國立虎尾科技大學 |

Approaching a Pedagogy of Game Writing.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Approaching a Pedagogy of Game Writing./
作者:	Hudson, Seth Andrew.
面頁冊數:	1 online resource (195 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438109940

Approaching a Pedagogy of Game Writing.
Hudson, Seth Andrew.

Approaching a Pedagogy of Game Writing. - 1 online resource (195 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2018.

Includes bibliographical references

This dissertation is a phenomenological study exploring the lived experiences of industry video game writers. The findings of the study highlight the areas of competence necessary for game writing in the workplace, including writing and storytelling, communication and collaboration, understanding systems and dynamics, tool proficiency, and understanding play. The study also examines the formal and informal learning experiences of the participants relevant to these areas of competence. Contributing to the limited body of research on computer game design (CGD) pedagogy in higher education, the study's theoretical framework was informed by literature from the fields of game design, game studies, narrative design, writing research, rhetorical genre studies (RGS), and cultural-historical activity theory (CHAT). The dissertation goes on to outline applications for CGD pedagogy in higher education, especially game development and game writing, and presents a process-oriented, roles-based approach to designing CGD curricula and coursework.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438109940Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Approaching a Pedagogy of Game Writing.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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504 $a Includes bibliographical references
520 $a This dissertation is a phenomenological study exploring the lived experiences of industry video game writers. The findings of the study highlight the areas of competence necessary for game writing in the workplace, including writing and storytelling, communication and collaboration, understanding systems and dynamics, tool proficiency, and understanding play. The study also examines the formal and informal learning experiences of the participants relevant to these areas of competence. Contributing to the limited body of research on computer game design (CGD) pedagogy in higher education, the study's theoretical framework was informed by literature from the fields of game design, game studies, narrative design, writing research, rhetorical genre studies (RGS), and cultural-historical activity theory (CHAT). The dissertation goes on to outline applications for CGD pedagogy in higher education, especially game development and game writing, and presents a process-oriented, roles-based approach to designing CGD curricula and coursework.
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