Adeline.Koh

  
  • Session Proposal: Gender and Video Games

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    This is a joint proposal with Maria Sachiko Cecire (@mscecire). The majority of video games are geared towards socialized forms of masculinity (for example, aggression and dominance in order to ‘level up’ in first person shooter games). While there are increasing numbers of games which are geared towards women and girls as a target market (such as The Sims and many games on the Wii platform), video gaming is still considered a male-dominated preserve.

    Some questions we would like to discuss: how does gender affect game studies/game pedagogy? How is gameplay gendered? What sorts of games attract women players, and why? How do we engage more women to take classes where games are being taught/are a focus of the class? How do we discuss the gender divide in games-focused classrooms? Are there areas of game studies/pedagogy where the gender divide is less prominent?¬†The idea for this session proposal came out of a discussion of the role of gender and games in Friday’s games and teaching bootcamp run by Edmond Chang (@edmondchang) and Sarah Kremen-Hicks (@rhetoricaltrope).

     

  • Session Proposal: Games and the Literature Classroom

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    I would like to discuss two major topics on games and the literary classroom: 1) using games to teach literature, and 2) understanding games as a form of literature.

    Questions raised by topic (1): how can games be used to teach skills for the traditional literary classroom, such as content knowledge, close reading, and grasp of literary theory/new historicism? Are there any games, video or otherwise, already available for the literature classroom? How effective are these games in training students in skills and content? Compared with traditional tests and essays, do games encourage surface or deep learning? Is it possible to replace some types of essay writing with a type of game, and what would this game look like?

    Issues in topic (2) How can we understand games as a form of literature? This question riffs off Mark Sample’s (@samplereality) recent MLA panel, “Close Playing,” featuring ThatCamp Games organizer Anastasia Salter (@anasalter). How do games as a form of literature both complement and diverge from literary texts? How would a game be incorporated into a syllabus as a literary text? What sort of different skills would one need to read games as a literary text?