Location
Hilton Waikoloa Village, Hawaii
Event Website
https://hicss.hawaii.edu/
Start Date
7-1-2025 12:00 AM
End Date
10-1-2025 12:00 AM
Description
Game development curriculums across the world have diverse subject foci depending on the discipline such as game programming, game art, or game design. While specific objectives for each discipline within a game production lifecycle varies, a common understanding for the social and cultural spectrum of games carries importance. For that common understanding, the curriculum at Media Design School has a course where students are encouraged to discuss the potential of games beyond entertainment, social and cultural position of games, and ethical challenges present within the games ecosystem in relation to society. Teaching faculty’s practice with this component involves a project-based approach which presents students with a brief that frames what a games-for-impact project is and invites students to form teams and pitch projects. In this paper, we present a reflection on ten rounds of teaching this course with this project-based approach involving games for impact and showcase a catalogue of games to highlight the strengths of this practice.
Recommended Citation
Tece Bayrak, Asli; Watson, Zac; Gray-Mason, Rourke; Teal, Jeremy; and Piven, Sofia, "Exploring the Transformative Nature of Games via a Project Based Classroom with Games for Impact" (2025). Hawaii International Conference on System Sciences 2025 (HICSS-58). 3.
https://aisel.aisnet.org/hicss-58/st/game/3
Exploring the Transformative Nature of Games via a Project Based Classroom with Games for Impact
Hilton Waikoloa Village, Hawaii
Game development curriculums across the world have diverse subject foci depending on the discipline such as game programming, game art, or game design. While specific objectives for each discipline within a game production lifecycle varies, a common understanding for the social and cultural spectrum of games carries importance. For that common understanding, the curriculum at Media Design School has a course where students are encouraged to discuss the potential of games beyond entertainment, social and cultural position of games, and ethical challenges present within the games ecosystem in relation to society. Teaching faculty’s practice with this component involves a project-based approach which presents students with a brief that frames what a games-for-impact project is and invites students to form teams and pitch projects. In this paper, we present a reflection on ten rounds of teaching this course with this project-based approach involving games for impact and showcase a catalogue of games to highlight the strengths of this practice.
https://aisel.aisnet.org/hicss-58/st/game/3