The Game Studio: Developing Literacy Through the Lens of Game Design

dc.contributor.advisor Barger, Julie en_US Bentley, Thomas Mark en_US
dc.contributor.committeemember Smith, Allison en_US
dc.contributor.department English en_US 2015-08-25T14:42:26Z 2015-08-25T14:42:26Z 2015-06-25 en_US
dc.description.abstract In this thesis, I propose a curriculum for first year composition (FYC), called the Game Studio curriculum, in which students learn writing through experiences playing, analyzing, and designing games. In Chapter 1, I review the ways in which many students are already learning in video game spaces and argue that the study of games has potential to alter FYC instruction for the better. In Chapter 2, I frame the scholarship behind the Game Studio using James Paul Gee’s What Video Games Have to Teach us About Learning and Literacy and Jesse Schnell’s The Art of Game Design: A Book of Lenses. I also provide context for Middle Tennessee State University’s “Literacy for Life” objectives and discuss how the Game Studio curriculum supplements these objectives. In Chapter 3, I provide a detailed list of introductory projects designed to give both students and instructors a running knowledge of game jargon and game design concepts. In Chapter 4, I provide details for the final two projects, which involve the development of student-designed games. I conclude in Chapter 5 with my reflections on student responses to an exit survey at the end of the Game Studio semester. en_US M.A. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject Collaborative en_US
dc.subject Composition en_US
dc.subject Game Design en_US
dc.subject Multimodal en_US
dc.subject Technology en_US
dc.subject Video Games en_US
dc.subject.umi Pedagogy en_US
dc.subject.umi Education en_US
dc.subject.umi Curriculum development en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Masters en_US
dc.title The Game Studio: Developing Literacy Through the Lens of Game Design en_US
dc.type Thesis en_US
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