AUTHOR=Jerrett Adam TITLE=Negotiating artefacts: student game creation for education and introspection JOURNAL=Frontiers in Computer Science VOLUME=6 YEAR=2024 URL=https://www.frontiersin.org/journals/computer-science/articles/10.3389/fcomp.2024.1389563 DOI=10.3389/fcomp.2024.1389563 ISSN=2624-9898 ABSTRACT=

Learning through gameplay is being increasingly adopted by educators, who integrate games into academic curricula to address complex subjects. “Existential” game design is recognised as a practice for personal growth, self-reflection, and therapy, though it has been underexplored in educational contexts. The research thus describes the creation and deployment of two game design assessments for a private higher-education institution in South Africa that allowed undergraduate students to explore various complex topics. The research utilized an action research approach with a pre-test/post-test design for data collection, with results being explored using sentiment-based and thematic analysis. The findings reveal mixed responses from participants which highlighted the usefulness of the exercise but noted that the courses’ focus on technical quality and a lack of adequate preparation hindered the experience, with adequate mentoring and developer support being suggested to improve it. Arts-based approaches to such educational interventions, with a focus on “deep” games, critical play, and values-conscious design throughout the curriculum, are discussed as a potential solution. While game design remains a useful educational tool for engaging with complex societal issues, educators must increasingly ensure they prepare undergraduate students adequately for such creative exercises.