Creative Artefact Essay Assignment Help
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Creative Artefact Essay Assignment Help
Assignment 3: Exercise: Creative Artefact
In Brief:
The Exercise: Creative Artefact is worth 35% of your overall mark. Please refer to the calendar in your Unit Outline for the precise due date.
Instructions:
Choose a digital game or game genre and create a media artefact to introduce it to a generalist audience.
The artefact you create must be accessible/viewable/playable in no more than 4 minutes.
Further details:
Your artefact can be in any media form you prefer except for text-only (ie you can create a short playable game, a short video, flash animation, stop motion animation, short interactive website, photo collage presented as a slideshow, a series of infographics, an illustrated pamphlet or pretty much any other format except a traditional essay form).
While we encourage you to be adventurous, as this is not a production-based unit, you need to keep in mind the skills you have already learnt and play to your strengths wherever possible.
Your artefact should situate your game or genre in terms of its impact and importance. While not intended as a checklist, some important contexts might include: historical (what contexts inform the development and release); social/cultural (how, where, by whom, and in what ways is the game or games played/experienced); economic/industrial (business models, distribution, cost, versions); and design/technical (how does the game/genre work, what design and play elements are important, influential or popular).
The game or genre case study must be accessible to a generalist audience; it should not be designed specifically for an academic reader or viewer. This is an opportunity to communicate something about games to someone who does not have the depth of knowledge about games of a university student studying them.
While you must still indicate academic sources and so forth, you do not specifically have to follow APA or other styles if it is incompatible with your presentation format. (For example, if you created a short video, your credits would indicate your sources, but not necessarily presented in APA format as this would be clunky and not in keeping with the style of online video.)
Your artefact must be presented in a publicly accessible form online. You do not have to include your full name on it if you do not wish to, but you must include enough identifying information to ensure your marker can clearly identify your work (eg a shortened name and the unit code – ‘Jane S, Web Play’ – would suffice). As the case study is publicly online, you are responsible for ensuring it complies with copyright laws – if you are including remixed media from elsewhere, these should be clearly indicated and you should respect whatever licenses they are under; if you are arguing that your case study is legal by way of Fair Dealing, you should clearly indicate this as part of the media you create. You should include a clear statement about the copyright status of your case study as part of your assignment (placing this statement wherever is appropriate given your chosen media form).
You must submit a coversheet which provides the usual information and the URL of (link to) your case study online.
Criteria for Assessment
You will be assessed on how well your assignment:
- Develops a clear, succinct and accessible overview of a game or game genre for a generalist reader
- Balances a comprehensive introduction with the constraint of four-minute viewing/reading/playing time
- Explores the specificities of online games as critically informed by readings, conversations and other unit material
- Respects appropriate conventions for the media format you are using, including indicating sources, copyright laws, and so forth
Topic 3.1: Gamers and Online Community
Topic Outline
In module 3 we go further in our exploration of games, focusing on the identity of the “gamer” as well as the cultural shifts that are taking place within the video game industry and its associated communities. Internet connectivity has transformed the way players engage with each other, with game developers, and with games themselves. Online gaming has heralded the rise of “trolls” and “griefers” – players who disrupt online games and communities for their own amusement, typically at the expense of other players. Social media and other online forums have also provided new avenues for players to share their diverse experiences and perspectives. This week’s materials explore the notion of the “gamer” and the wider culture(s) of online gaming.
Core Reading
Shaw, Adrienne. (2012). “Do you identify as a gamer? Gender, Race, Sexuality, and Gamer Identity.” New Media & Society, 14(1), pp. 28-44. [Available here ].
Conditt, Jessica. (2015). “Gaming while black: Casual racism to cautious optimism.” Joystiq. Available from http://www.joystiq.com/2015/01/16/gaming-while-black-casual-racism-to-cautious-optimism/
Alexander, Leigh. (2014). “‘Gamers’ don’t have to be your audience. ‘Gamers’ are over.” Gamasutra. Available from http://www.gamasutra.com/view/news/224400/Gamers_dont_have_to_be_your_audience_Gamers_are_over.php
Additional Postgraduate Reading
Snider, Evan, Tim Lockridge and Dan Lawson. 2012. “Challenging the Roles of Gaming: Griefing as Rhetorical Tactic” in Guns, Grenades and Grunts: First person Shooter Games. Eds Gerald A. Voorhees, Joshua Call, Katie Whitlock. Continuum, pp.277-298. [Available here ].
Questions
In order to get started thinking through this area, please consider:
- Do you identify as a gamer? Why/why not?
- Have you encountered or observed harassment in online games? What form did it take?
- Alexander argues that the “gamer” identity is dead. Do you agree? Why/why not?
Topic 3.2: Gamification
Topic Outline
Gamification is a word used to explain how elements of play have moved outside of the discourses of conventional digital gaming and started to filter into other disciplines and areas of life. Gamification also refers to the allocation of reward or points at the completion of some digital task whether that be in the workplace, or increasingly, through exercise. The FitBit, for example, rewards users on the level of exercise they complete (shown above).
The role and function of gaming in education has been hailed as an important and revolutionary way to get students engaged and ‘immersed’ in learning. Making education fun is a central trope of gamification as it moves through pedagogy. If students can learn through play (much like young children do) then the perpetual problem of ‘engagement and motivation’ might melt away. But gamification also opens up a range of possibilities for surveillance and may be serving to normalise surveillance within our social framework – making it fun and playful – rather than a serious matter. This week we explore the potential benefits and dangers of gamification.
Viewing
Gamification can improve our world: Yu-Kai Chou https://www.youtube.com/watch?v=v5Qjuegtiyc
Gaming can make a better world: Jane McGonigal https://www.youtube.com/watch?v=dE1DuBesGYM
Core Reading
The talks above reify gamification as transformative and even world-saving. However, not everyone shares this optimism in the potential of play to make everything better. There are those who are cautious about gamification and the ways in which play is insidiously hijacked in some circumstances for darker purposes.
1) Bogost, I. (2011). Gamification is bullshit. http://bogost.com/writing/blog/gamification_is_bullshit/
2) O’Donnell, C. (2014). Getting played: Gamification, bullshit, and the rise of algorithmic surveillance. Surveillance and Society, 12(3), 349 – 359. Find it here .
Additional Postgraduate Reading
Short, D. (2010). Teaching scientific concepts using a virtual world – Minecraft. Teaching Science, 58(3) https://civicadigibase-public.sharepoint.com/MinecraftEDU%20resources/Short-2012-science-teaching-minecraft.pdf
Bos, B. Wilder, L. Cook, M. O’Donnell, R. (2014). Learning mathematics through Minecraft. Teaching Children Mathematics, 12(1). 56 – 59 (Find it here .)
Questions to Consider
- What is the potential in linking learning, education and play?
- How much gamification is in your life? Does life improve with increased gamification? How does it change the way in which you interact with your everyday life?
- Are you concerned about the security implications of gamification? How do you feel about the possible collection of your data?
Online Games, Play and Gamification
Topic 3.3: Games in Popular Culture
Topic Outline
Video games are no longer a niche interest. They are wildly popular with a wide variety of people on a global scale. Increasingly, there has been a cross-over between games and other forms of popular culture and media. Even if you don’t play video games, you’ve likely heard a fair bit about them and know people who do. This is indicative of the extent to which gaming, and forms of web play in particular, have entered into our consciousness. We are seeing more and more film adaptations being made from games, plus more references to gaming in film, novels, and television shows.
Since digital games became popular, their representation in popular culture has been ambivalent, ranging from pathological machines to innocent ar bitrators . Aside from films that have been made from video games (source material including Tomb Raider, Hitman, Mortal Kombat, Prince of Persia, Resident Evil and the Warcraft movie and Assassin’s Creed), advertising and politics have also moved to cross over into video games. But there are also texts that reverse our understandings and deploy video game techniques, such as those found in the 8-bit Philosophy videos.
Popular culture is unbiquitous. It is often frequently constructed as frivolous and trivial. Yet popular culture is where we make our meanings and make sense of our everyday lives. Therefore, this final topic is dedicated to thinking in greater depth about the role of games in popular culture.
Core Reading
Our reading this week is a report that explores general perceptions and attitudes toward video games. While the survey results apply to Americans in particular, it offers an interesting data set to consider and discuss:
1) Duggan, M. (2015). Gaming and Gamers. Pew Research Center. http://www.pewinternet.org/2015/12/15/gaming-and-gamers/
Core Viewing
So far in this unit, we have focused mainly on how video games portray a variety of ideas and cultural concepts. The clips below reverse this focus and show examples of how video games are portrayed within popular culture. As you view them, think about what assumptions or perceptions of games and gamers are being deployed. Do they reflect the statistics cited in the reading above? Do any of the clips attempt to dislodge common stereotypes about gamers?
Community featured an 8-bit game in season 3, episode 20 , “Digital Estate Planning”. Fans of the show then built their own version .
If you can think of any more examples, please share them in class or on the discussion board!
Questions
- How are video games represented in popular culture? Have you observed any changes over time?
- What is the relationship between video games and cinema? Does one feed off the other, or is it a more symbiotic arrangement?
- How do you think online games will evolve in future?
Additional Postgraduate Reading
Kerr, A. and Flynn, R. (n.d.). Revisiting globalisation through the movie and digital games industry. http://eprints.maynoothuniversity.ie/406/1/Convergence_final.pdf
Izushi, H. and Aoyama, Y. (2006). Industry evolution and cross-sectional skill transfers: A comparative analysis of the video game industry in Japan, the United States, and the United Kingdom. Environment and Planning, 38. 1843 – 1861 (find it here .)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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