Date of Award

12-2023

Document Type

Thesis

Degree Name

Master of Arts in Game Design

Department

Game Design

First Advisor

Jeremiah Ratican

Second Advisor

Andrew Smith

Third Advisor

Michael Fetters

Abstract

Despite half a century of existence and dedicated academic programs educating next generations of game developers, conclusive evidence does not exist as to if video games are beneficial to learning or costly. Examining the notion of benefit versus cost, it is important to assess the value of video games when leveraged as tools for learning as traditional educational methodologies are not infallible. This paper explores how video games can generate psychological responses; and therefore, one must conclude learning has occurred. The following is encompassed: meaningful interactivity within video games (regarding narrative and gameplay), video games as educational tools, video game development (including design), and possible emotional and psychological effects associated with their use. Through researching viewpoints from multiple disciplines, the capacity for video games to impact players in significant ways is analyzed—informing the design of the video game project Al+One. As new educational mediums become available, they should be embraced if they can benefit learning. Video games having unique value to other artistic mediums and learning methods is asserted.

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Game Design Commons

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