COURSE OVERVIEW

Play is an essential element of learning, all through life. Play translates the world as given into an imaginative, created reality that we use to explore and experiment with our ideas of how the world works. Games and simulations create structured representations of natural and social systems that are utilized as tools of scientific research and experimentation, training and learning.

CIE pioneered in the design of simulations as a means of empowering rural Ecuadorians to analyze and critique their social milieu within a literary program. This is a new and experimental course, in which the participants will ‘play’ a major role. We will explore the use of games and simulations in various educational contexts - examining the evidence for their effectiveness. We will explore theory and concepts for developing games and simulations, and use these to create and try out our own.

OBJECTIVES

By the end of the course, participants will be able to:

• Use theory to understand how games and simulations can be effective tools for learning in various educational settings and contexts;
• Recognize games and simulations as instructional instruments used in most societal institutions;
• Understand how simulation, as a model of society, can promote or influence societal change or continuance;
• Understand how games and simulations can be used to deconstruct differences in identity, as well as socio-economic, cultural, political, and organizational;
• Design effective games and simulations based on theoretical understandings and practical considerations;
• Use theory to analyze how a given game and/or simulation could inhibit learning or critical thought processes;
• Utilize technology as a method for games and simulation learning;
• Ethically consider the use of games and technology in educational and learning contexts

COURSE TOPICS AND METHODOLOGY

This course will focus on three interconnected elements of games and simulation: Theory & Critique, Learning & Practice, and Design & Presentation. We will explore various games and simulations for various contexts and settings including education in the classroom and for community building, urban planning, war games, and video games. Though games and simulations will look differently depending on the media and context, we will find useful and useable elements within each context, which will assist in our efforts to understand how games and simulations are developed through creative adaptation. Class discussions will focus on the readings which emphasize theory and critique.

Games and simulation reflect societal experiments and frameworks so that players can understand and adapt to the complexities and dynamics of the roles and procedures within or so that players can begin to construct new frameworks for society and their own identities. In the text, The Ambiguity of Play, by Brian Sutton-Smith and in various other readings, we will explore the idea of play in historical, modern, and postmodern contexts in terms of identity construction and power creation. We will explore Huzinga’s classic text, Homo Ludens and focus particularly on Jean Baudrillard’s postmodern theory of simulation in his book, Simulacra and Simulation. We will explore the future of games and simulations in the text, First Person: New Media as Story, Performance, and Game.

There is much debate about games and simulation, particularly video games, which arguably do or not create violence. We will delve into this cutting edge debate, both questioning the effectiveness of games and simulations in various situations and the ethics behind them. In this debate, we will explore the potential of games and simulations to be used as tools for both manipulation and empowerment as well as the consequences of merging reality with the imaginary.

Class members will design, develop, and present a game during the course. This process will parallel our exploration of the technical and practical aspects of games and simulations. Because all games and simulations will be different depending on the context, we will explore the essential elements for games and simulations to be effective in various situations and the adaptability of various games and simulations.

This class hopes to provide experiential learning through the playing of games and simulation in demonstrations in class and in assignments. However, because of the ever changing nature of games and simulation to meet the needs of society, the course will focus on the elements of games and simulation that do not change, that continue to simultaneously reflect and change society.

REQUIREMENTS

In this course we are all equal participants who have a dynamic opportunity to engage fully and actively in our learning processes. In order to have this course as be as interactive as possible it is critical that all members participate to the best of their abilities. The following recommendations will ensure successful completion of the course:

• To attend weekly class sessions fully prepared to engage in our community of practice through thoughtful discussion and practical participation.
• To participate in game and simulation methods which are an integral component of every weekly class. Each class we will have a demonstrative game/simulation in which we will “play” with various methods and technologies.
• To create and present your own “Game of Life” to be modeled after an existing game (to be explained further during the first class session).
• Completion of a final project consisting of didactic materials which you will be able to use in your professional life (more details to come).
• Completion of a final 10-12 page paper in which you reflect upon your process of creating your final didactic project.

COURSE MATERIAL

The readings for this course include articles and books related to the theory, practice, design, and critique of games and simulation. Three books and a set of collected readings will be required for the class. Two texts can be purchased at Food for Thought in Amherst, the third text can be purchased at the Center for International Education, and the set of Collected Reading can be purchased from Copy Cat in Amherst.

Required Readings

• Wardip-Fruin, N. and Harrigan, P. (2004). First Person: New Media as Story, Performance, and Game. MA: MIT Press.
• Sutton-Smith, B. (1998). The Ambiguity of Play. Cambridge, MA: Harvard University Press.
• Evans, D.R. (1979). Games and Simulation in Adult Literacy. Hulton Educational Publications.

Collected Readings will include excerpts from the following list.

• Abt, C. (1987). Serious Games. MD: University Press of America.
• Aldrich, C. (2004). Simulations and the Future of Learning. San Francisco: Pfeiffer / John W. Wiley.
• Baudrillard, J. (1994). Simulacra and Simulation. Michigan: University of Michigan Press.
• Bruin, K. (1985). Prejudices, Discrimination, and Simulation Gaming: An Analysis. Simulation & Games. 16:161-173.
• Harris, P. (2003). SimsSimsSims - Simulation: The Game is On. Training and Development. October 2003: 46-51.
• Huizinga, J. (1950). Homo Ludens: A Study of the Play Element in Culture. Boston, MA: Beacon.
• Peters, W. (1987). A Class Divided: Then and Now. Connecticut: Yale University Press.
• Pinker, S. (1999). How the Mind Works. New York: Norton.
• Poole, S. (2000). Trigger Happy: Videogames and the Entertainment Revolution. New York: Arcade.
• Thatcher, D. C. (1990). Promoting Learning Through Games and Simulations. Simulation & Gaming 21:262- 273.
• Wolf, M. and Perron, B. (Eds.). (2003). The Video Game Theory Reader. Bristol, PA: Taylor & Francis.

RECOMMENDATIONS FOR FINAL PAPER        (Due on the last day of class (10-12 pages)

The final writing assignment is an opportunity for you to reflect upon and engage with your theoretical knowledge in regards to games and simulations. Using the literature discussed in class as well as additional references which you have gathered, compose a 10-12 page reflection paper. Some suggestions on possible topics to include in your paper are: Describe the process of designing a game and/or simulation;

• In the description of your game consider:
  • Who is the game intended for – adults and/or youth/children?
  • What are some of the assumptions included in your game regarding the players, context, and culture?
• What methods have you used based on theoretical readings?
• What are some of the ethical questions you have encountered and contemplated?
• What are some of the ways your game might inhibit learning?
• What are some further adaptabilities of the game design: based on process and critique how could this game be used more effectively and/or be adapted for various settings?

GRADING

This course is being offered on a Pass/Fail basis with a letter grade option. Any student wishing a letter grade must submit a written request for that option by the fourth class meeting. To receive a Pass requires that your individual paper and 5 article reviews are completed when due, that you participate fully in class activities and discussions, and that you play a specific role as a team member in preparing an education sector profile and plan.