Main field(s) of study and in-depth level:
Game Design A1F
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
G1N: has only upper-secondary level entry requirements
G1F: has less than 60 credits in first-cycle course/s as entry requirements
G1E: contains specially designed degree project for Higher Education Diploma
G2F: has at least 60 credits in first-cycle course/s as entry requirements
G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
GXX: in-depth level of the course cannot be classified
A1N: has only first-cycle course/s as entry requirements
A1F: has second-cycle course/s as entry requirements
A1E: contains degree project for Master of Arts/Master of Science (60 credits)
A2E: contains degree project for Master of Arts/Master of Science (120 credits)
AXX: in-depth level of the course cannot be classified
Fail (U), Pass (G)
The Department Board
A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university, and Introduction to Transformative Game Design, 7.5 credits. Proficiency in English equivalent to the Swedish upper secondary course English 6.
On successful completion of Transformative Game Design 2, the student should be able to:
Show Knowledge of the Field: Discuss topics, themes, and theories related to implementation of transformative analog games, including logistics and safety.
Design Workshops, Use Game Play and Implementation: Design, experience, iterate, and critique workshops and implementation strategies for transformative analog games that have specific growth-related goals.
Perform Academic, Professional, and Reflective Writing: Compose written texts and other communication materials on the implementation oftransfo1mative analog games in various formats for distinct audiences.
Building on the work done in previous transformative game design courses (Introduction to Transformative Game Design, Transformative Game Design 1), this course covers the logistics of implementing small and large-scale role-playing games from start to finish. This course will emphasize structures that reinforce the transfer of insights, skills, and goals from play to life. This course focuses on intentionality in game design choices, including specific workshop integration, accessibility, and other facets of game-related procedures. The course addresses practical aspects of implementation including "hands-on game mastering," with an introduction to building and maintaining communities of play that emphasize emotional and physical safety of participants. Students will create an implementation plan as well as write an academic paper.
The course is delivered through group discussions, short lectures, and flexibly scheduled group meetings. Curricular materials may include some or all of the following: video-recordings, research articles, popular texts, game design documents, etc. Students will create tangible game design related projects (mainly within analog role-playing games), alone or in teams, and play and test their games. Students will show and critically discuss the results with their peers, the teacher, and other researchers/stakeholders where indicated. Feedback and guidance on writing will be provided throughout the course.
The basis for assessment is the students' active participation in course-related activities, presenting regular progress of agreed-upon deliverables and adhering to deadlines. Moreover, the students should meet regularly with the teacher, following through on directions and conducting themselves professionally throughout the course. Deliverables include oral presentations and written assignments.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.
Uppsala University does not accept cheating or plagiarism. Suspected incidents of cheating or plagiarism are reported to the Vice-Chancellor, which may issue a formal warning to the student or suspend the student from studies for a certain period.
Some titles may be available electronically through the University library.
All course literature is available online on the course page in Studium.
On the course page students can also find videos and recommended readings, exceeding this list.
Bowman, Sarah Lynne;
Hugaas, Kjell Hedgard
Liminal Intimacy: Role-playing Games as Catalysts for Interpersonal Growth and Relating