Introduction to Game Design Class - The Multiplayer Classroom: Designing Coursework as a Game - page 128

reinforcement that, though the “ Introduction to Game Design � multiplayer game might seem to

be over, the learning that came with it is not.

Stage 2: Assistance by self. n

The structure of the course allows the students to take ownership of their learning. The passive
attitude so common in our classrooms disappears on the first day of class.

“ You all have an F,

unless somehow is the most powerful trigger for student engagement. This is not about mak-

ing the grade anymore. It is about getting to the next level, challenging oneself, alone or with
others, outsmarting the Game Master. This may be a multiplayer game, but the careful blend and
the nature of

... �

“ solo � tasks allow the students to reap the most XP ' s on their own terms.

Stage 3: Internalization. n

In an introductory course, the assumption is that the students need to acquire the skills,
knowledge, and attitude that will facilitate the successful completion of their course of study.
In academia, this often means an overdose of theory anchored in behaviorist mechanics. The
role of practice then is to support and reinforce the theory. Learning remains static and limited
to the subject at hand. In the multiplayer classroom, the roles are reversed. Practice drives the
understanding of theory. As the skills, knowledge, and attitude are acquired, students create
their own schemas out of which, ultimately, theory will emerge.

Internalization allows the students to take a learning opportunity and make it their own. At this
stage, they move away from the ZPD, and they build their understanding of the “ what � and

the As they experience the various

aspects of game design by defeating mobs, completing quests, and crafting, they are exposed
to the theory that hides behind each of them. Theory loses its abstraction and perceived stale-
ness to provide the sound and critical structure needed for strong game design. Theory comes
to life as students craft their game. Lee provides learning activities that foster student owner-
ship of their knowledge, and this knowledge becomes meaningful to them.

“ why, � and strengthen their knowledge of the “ how. �

Stage 4: Recursiveness through prior stages. n

Though the course progression seems to be linear, perception skewed by the “ level � approach

of the grading structure, it is not. And in many respects, neither is the students progression

through the four stages. Once the students have progressed out of the ZPD and have taken
ownership of their knowledge, the learning does not stop or become static. Students remember
concepts discovered on their own, yet there are still many instances when they need assistance
while learning something new. This is facilitated by this stage of

'

“ recursiveness through prior

stages, � one of the driving forces in Lee ' s class.

In the syllabus as much as in the classroom, I can see how Lee introduces the students to the
basics of game design through direct involvement and reflection, builds on them, before weav-
ing in the complexity that requires mastery of the initial skill and knowledge sets. For example,
the students play Senet, an assigned game that will enable them to write their first reflection.
The feedback from this assignment can then be used when they write a short analysis on the
board game they have selected before writing a full analysis on a video game of their choice.