Presentation (100%)
A critical analysis of a computer game(s) using a key theoretical framework(s), presented in a suitable format, which may be:
an essay, report, presentation, blog, podcast, review, moving image with accompanying audio commentary, or an alternative negotiated with the module leader. Your submission must be representative of 3000 words or equivalent.
[Learning Outcomes 1, 2, 3 & 4]

Formative assessment:
Presentation to peers justifying both your choice of film text and the format you have selected to present your analysis

In this module you will develop your understanding of the way that computer games are formally considered in order to strengthen your ability to discuss ideas about them as texts in a professional way. You will be expected to play, discuss and analyse a wide range of computer games so that you can apply theoretical concepts to different genres. This will help you make sense of the choices made in the creation of your own computer games and game assets. Through discussions with peers and tutors, as well as your own independent studies, you will be able to rehearse your understanding of the conventions and language used to express what computer games mean.

You will be exploring the wider context of the creation of computer games so that you can develop your understanding of particular products. One of the unexpected outcomes of your study is that you will never play a computer game in the same way again. You will start to think about the producer’s intentions of the work you are playing. For example, do some games set out to persuade you of particular views (which you may not have held before), or are there cultural references that are short-cuts to creating particular impressions, such as teenagers wearing hoodies, or red roses referring to romance. You will see how the language and signs within computer games can be harnessed to generate your own impressions, and the more you are able to discuss this using appropriate language to discuss other people’s work, the better your own work will be.

The areas you will be looking at will relate to the way computer games are presented, the audience they are intended for, and the social and political context that has influenced and continues to influence the way computer games are made and some would pose how games may be perceived to influence. It helps if you are able to compare different genres for different audiences, so you will be expected to explore (with tutor support and individually) computer games from different times and across the world.

The formal elements that give you the language to evaluate these products include the areas below. This is just a sample of what you will be investigating, to give you an indication of the areas you will be learning about, in a way that you can see clearly relates to your own work as well as that of others.

Stylistic choices - genre, narrative, preferred reading, iconography, mise-en-sc¿ne, aesthetics
Technical choices – use of camera, lighting, art style
Socio-political choices – representation of different group, external influences, legislation, target audience, platforms for dissemination

Through your exploration of the theoretical frameworks that support the development and interpretation of computer games, you will develop your own ability to take particular texts and critically analysis them in meaningful ways. You will be involved in group discussions and debates where you each identify different products and use the accepted concepts and terminology to evaluate how they work and what the deeper meaning is. Building on this you will be able to write about a given product in depth, using appropriate language and references.

You will explore Advanced Computer Games Studies through the following strategies:

The focus of this module is theoretical and builds on the learning that took place in the module of Computer Games Studies at Level 4. Learning will be facilitated through a mix of structured teacher-led delivery, interactive tasks and peer to peer discussions. Timetabled sessions will involve:

• Seminars discussing different frameworks for computer games and associated products
• Screenings of computer games products
• Lectures in theory illustrated by computer game exemplars
• Game Play
• Compilation of learning materials and own notes for future reference.

A personal analysis of a computer game(s) using a theoretical framework(s) will enable you to discover more about a related topic of particular interest to you. This will involve a significant amount of independent learning supported by 1:1 progress reviews with your tutor.
Activities to support this aspect of the module will typically involve:
• Project planning
• Research and analysis activities
• Writing workshops
• Presentation workshops, including exploration of a range of suitable methods and media
• Formative peer presentations
• Summative presentation

Video projector
Wide range of games
Game consoles
Seminar room
Audio Equipment
Post-Production software

Carr, D. (2006) Computer Games: Text, Narrative and Play: Polity
Gillespie, M. & Toynbee, J. (2006) Analysing Media Texts (Volume 4) (Issues in Culture / Media Studies): Open University Press
Raessens, J (2011) Handbook of Computer Game Studies: MIT Press
Storey, J. (2012) Cultural Theory and Popular Culture: An Introduction: Routledge
Strinati, D. (2004) An Introduction to Theories of Popular Culture: Routledge
Vara-Fernandez, D. (2014) An Introduction to Game Analysis: Routledge

1. DEMONSTRATE SOUND KNOWLEDGE OF THE CONCEPTS AND PRINCIPLES OF A RANGE OF THEORETICAL FRAMEWORKS THROUGH THE CONSIDERATION OF A RANGE OF COMPUTER GAMES. [Knowledge and Understanding]

2. EVALUATE COMPUTER GAMES AS TEXTS AND EXPRESS INSIGHTS INTO ALTERNATIVE MEANINGS USING A RANGE OF THEORETICAL APPROACHES.
[Analysis]

3. EXPRESS COMPLEX IDEAS USING APPROPRIATE FORMAL LANGUAGE TO DISCUSS AND CRITICALLY DEBATE THE MEANING OF COMPUTER GAMES, PRODUCER’S INTENTIONS AND SOCIAL CONTEXT. [Communication]

4. EVALUATE THEORETICAL CONCEPTS IN RELATION TO ACTUAL COMPUTER GAMES, CONSIDERING HOW APPROACHES HAVE BEEN USED TO EXPRESS IDEAS AND CONVEY MEANING IN A COHERENT AND PERSUASIVE WAY.
[Reflection]