GAME OVER: thinking beyond death in video games

GAME OVER is a project by CJ Risman, a student at Brown studying Modern Culture & Media and American Studies. Read the entire article on HASTAC.


 

As video games continue to become more and more “lifelike,” they bring users closer to visual experiences of actual “death.” They desensitize us to the act of death, however, by having immediate rebirth as a procedural norm. This project responds to the procedural rhetoric of contemporary popular video games in addressing death. Most games found in the market today have some feature of numerous chances, several “lives,” and/or rebirth with little consequence. Through their pervasiveness, I fear how these games make light of death and refuse to acknowledge the ramifications of dying. Many theorists and intellectuals have studied and highlighted how the procedurally of video games can be affective and I do not think enough thought has been given to the effect of rebirth in so many games. Through this project, I work within the format of a video game to redefine the death of an avatar.

 

http://www.flowlab.io/game/play/161419

 

The first level of my game is meant to mirror “life,” with multiple paths the user can take, all with various “life events” that pop up as you go along. Each “life event” that a user activates, however, is followed with a user-directed question, mirroring the existential angst that often comes along with life. For example, a life event pop-up may read: “got a puppy” and be followed by: “do you feel less alone now?” The user has control to move at their own pace through this level, and can even go back to follow a different path and move through different “life events” if they are willing to put in the time (much like in life!).

There is no “winning” or “completing” the first level. There are however, spikes, which, if landed on, “kill” the user. As the user travels on a “life” path, the spikes increase in frequency over time, eventually becoming almost unavoidable. One of the last “life events” (which entails retiring and then asking what “you” will do with all the free time) evenrequires “dying” in order to be activated. If, however, the user does reach the “end” of the level, there is simple a wall, boxing them in, forcing them to stay where they are, consider turning back, or consider purposefully “dying.”

After this initial level, come three levels of questions. The first such level asks the user to state whether or not they are religious. The answer input does not matter; both answers take the user to the next level. Rather the level acclimates users to the new diegesis, in which they are asked to respond to serious questions with honest answers. The following level, and the second “question level” asks users to state whether or not they believe in rebirth. This is the real kicker. If users answer “yes,” they believe in rebirth, then they are brought back to the first level and allowed to “play again.” If the user answers “no,” however, they are led to the final question: “believe in afterlife?” Here, if the user answers “no,” they are “stuck;” they constantly restart this level over and over again in perpetuity. If the user answers “yes,” however, that they believe in afterlife, they are taken to the final level. The final level is a blue space filled with white, cloud-like objects. The user may somewhat jump from cloud to cloud but that is all. Using the gaps between clouds, the avatar will eventually fall out of the frame and not be followed, leaving the user with nothing to do other than stare at the static screen of a sky-like canvas. (See video to left for playthrough of game!)

Level 1

 

Level 2

 

Level 3

 

As a result of my own coding limitations, I created this game through a third party platform, Flowlab. In using this format, I was unable to create a game involving commonplace violence or gun action, which perhaps make up the most problematic games in which rebirth is a given and death is stripped of value. Nevertheless, the “death” that occurs in my game is treated with weight. I view the resulting product as a prototype. Flowlab has allowed me to create a functional game, playable by others, but it is a first attempt to approach the issue of death/rebirth in games through a game.

My prototype approach does have its own rhetorical advantages, however. For instance, in reminding us of the simplified origins of videogames, the product asks us to reconsider what we have come to “expect” from a “game.” Is the commonplace, vivid violence of so many modern games now a critical feature of gaming? Without this violence and “life-like” interaction, what does it even mean to “die” in my game?

By redefining more than one aspect of the popular modern game, my project seeks to approach these various questions. However, other limitations were also imposed by flowlab. My free subscription to the service allowed me to have only 5 levels in my game, for example, and therefore limited the number of question levels I could have. Nevertheless, the game serves its most basic purpose; through playing my game, users, ideally those with experience in other forms of gaming, have to reexamine their own gaming habits and the rhetoric they receive from other games. My game not only gives gravity back to virtual dying, connecting it back to that of the “actual” world, but it also further highlights the disconnect between death and “play” in most traditional or commonplace games…


Read more.

 

 

Analog Game Studies CFP: Gender & Sexuality in Analog Games, Performance & Play, and Materiality & Games

Analog Game Studies (analoggamestudies.org) is a journal seeking short abstracts (250 words) or full pieces (1500-2000 words) for the special issues detailed below. Articles published online will likely appear in a yearly print anthology as well.

 

Gender and Sexuality in Analog Games

Through strategies of representation, game mechanics, and target audience, gender and sexuality inscribe what and how we play. This special issue will focus on teasing out dynamics often ignored in the analysis of many games’ content: how queerness, femininity, masculinity, heterosexuality and a host of other topoi are contested, packaged and projected through games. What role-playing games appeal most to certain demographics and why? How do abstract systems express or refute heteronormativity? What censorship procedures have been used around sexuality in board games? How might one queer Magic: The Gathering?

 

Performance and Play

As evidenced by the prevalence of the word “play” in theatrical vocabulary, performance and games have always shared a deep connection. We are interested in digging into the history of ways in which performance and games have intersected through the activity of play. In what ways are games used in the production of drama, music, dance or other performance traditions? Are there ways in which performance skills and techniques are evident in analog games, even outside of role-playing games? What do the similarities between theater and role-playing mean more broadly for scholars of culture, media, and education? Where is there still room for growth and development in connecting games and performance in unconventional or unexpected ways?

 

Materiality and Games

What do games do, and what are the parts, components, manuals, dice, and miniatures doing inside of games? We are soliciting submissions that deal specifically with the material affordances of games and play. Topics might include the political economy of meeples, cultural rituals around dice rolling, or Jenga and Object Oriented Ontology. Submissions should make a case for the ways that materiality and games interact in a fundamentally new way that challenges existing theory.

 

In addition to the calls above, AGS also always welcomes submissions on other topics relevant to analog game studies. We also welcome submissions for book or game reviews, or interviews (please see this and this for examples of the style we aim for).
Please email submissions to analoggamestudiesjournal@gmail.com by June 8, 2015 (and feel free to submit more than once!)

Interested in Learning R? Introducing UO’s R Club

R Club is a student-led group, open to members of all experience levels who are interested in learning R, as well as programming in general.

R club promotes the belief that the best way to learn programming is through hands-on experience by using it to complete projects. They alternate between having students find out about a topic and present it (from 5 minutes to an hour), and offering consultations to grad students who would benefit from programming part of their workflow / analyses / etc. but don’t know how.

For more information about R Club, useful links, and to learn about upcoming meetings, visit their website: http://blogs.uoregon.edu/rclub/

R Club meets every Tuesday from 3:00pm-04:20pm in Straub 008.

Upcoming DSC Workshop: “Time-Travel for Academics: Get your digital life in order, and protect yourself from yourself”

Recent NMCC graduate Jacob Levernier will lead a workshop at the Lewis Integrative Science Building on campus this Monday, May 18th as part of the Quantitative Methods Lab (“MethLab” for short).

When: Monday, 5/18 from 12-1pm (It will last an hour with time after for questions).

Event details: If you’ve ever been working on a manuscript, statistical analysis, or notes on your reading, you might have started saving versions of your work with names like “Manuscript_good_3_a”, “Manuscript_after_edits_good”, “Manuscript_Use_This”, and “Manuscript_Use_This_Final”. Not only for your advisor or collaborators, but also for yourself a few months in the future, this approach to managing versions of your work can be confusing at best and misleading at worst, causing you to forget which version is the most up-to-date and, as a result, to re-do or lose work.

“Version control” is a type of free software that you can use to manage your work — not only to remember which versions are from when, but also to see exactly what you changed between versions, and why. Like a time machine, version control software lets you move back and forth between versions without clogging your hard drive with multiple copies of the same files.

We will be discussing the “why” and “how” of using Git, a popular and free version control system that is also the foundation for GitHub, which software developers and academics alike are using to share and collaborate on their work.

This talk will use both the command-line (the Terminal app in Mac OSX and Linux, and Command Prompt or Cygwin (https://www.cygwin.com/) inWindows — no experience assumed) and a point-and-click program called GitEye (http://www.collab.net/downloads/giteye).

 

Seeking Applicants for Visiting Assistant Professor Position, Washington State University

The English Department at Washington State University invites applications for a visiting assistant professor in the area of Digital Humanities & Digital Scholarship as part of a grant-funded project through the University’s Center for Digital Scholarship and Curation (CDSC), a joint program between WSU’s Libraries and College of Arts and Sciences.

The initial appointment begins August 16, 2015 and is subject to renewal after two years. This hire will teach undergraduate courses in the department’s Digital Technology and Culture (DTC) Program and work with CDSC faculty and staff and faculty in other departments to enhance WSU’s presence in digital humanities.

More information: https://chroniclevitae.com/jobs/0000882845-01#sthash.4KtS5NCc.dpuf

Assistant Professor, Serious Games Research University of Central Florida

Deadline: June 11, 2015

Job Description

The School of Visual Arts and Design at the University of Central Florida (UCF) invites applications for a tenure-earning assistant professor position in serious games research beginning in August 2015. This is a shared position between the School of Visual Arts and Design and the Texts and Technology Ph.D. program, and the successful candidate will be involved in both areas. This is a 9-month position with an expected teaching load (pre-tenure) of four courses per academic year in addition to research and service.

Teaching responsibilities include contributing to the curriculum and coverage of research methods courses and courses that cover the design and development of techniques and technologies for serious gaming and/or interactive information design. The position has an anticipated start date of August 2015, pending the availability of funding.

 

Position Minimum Qualifications

A Ph.D. in serious games, game studies, modeling and simulation, computer science, computer engineering, digital media, or a related discipline from an accredited institution. The applicant must possess strong written communication skills. Experience creating and teaching web-based courses, developing with HTML and CSS and proficiency in digital tools, programs, or environments for serious game design and development (e.g., game engines, graphic design software). Diverse knowledge base and skill set that supports the ability to contribute to other teaching needs in the digital media department and/or the Texts and Technologies Ph.D. program is also highly valued.

The successful candidate will also have a history of human-in-the-loop experimental research and will have a deep understanding of research methods and research-based statistical methods. Experience in applying research-based theories (e.g., motivation, feedback, learning, usability) to enhance education- and entertainment-based technologies, especially games, is desirable.

 

Preferences

Ideal candidates will have teaching experience at an accredited institution of higher education. They will also aspire to a research agenda focused on serious game or simulation development, gamification strategies, or other related topics. Experience working on contract-based research with strict deadlines will identify a candidate as reliable and disciplined. Prior work with diverse teams of researchers and a willingness to collaborate within and beyond the university is strongly desired. Additionally, Digital Media faculty actively collaborate with UCFs Institute for Simulation and Training (IST). Thus, especially strong candidates will have experience with Department of Defense funded research, in addition to experience working with video games, training simulations, and serious games (especially learning games).

 

Additional Application Materials Required

The university requires that all candidates apply online at https://www.jobswithucf.com/  In addition to the online application, please also upload the following individual PDF documents: 1) letter of application, 2) CV, 3) teaching philosophy, 4) statement about scholarly or creative projects, 5) contact information for three references, and 6) a single multi-page PDF that includes examples of personal work and examples of student work (if available) with descriptions for each project (i.e., personal contributions, title, date, media, and relevance to criteria outlined in the position description).

NOTE: Please have all documents ready when applying so they can be uploaded at that time. The site will not accept more than 10MB total per applicant. Once the online submission process is finalized, the system does not allow applicants to submit documents at a later date.

Complete applications must be received by June 11, 2015. Review of completed applications will begin upon submission. The selected candidate will need to provide official transcripts.

Please direct search related inquiries to: rudy@ucf.edu

– See more at: https://chroniclevitae.com/jobs/0000883401-01?cid=VTEVPMSJOB1#sthash.LXGbzzoN.dpuf

Job Opportunity in eLearning

Join the team that created Bird Song Hero and other original eLearning tools. The education program at The Cornell Lab in Ithaca, New York is looking for a developer to support the creation of innovative web-based learning experiences. Their diverse team is embedded in a 15 member Webby-award-winning web communications group. Together they use Agile development strategies to support >12 million web visitors per year. This is an opportunity to engage in one of the fastest growing tech fields by actively developing tools for a wide range of online learning projects.

The Cornell Lab’s tech team is a unique working environment focused on cutting-edge web and mobile development to support science literacy and environmental awareness. This is a full time position with a Cornell University benefits package based in an office surrounded by woods, ponds, and trails.

Desired experience: web application development and interactive client-side web development.

More details and how to apply

2015 NMC SUMMER CONFERENCE WORKSHOPS

Learn new skills at NMC Academy Workshops for the
2015 
NMC Summer Conference
 
The Global Ed Tech Forum for Higher Ed, Museums, Libraries, and Schools

 

June 9-11, Washington D.C.

 

Preconference NMC (New Media Consortium) Academy Workshops were developed for NMCers by NMCers. These hands-on sessions will teach you skills that relate to the creative use of emerging technologies. From digital stories and games to mobile videos — create something tangible to apply at your institution. Plus, you’ll receive an online badge from the NMCA to show for it!
NOTE: If you have already registered for Summer Conference, you can still sign up for these workshops by visiting your event cart. You can also register for any workshops, independent of registering for Summer Conference.

Job Opening: Postdoctoral Fellow in Hybrid & Digital Pedagogy, Bucknell University

Review of applications will begin 5/25/15
Bucknell University is awarding a postdoctoral fellowship to a scholar who is engaged with emerging trends in digital pedagogy and hybrid learning in his/her work. Area(s) of disciplinary specialization is/are open, but we seek candidates with research interests or experience working specifically in blended learning environments in undergraduate classrooms. Appointment will be for three years, effective on or after July 1, 2015. 

As a member of the professional staff of Instructional Technology (ITEC) at Bucknell, this fellow will collaborate with faculty and administrators to explore possibilities for hybrid-learning at our residential liberal arts university. Drawing on the recommendations of Bucknell’s recent presidential task force report on Integrating Open Education Resources and Residential Learning, the fellow will help Bucknell outline a strategy for how to incorporate digital and hybrid pedagogical practices that enhance student engagement and learning while maintaining the benefits of the residential liberal arts experience.

Depending on the fellow’s particular experience and interests, his/her responsibilities may include:

  • consulting with faculty across disciplines and departments to deepen their understanding of the challenges and opportunities they face when integrating technology into their pedagogy and instructional practices.
  • collaborating with faculty to redesign courses to incorporate online modules and other learning materials, ensuring along the way that the University is following best practices in digital pedagogy.
  • partnering with faculty and colleagues in Library & ITEC to encourage the use of open educational resources.
  • collaborating with colleagues to provide specialized instruction, advice, and guidance in the application of technology to faculty, staff, and student work.
  • developing guidelines regarding how to best assess the impact that technology has on students’ engagement and learning.
  • planning, developing and facilitating ongoing campus initiatives such as: flipped classroom instructional strategies; new courses and new course designs; ePortfolio adoptions; the University’s learning management system (Moodle); active classroom design; and the integration of web technologies.
  • conducting an environmental scan of how other institutions have approached the implementation of hybrid and digital pedagogy practices.
  • leading workshops and class sessions on how, when and why to incorporate digital tools in the classroom.
  • actively participating in the hybrid and digital pedagogy profession at both the regional and national level, including the opportunity to travel for conferences, workshops, and site visits.
  • depending on departmental needs and the fellow’s interests, she or he may be invited to design, teach, and advise a university course.

Bucknell seeks a candidate who will embrace hard work, dedication, and laughter while working in a team-oriented group. In addition, he/she should be naturally curious, possess a willingness to embrace change, take intellectual risks, challenge assumptions, and relish tinkering with new technologies. The fellow is expected to contribute to Bucknell’s commitment to diversity and inclusiveness.

Colloquium: Hybrid Practices in the Arts, Sciences & Technology

 

 

 

 

The Arts Research Collaboration initiative (ARC) at the Spencer Museum of Art continues its investigation of collaborative research bridging the arts and sciences with a colloquium on May 14, 2015, from 2:30–5:00 pm at the University of Kansas. The colloquium is free and open to the public, and will be livestreamed online. The event is a follow-up to the Museum’s recent international conference, “Hybrid practices in the arts, sciences, and technology from the 1960s to today.”

The colloquium opens with a talk by Shepherd Steiner, assistant professor of contemporary art history and theory in the School of Art, University of Manitoba, Canada. Steiner’s lecture, “Bernd and Hilla Becher: Spring Points, Technical Extensions, Degree Zero,” will examine the practice of a German conceptual art duo known for their extensive photographic series of the twentieth-century industrial landscape. The Bechers’ work raises questions about objectivity, technical knowledge, and scientific truth that can benefit critical reflection on hybrid art-science-technology research more generally.

Following Steiner’s talk, there will be a roundtable for conference participants to identify common threads in the research presented at the conference and to begin synthesizing that information to make it broadly relevant to the field. Viewers are encouraged to submit questions to the presenters via Twitter using @SpencerMuseum and #HybridPractices. Find out more