Entry requirements

Passed the Year 1 courses (Introduction to multidisciplinary interaction design, Embodied interaction, Collaborative media, Individual project).

Progression level in relation to degree requirements

The course can normally be included as part of a general degree at advanced level.

Course contents

The foundation for the course consists of key concepts for understanding the spaces of game and ludic interaction. Moreover, the foundation contains key concepts for designing play activities, such as game mechanics and the play-centric approach. More advanced topics including experimental gameplay, critical games, serious games, art games and urban play will be addressed, depending on the choice of project direction. We aim to draw upon our strengths in the area of physical computing and tangible interaction, though there will be opportunities to explore different game forms and develop new genres. On the level of design methodology, students will create playful interventions that engage the body and senses, as well as the spatial and social contexts of play, through design experiments that include lo-and hi-fi prototyping as well as playtesting. Depending on the nature of the intervention, techniques such as design improvisation and physical prototyping will be included.

Learning outcomes

In order to increase precision, the generic types of outcomes are mapped to interaction design as follows.

• Knowledge and understanding – Repertoire and theory (canonical designs, important design elements and important theoretical concepts)
• Competence and skills – Skills and technique (including design approach)
• Judgment and approach – Reflection and criticism.

Repertoire and theory

• Building a repertoire of important game and play examples to design ludic interaction. (1)
• Developing familiarity with key concepts and theories on the role of games and play as a physical and situated phenomena. (2)

Skills and techniques 

• Displaying ability to execute interaction design techniques suitable for designing ludic interaction in spatial, social and physical contexts. (3)
• Displaying ability to contribute to academic knowledge construction related to games and play through design activity and academic writing. (4)

Reflection and criticism 

• Displaying ability to reflect on the role of games and play in society and life. (5)
• Displaying ability to position perspectives on ludic interaction within the academic fields of interaction design and game studies. (6)

Learning activities

The pedagogical features of the class will include introductions to foundational concepts of the course, followed by group design projects where students create playful interventions– using advanced concepts and design techniques as appropriate. Learning activities are further specified in a detailed Course Guide.

Assessment

Learning outcomes related to design for games, play and ludic interaction (1–3) are assessed during 4 oral group examinations (studio crits) and during 1 workshop. Learning outcomes having to do with situated play (2, 5) are assessed in 2 seminars and a short paper. Learning outcomes having to do with academic proficiency (4, 6) are assessed in a short paper and 2 seminars.

• Seminar participation: 2hp
• Short paper: 1hp
• Introductory assignments: 3hp
• Final project: 9hp

Course literature

Required literature:

• Sicart, M. (2012) Play Matters. Cambridge: MIT Press

Other required readings will be distributed in class, and will include excerpts from Sicart and Wilson on abusive games, Montola, Waern and Stenros on augmented reality games, Niedenthal on smell games, Hunike et al on game mechanics, dynamics and aesthetics.

Recommended literature:

• Fullerton, Tracy (2008) Game design workshop. A playcentric approach to creating innovative games. 2nd ed. Burlington, MA: Morgan Kaufmann Publishers.

In addition, current articles and games will be assigned in class and the students will collect and critically evaluate additional literature and media based on the focus of their projects.

Course evaluation

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

Interim rules

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

Additional information

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.