
project, what reference games are out there etc.?
Week 5:
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Game concept presentations & critique
Participatory design and communication with clients
Readings / Materials:
o
o
o
o
o
o
Flanagan, Mary. "Introduction to Critical Play," "Critical Computer Games," and "Designing for
Critical Play." In Critical Play: Radical Game Design. MIT Press, 2013.
De Schutter, Bob, and Vero Vanden Abeele. “Meaningful Play in Elderly Life.” In Proceedings of ICA
2008,. Le Centre Sheraton Hotel,Montreal, Quebec, Canada, 2008.
http://www.allacademic.com/meta/p_mla_apa_research_citation/2/3/3/8/0/p233804_index.html
.
Wauters, Jeroen, Frederik Windey, and Vero Vanden Abeele. “Adopting a User-Centered Design
Process in Order to Ensure Meaningful Play: The Sidewalk Saver Game Project.” East Lansing,
Michigan, 2008. http://meaningfulplay.msu.edu/program.php?presentation=64&type=poster.
Vanden Abeele, Vero, Bob Schutter, Luc Geurts, Stef Desmet, Jeroen Wauters, Jelle Husson, Lieven
Audenaeren, Frederik Broeckhoven, Jan-Henk Annema, and David Geerts. “P-III: A Player-Centered,
Iterative, Interdisciplinary and Integrated Framework for Serious Game Design and Development.”
In Serious Games: The Challenge, edited by Stefan Wannemacker, Sylke Vandercruysse, and
Geraldine Clarebout, 280:82–86. Communications in Computer and Information Science. Springer
Berlin Heidelberg, 2012. http://www.springerlink.com/content/k66727215741j3t0/abstract/.
Vanden Abeele, Vero, Jelle Husson, Luc Vandeurzen, and Stef Desmet. “A Soft Approach to Computer
Science: Designing & Developing Computer Games for and with Senior Citizens.” Journal of Game
Development 2 (2007): 41–62.
BANKS J. & POTTS J. 2010. Co-creating Games: A Co-evolutionary Analysis. New Media & Society 12:
253-270.
Homework due: based on concept brainstorming, bring game concept for client game project to class
Week 6:
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Workshop: build client game project prototype
In-class playtesting of client game project prototype
Homework due: refine client game project concept and bring to class as basis for prototyping
Week 7:
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Affordances of digital / non-digital games
Game project check in: presentations and discussion of client feedback
Readings / Materials:
o Linderoth, Jonas. “Beyond the Digital Divide: An Ecological Approach to Gameplay” Transactions of
the Digital Games Research Association 1, no. 1 (2013)
Homework due:
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Written reflection on in-class playtesting session
Solicit feedback to game prototypes from clients (e.g. arrange for meeting; use e-mail / skype / other means to
share progress with clients and get feedback) and submit written report incl. proposed design iterations
Continue refining game prototype
Week 8:
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In-class work on client game prototypes, taking client feedback into account
Lecture on game assessment / focus group playtesting
Homework due:
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Continue work on game prototype
Game progress report
Week 9:
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Game project check-in
External playtesting / focus groups with target audience
Homework due:
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Prepare for external / focus group playtesting
Game progress report including client communication / feedback to latest iteration
Week 10:
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Final project presentations
Post mortem presentations
Homework due:
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Written reflection report on external playtesting and design iterations
Post mortem reflection paper on design process, client communication and outlook
Textbook(s)
Instead of one textbook, the course will provide a range of relevant readings including book chapters and
individual articles. See readings / materials posted to each week in the sample lesson plan above.