July 2018, Turin: The Game is the Message

Website: digra2018.com

“Games have long since moved out of the toy drawer, but our understanding of them can still benefit from seeing them in a wider context of mediated meaning-making. DiGRA 2018 follows Marshall McLuhan, and sees games as extensions of ourselves. They recalibrate our senses and redefine our social relationships. The environments they create are more conspicuous than their content. They are revealing, both of our own desires and of the society within which we live. Their message is their effect. Games change us.”

July 25-28 2018, Campus Luigi Einaudi, Università di Torino, Turin, Italy.

The websites of DiGRA, the Digital Games Research Association, and DiGRA Italia.

“We invite full papers, 5000 – 7000 words plus references using the DiGRA 2018 submission template (http://www.digra.org/?attachment_id=148233), extended abstracts (from 500 words, maximum 1000, excluding references), and panel submissions (1000 words excluding references, with a 100 word biography of each participant). Full papers will be subject to a double-blind peer review. Extended abstracts will be blinded and peer reviewed by committees organised by the track chairs. Panels will be reviewed by the track chairs and the program chairs. General inquiries should be addressed to Riccardo Fassone – riccardo.fassone AT unito.it. Artist contributions, industry contributions, performances or non-standard presentations should be addressed to Matteo Bittanti – matteo.bittanti AT iulm.it.

Submission will be opened December 1st, 2017, and the final deadline for submission is January 31st 2018. The URL for submissions is https://easychair.org/conferences/?conf=digra2018.

Program chairs are
Martin Gibbs, martin.gibbs AT unimelb.edu.au, University of Melbourne, Australia
Torill Elvira Mortensen, toel AT itu.dk, IT University of Copenhagen, Denmark

Important dates:
Submission opens: December 1st, 2017
Final submission deadline: January 31st, 2018
Results from reviews: March 1st, 2018
Early registration deadline: March 15th, 2018
Reviewed and rewritten full papers final deadline: April 15th, 2018″

Further details regarding the call for proposals are on the website of Frans Mayra.

April 2018, Tampere: Making Games

Website: makinggamesseminar.wordpress.com

“The seminar welcomes contributions relating to all types of games and game making. Traditionally, games have been situated in the public domain – communally created and played – and even today, games are not only created by commercial game studios but also by independent developers, game jammers, students, enthusiasts, experts, and amateurs. In addition, we can identify a wide network of intermediaries ranging from commercial enterprises to non-profits and government agencies that actively shape the ecosystem of game making.

We are seeking submissions from scholars studying different aspects of game making. Prominent work is done in many fields ranging from design research and organizational ethnography to production studies and political economy. We hope that the seminar can address some of the theoretical and methodological approaches that will help us to start to bridge the hitherto disconnected fields.”

24-25 April 2018, The Finnish Museum of Games, Tampere, Finland.

Organised by: gamelab.uta.fi

“Making Games is the 14th annual international spring seminar organized by University of Tampere Game Research Lab. The theme changes each year, as do the expert commentators. The Game Research Lab Spring Seminar is the longest running game studies seminar.”

As I’ve happily said before (several times), the Game Research Lab at Tampere University are also a friendly group of pro-active researchers; the best conference I have ever attended and presented at was their 2007 Gamers in Society seminar.

July 2017, Melbourne: DiGRA 2017

Website: digra2017.com

3-6 July 2017, Swinburne University of Technology, Melbourne, Australia.

(Text below from the conference website)

DiGRA 2017 will bring together a diverse international community of interdisciplinary researchers engaged in cutting edge research in the field of game studies. DiGRA 2017 is supported by Swinburne University of Technology, RMIT University, the University of Sydney and the University of Melbourne.

The conference welcomes submissions on a wide range of topics associated with studies of games and play, including, but not limited to:

  • Game cultures
  • Games and other cultural forms
  • Communication in game worlds
  • Gender and games
  • Games as representation
  • Minority groups and games
  • Games and childhood
  • The games industry
  • Independent games
  • Games criticism
  • Gaming in non-leisure settings
  • Game studies in other domains
  • Hybrid and non-digital games
  • History of games
  • Game design
  • eSports and spectatorship
  • Platform studies
  • Game production studies

Further information – including registration information – will be available on an expanded conference website by mid-January.

Submission Types

We welcome a range of contributions to DiGRA 2017. These include full papers, extended abstracts, panel and workshop proposals, and doctoral consortium participation, as well as proposals for events and other activities that fall outside the academic tradition.

Full papers will be peer-reviewed, published on the conference website and published in the conference proceedings available via open-access through the DiGRA digital library.

All other submissions will be reviewed by a panel of track chairs and the conference organisers for suitability for DiGRA 2017. These submissions will be published on the conference website, but will not be included in the conference proceedings published through the DiGRA Library.

April 2017, Tampere: Spectating Play

Website: spectatingplay.com

24-25 April 2017, Game Research Lab, University of Tampere, Tampere, Finland.

Organised by: gamelab.uta.fi

“Spectating Play is the 13th annual spring seminar organized by University of Tampere Game Research Lab. The seminar welcomes any and all scholarly work on the intersection of audiences and game/play.” More on this as well on the blog of Frans Mäyrä.

As I’ve happily said before, the Game Research Lab at Tampere University are also a friendly group of pro-active researchers; the best conference I have ever attended was their 2007 Gamers in Society seminar.

It’s also rather pleasant to publish this post on the 99th anniversary of Finland’s independence; I think I have a good idea where there will be an excellent party exactly a year from now…

RAGE: Realising an Applied Gaming Eco-system

The RAGE project is a European Union consortium project involving various partners from 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 to speed up the process of game development.

The project was partially born out of CETIS, the Centre for Educational Technology, Interoperability and Standards, with Paul Hollins being particularly active.

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.

Systematic literature review update

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.

More information at:

The importance of play: what universities can learn from preschools

There’s a nice piece in The Conversation, by Professor Nicola Whitton, titled as above. It’s not a long read, though the final third has some interesting links you may wish to explore for a while.

Five hopes for 2016

A new year is upon us, and who knows what it will bring. Global peace, or global chaos? Advances in medicine and science, or pandemics and problems?

However, this is a game research website so I’m restricting my hopes to game-related ones. Here’s five.

1. Google Scholar is still around at the end of the year. I’ve come to rely on GS a lot – though not exclusively – in recent times for picking up on game research articles and papers. Google Scholar Alerts in particular is a nifty thing for being rapidly told when a cool researchers work has appeared. While it’s not the only service of its kind – there’s also academia.edu and researchgate, as well as databases researchers inside a university can use – it’s still a pretty useful source of materials and notifications about materials. The problem is that Google has a habit of shuttering niche services (Reader was far more popular and that didn’t survive), but I’m hoping they won’t take the axe to Scholar, especially as the tiny number of GS staff – less than ten – means it costs very little to maintain. Plus, looking at own citation graph which is starting to tail off is a good nudge to publish more.

2. Let the next Zelda game be a classic. Whenever it appears. Everyone has a different view on the Legend of Zelda games franchise. I really, seriously, enjoyed Ocarina of Time on the N64, to the extent that work was neglected for two months while exploring it as much as the internal system allowed (and occasionally, progressing the main quest). Since then, other Zelda games have fallen short. I didn’t like the constant moon-crashing-into-you time pressure of Mask, and the sailing of Windwaker, though initially lovely, soon became samey. Thus, a classic Zelda game would be most welcome. With just some elements of previous ones, such as shooting arrows while riding a horse, though original enough not to be a total remake. Also, it would be nice to see it available actually in 2016. While Nintendo do the quality-perfectionist-finished-when-its-absolutely-finished development thing more than most, there are limits and many other distractions for expectant gamers.

2.1 While we’re in Nintendo territory, a new Animal Crossing game for the Nintendo 3DS, please. There’s next to no chance of getting that, and I’m not picking up any 3DS-AC vibes so am not counting on that as a hopeful hope. Alas.

3. Reasonable reporting and consideration about Virtual Reality hardware, software and systems. Especially in academia (where you would think that cooler heads would and should prevail) we’ve often seen the “Tech X will disrupt education” vs “The Tech X is dead” polarising divide which doesn’t help anyone. Social media and its tendencies to be a platform for shooting off, and amplifying, pithy soundbites, is not always a great help either; edtech is often complicated and nuanced – like it or not. There is going to be a lot of ephemera around VR for the remainder of this decade at least; too many venture capitalists and companies have sunk too many dollars into this particular tech, and they want their investment plus a bit of profit back. But, as it does, this is leading to a giddy numbers headline race while not answering the reasonable issues educators have (note you can swap out VR for another tech in these questions):

  1. How much will VR cost (that’s the total cost of everything, including time to learn, set-up and run the tech in a educational situation)?
  2. Are there relevant and independently analysed examples of VR use in education?
  3. Is there independent research showing it works in education i.e. VR gives “better” results than using other tech, or no tech at all, in comparable pedagogic scenarios?
  4. How supported and sustainable is VR tech? Will the same kit still be relevant, useful and actually usable across several academic year cycles?
  5. Can the robust and relevant pedagogic evidence for VR to date be summarised in an easy-to-read manner?

…and not uncited “Look, LOOK, at my massive bar chart!!” graphical sales guesses I mean forecasts for 2019.

4. Running on from that last hope, it would be good to see Jisc and similar organisations in other countries more fundamentally commission and update reasonable, useful, timely and evidence-based guides and reports on gaming and other technologies. Yes, there’s an element of self-interest here as I am one of those people who occasionally writes a few of these. But they are needed, especially – as in the previous point – where educators otherwise just encounter polarising arguments and grandstanding while looking for more relevant materials. In the recent case of Jisc it is pleasing to see guides gradually come back to the foreground as something open, free and useful that they provide. Having an explicit guide search option for reducing costs is also pretty useful in these times; the most feedback I received about the gamification infokit compiled last year for Jisc Digital Media concerned the low-cost options as opposed to expensive shiny systems (see 8.5 and 8.6). It would be good to see many more such guides commissioned and updated regularly, not just for games, gamification, virtual reality and augmented reality but for the wider spectrum of other technologies which educators may consider investing in and using.

5. Please: just one decent regular TV series on video games. The UK hasn’t had one since BITS and that was a very long time ago. It’s a weirdly strange thing, this almost total lack of intelligent game analysis on TV, especially as this particular medium outsells most other in the wider entertainment sector. The BBC in particular has a regular film review show, and book review and author programs, and even regular gardening programs – but no games show. It can be done on mainstream TV; Charlie Brooker hosted an excellent documentary on games not that long ago…

…but it was just a one-off, not a series or regular TV slot. So we’re back to games being pretty absent from terrestrial TV, and predominantly mentioned in the mainstream media for some negative reason, whether accurate or just blatant opportunistic bandwagon joining. Just one, weekly, fifteen minutes show that considers the wider range of digital and analog games which a large proportion of the viewing audience choose to indulge in, doesn’t seem much to ask. Or maybe it’s really too late and the audience has already gone to other places.

Anyway; that’s my wishlist. I wish all games researcher, developers and players everywhere a great year of great games, no matter what else happens.