SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
DOT6307	Game Studies	3	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:	Competency Development (University Elective)

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

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.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) He/She recalls and defines fundamental topics and theoretical concepts related to game and culture relations.

2) He/She recognizes the key concepts in game studies and explains them through examples.

Skills (Describe as Cognitive and/or Practical Skills.)

1) He/She analyzes games within a cultural framework and supports these analyses with theoretical concepts.

2) He/She compares different game genres and player types.

3) He/She analyzes social messages in games and illustrates them within specific theoretical frameworks.

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.)

1) He/She plans an independent research project in game studies and evaluates the information identified during the research process.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		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

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

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

Contribution of The Course Unit To The Programme Learning Outcomes

Ders Öğrenme Çıktıları (DÖÇ)	1	2	3	4	5	6
Program Öğrenme Çıktıları (PÖÇ)
1) Can explain the fundamental concepts, theories, and models of public relations and advertising.
2) Can define ethical rules, legal regulations, and professional standards in the field of public relations, communication and advertising.
3) Can analyze the social, cultural, economic, and political contexts of public relations, media and advertising.
4) Can develop public relations and advertising campaigns through target audience analysis.
5) Can create innovative communication solutions using traditional and digital media tools.
6) Can evaluate public relations and advertising strategies by conducting effectiveness analysis.
7) Can take responsibility in public relations and advertising projects both individually and in team settings.
8) Can utilize leadership and decision-making skills when determining public relations and advertising strategies.
9) Can follow new trends and technological developments in public relations and advertising.
10) Can generate knowledge in the field of public relations and advertising by using research and analytical skills.
11) Can act in accordance with ethical and social responsibility principles in public relations and advertising.
12) Can plan and implement crisis management, reputation management, and brand management processes.
13) Can establish effective verbal and written communication in public relations and advertising processes.
14) Can develop professional relationships in multicultural and global communication contexts.
15) Can develop digital strategies in public relations and advertising using new media tools.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Can explain the fundamental concepts, theories, and models of public relations and advertising.
2)	Can define ethical rules, legal regulations, and professional standards in the field of public relations, communication and advertising.
3)	Can analyze the social, cultural, economic, and political contexts of public relations, media and advertising.
4)	Can develop public relations and advertising campaigns through target audience analysis.
5)	Can create innovative communication solutions using traditional and digital media tools.
6)	Can evaluate public relations and advertising strategies by conducting effectiveness analysis.
7)	Can take responsibility in public relations and advertising projects both individually and in team settings.
8)	Can utilize leadership and decision-making skills when determining public relations and advertising strategies.
9)	Can follow new trends and technological developments in public relations and advertising.
10)	Can generate knowledge in the field of public relations and advertising by using research and analytical skills.
11)	Can act in accordance with ethical and social responsibility principles in public relations and advertising.
12)	Can plan and implement crisis management, reputation management, and brand management processes.
13)	Can establish effective verbal and written communication in public relations and advertising processes.
14)	Can develop professional relationships in multicultural and global communication contexts.
15)	Can develop digital strategies in public relations and advertising using new media tools.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Reading
Homework
Peer Education
Brain Storming
Questions Answers
Individual and Group Work

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Final Exam
Homework Evaluation

Contribution of Assesment & Evalution Activities to Final Grade of the Course

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