SECTION I: GENERAL INFORMATION ABOUT THE COURSE |
| Course Code | Course Name | Year | Semester | Theoretical | Practical | Credit | ECTS |
| DOT6307 | Game Studies | 0 | Fall |
3 | 0 | 3 | 6 |
| Course Type : | University Elective |
| Cycle: | Bachelor TQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree |
| Language of Instruction: | Turkish |
| Prerequisities and Co-requisities: | N/A |
| Mode of Delivery: | Face to face |
| Name of Coordinator: | RA MUHAMMET YILDIZ |
| Dersin Öğretim Eleman(lar)ı: | |
| Dersin Kategorisi: |
SECTION II: INTRODUCTION TO THE COURSE |
| Course Objectives: | The aim of this course is to introduce students to the main study topics, theoretical concepts and academic discussions in the field of play and culture. Students taking the course can define the concepts of the game and culture relationship, evaluate the theoretical discussions and analyze the games using these concepts and theoretical frameworks. |
| Course Content: | Within the scope of the course, students will be informed about game studies, game analyses, player types, the relationship between game and culture, serious games, social issues and cultural studies. |
| Knowledge (Described as Theoritical and/or Factual Knowledge.) | ||
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1) He/She recalls and defines fundamental topics and theoretical concepts related to game and culture relations. |
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2) He/She recognizes the key concepts in game studies and explains them through examples. |
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| Skills (Describe as Cognitive and/or Practical Skills.) | ||
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1) He/She analyzes games within a cultural framework and supports these analyses with theoretical concepts. |
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2) He/She compares different game genres and player types. |
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3) He/She analyzes social messages in games and illustrates them within specific theoretical frameworks. |
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| Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.) | ||
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1) He/She plans an independent research project in game studies and evaluates the information identified during the research process. |
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| Week | Subject | ||
| Related Preparation | Further Study | ||
| 1) | Introduction | ||
| 2) | What is game studies? | Required readings | |
| 3) | How is the game analysed? | Required readings | |
| 4) | Player research: Types and motivations of uses | Required readings | |
| 5) | Rethinking the genres | Required readings | |
| 6) | Gaming culture | Required readings | |
| 7) | Identity and representation | Required readings | |
| 8) | Mid-term Exams | ||
| 9) | Gender, body and "gaming masculinity" | Required readings | |
| 10) | Violence in video games and impact research | Required readings | |
| 11) | Studying on horror video games | Case-study | |
| 12) | What do serious games do? Video games in politics, education and health | Required readings | |
| 13) | Political economy of the digital game industry and creative labour | Required readings | |
| 14) | Where is the gaming world headed? | Required readings | |
| Course Notes / Textbooks: | |
| References: | • Zimmerman, E., & Chaplin, H. (2013). Manifesto: The 21st century will be defined by games. Kotaku (Sep. 9, 2013). • Mayra, F. (2008). An introduction to game studies. Sage Publications. (Chapter 1) • Mäyrä, F. (2008). Getting game: Multidisciplinary game studies. In The Video Game Theory Reader 2 (pp. 1–22). Routledge. https://doi.org/10.4324/9780203887660-22 • Salen, K., and Zimmerman, E. (2003). Rules of play: Game design fundamentals The MIT Press. (Chapter 3) • Shaw, A. (2010). What Is Video Game Culture? Cultural Studies and Game Studies. Games and Culture, 5(4), 403-424. https://doi.org/10.1177/1555412009360414 • Consalvo, M., & Dutton, N. (2006). Game analysis: Developing a methodological toolkit for the qualitative study of games. Game Studies, 6(1). http://gamestudies.org/0601/articles/consalvo_dutton • Shaw, A. (2017). Encoding and decoding affordances: Stuart Hall and interactive media technologies. Media, Culture & Society, 39(4), 592-602. https://doi.org/10.1177/0163443717692741 • Yee, N. (2006). Motivations for play in online games. CyberPsychology & Behavior, 9(6), 772-775. https://doi.org/10.1089/cpb.2006.9.772 • Malkowski, J., & Russworm, T. M. (2017). Introduction: Identity, representation, and video game studies beyond the politics of the image. In J. Malkowski & T. M. Russworm (Eds.), Gaming representation: Race, gender, and sexuality in video games (pp. 1–16). Indiana University Press. https://doi.org/10.2307/j.ctt2005rgq.5 • Condis, M. (2018). Gaming Masculinity: Trolls, Fake Geeks, and the Gendered Battle for Online Culture. University of Iowa Press. http://www.jstor.org/stable/j.ctv3dnq9f • Kerr, A., & Kelleher, J. D. (2015). The Recruitment of Passion and Community in the Service of Capital: Community Managers in the Digital Games Industry. Critical Studies in Media Communication, 32(3), 177–192. https://doi.org/10.1080/15295036.2015.1045005 |
DERS ÖĞRENME ÇIKTILARI - PROGRAM ÖĞRENME ÇIKTILARI İLİŞKİSİ |
| Ders Öğrenme Çıktıları (DÖÇ) | 1 |
2 |
3 |
4 |
5 |
6 |
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|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Öğrenme Çıktıları (PÖÇ) | |||||||||||
| 1) Explain the fundamental concepts, historical development, and theoretical framework of graphic design. | |||||||||||
| 2) Define typography, color theory, and composition principles in visual communication design. | |||||||||||
| 3) Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. | |||||||||||
| 4) Develop original and innovative design solutions using creative problem-solving methods. | |||||||||||
| 5) Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. | |||||||||||
| 6) Effectively use digital tools and design software to produce professional graphic design work. | |||||||||||
| 7) Take responsibility in international graphic design projects individually or within a team to develop creative solutions. | |||||||||||
| 8) Manage graphic design projects and plan processes while applying a professional work discipline. | |||||||||||
| 9) Continuously improve by following global innovations, technologies, and methodologies in graphic design. | |||||||||||
| 10) Adopt intercultural design principles to create visual solutions for global audiences. | |||||||||||
| 11) Develop design solutions that are culturally sensitive, ethically appropriate, and sustainable. | |||||||||||
| 12) Work independently or participate in teamwork within graphic design processes. | |||||||||||
SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs) |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Programme Learning Outcomes | Contribution Level (from 1 to 5) | |
| 1) | Explain the fundamental concepts, historical development, and theoretical framework of graphic design. | |
| 2) | Define typography, color theory, and composition principles in visual communication design. | |
| 3) | Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. | |
| 4) | Develop original and innovative design solutions using creative problem-solving methods. | |
| 5) | Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. | |
| 6) | Effectively use digital tools and design software to produce professional graphic design work. | |
| 7) | Take responsibility in international graphic design projects individually or within a team to develop creative solutions. | |
| 8) | Manage graphic design projects and plan processes while applying a professional work discipline. | |
| 9) | Continuously improve by following global innovations, technologies, and methodologies in graphic design. | |
| 10) | Adopt intercultural design principles to create visual solutions for global audiences. | |
| 11) | Develop design solutions that are culturally sensitive, ethically appropriate, and sustainable. | |
| 12) | Work independently or participate in teamwork within graphic design processes. |
SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE |
| Lectures | |
| Discussion | |
| Reading | |
| Homework | |
| Peer Education | |
| Brain Storming | |
| Questions Answers | |
| Individual and Group Work |
| Midterm | |
| Final Exam | |
| Homework Evaluation |
| Measurement and Evaluation Methods | # of practice per semester | Level of Contribution |
| Homework Assignments | 2 | % 15.00 |
| Midterms | 1 | % 35.00 |
| Semester Final Exam | 1 | % 50.00 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE |
| WORKLOAD OF TEACHING & LEARNING ACTIVITIES | |||
| Teaching & Learning Activities | # of Activities per semester | Duration (hour) | Total Workload |
| Course | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 5 | 8 | 40 |
| Total Workload of Teaching & Learning Activities | - | - | 138 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES | |||
| Assesment & Evaluation Activities | # of Activities per semester | Duration (hour) | Total Workload |
| Quizzes | 0 | 0 | 0 |
| Midterms | 1 | 3 | 3 |
| Semester Final Exam | 1 | 3 | 3 |
| Total Workload of Assesment & Evaluation Activities | - | - | 6 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) | 144 | ||
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) | 6 | ||