It’s another sign of the growth and health in academic game studies that every day seems to bring another new advert for a position in a university. Here’s four, from universities in Europe, spotted in the last few days. In no particular order…
The RAGE project is a European Union consortium project, involving various partners from both the academic and gaming sectors. It’s an interesting one to watch; their aims are to create a collection of assets and resources of actual use to game developers, including those developing in or for the education sector, helping them speed up the process of game development.
The RAGE project also tweets, and has some downloads and a blog. The project plans to hold events such as workshops and training courses across Europe. One to keep an eye on, especially if you’re into educational game development.
10 October 2016, University of Jyväskylä, Jyväskylä, Finland.
Abstracts are accepted in English or Finnish. Extended abstract should be 500 words, excluding the bibliography. In addition to the abstract submit a 50 word biography. The deadline for submissions is 7 August 2016.
From the conference website: “The increased visibility of play and games in society has affected areas outside the core areas of videogames and toys. Videogames are one of the biggest sectors of commercial media. Playing with and collecting toys is increasingly acceptable for adults. Gamification and different kinds of playful approaches are becoming part of everyday life and work.
How are gamer/player cultures changing? What kind of new play cultures are emerging? How is the growing economic significance of games and related media affecting the cultural meanings attached to games and play? What kind of roles are play and games being given in education? Can playing and gaming improve and maintain well-being? Has gaming become more culturally accepted?
The November 2015 issue of Computers and Education contains the paper:
An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games.
Authors: Elizabeth Boyle, Thomas Connolly, Thomas Hainey, Grant Gray, Jeffrey Earp, Michela Ott, Theodore Lim, Manuel Ninaus, Claudia Ribeiro and Joao Pereira.
Data examined: 143 papers from 2009-14.
Abstract: Continuing interest in digital games indicated that it would be useful to update Connolly et al.’s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.’s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
My notes: This is a comprehensive, but also easy, read for those of us interested in the evidence or proof for the effective use of digital games in teaching and learning. The data is clearly presented and discussed, and the listing of coded papers that closes the paper is a mine of relevant literature.