This article describes an interdisciplinary, partially online honors course entitled Video Game Theory and Design. The article reviews the literature surrounding video games and technical communication and then outlines the learning objectives for the course. The authors describe individual and team-produced assignments and suggest game design techniques for motivating students. We explain how we assess different projects, including oral game pitches and the complex technical Game Design Documents that are students’ final deliverables. Finally, we discuss how game design techniques provide new perspectives on writing and generate new possibilities for technical communication assignments. We close by proposing three tactics that are useful for teaching technical communication students in hybrid and fully online courses: (a) nonlinear association for creative thinking; (b) team-based assignments for writing and editing using game-based tools; and (c) iterative prototyping and playtesting for multimodal production. Each tactic is contextualized using examples drawn from the field.
In this paper, we propose the technique of cardboard semiotics. We explain the importance of symbolic analysis as a tool for building narrative prototypes in videogames. Borrowing from the participatory design work in the early 1990s, we suggest a means for adapting and extending this work based on the implicit participation of gamers' immediate-level stories (i.e., the gameplay with narrative implications). Our paper first introduces the concept of semiotics and explains how cardboard semiotics can function as an applied technique within the domain of videogame design and development. Next, we propose a theoretical basis for our work using a simple three act narrative structure and explore some basic concepts from narrative game design. Finally, we conclude with some simple examples of how cardboard semiotics might function in a design environment.
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