This dissertation is a phenomenological study exploring the lived experiences of industry video game writers. The findings of the study highlight the areas of competence necessary for game writing in the workplace, including writing and storytelling, communication and collaboration, understanding systems and dynamics, tool proficiency, and understanding play. The study also examines the formal and informal learning experiences of the participants relevant to these areas of competence. Contributing to the limited body of research on computer game design (CGD) pedagogy in higher education, the study’s theoretical framework was informed by literature from the fields of game design, game studies, narrative design, writing research, rhetorical genre studies (RGS), and cultural-historical activity theory (CHAT). The dissertation goes on to outline applications for CGD pedagogy in higher education, especially game development and game writing, and presents a process-oriented, roles-based approach to designing CGD curricula and coursework.
|Commitee:||Eyman, Douglas, Reid, Shelley|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Subjects:||Language arts, Rhetoric, Higher education|
|Keywords:||Computer game design, Cultural historical activity theory, Game design pedagogy, Game writing, Higher education, Rhetorical genre studies|
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