Version history: Spring 2024 | Sec 001
2:30-3:15 | T/R | McKee 0101W
Dr. Marc C. Santos
www.marccsantos.com
marc.santos@unco.edu
Office: Ross Hall 1140B
Office Hours: Fridays 12:00-3:00. Mondays and Wednesdays 12:00-3:00 by email appointment. If those times do not work for you, email me and we will work something out.
Course Description
This course introduces students to three distinct approaches to video games studies. First, we will explore Ian Bogost’s concept of procedurality, focusing on his rather unique philosophic/rhetorical argument on how games persuade and shape ideology (our understanding of what is real, good, and possible) via action (doing) rather than symbol (language, logos, image, meaning). The “action” of a video game emerges from its mechanics, and so we will think about whether a game’s mechanics amplify its rhetorical purpose. We will think about what the mechanics and systems of a game suggest about our world and how we should live in it (Sim City).
We will then consider games as aesthetic objects, asking how they align with our traditional (literary) theories of symbolic meaning and pathetic (emotional) power. My emphasis this semester is on thinking about games in light of Greek tragedy–how they can amplify the traditional Greek notion of catharsis. We will spend some time in class playing through Naughty Dog’s The Last of Us.
Finally, we will explore how games are increasingly incorporating complex moral and ethical decision-making. This project is centered around Miguel Sicart’s book Beyond Choices: The Design of Ethical Gameplay. Veterans of ENG 225 will be familiar with a variant of this project, in which we closely examine how games can implement trolley problems in ways that do (or do not) engender ethical investigation and/or moral reflection (i.e., why did I do that? or why do I believe that?). In 231, we will work on a bit more radical project, one in which we will use polling technology to collectively play Detroit: Become Human in class together.
Major Projects
This course is composed of three projects.
Project One: Procedurality, Games and Rhetoric
Our first project builds on Ian Bogost’s research on video games and what he terms “procedural rhetoric,” the study of how the interactive dimensions of video games make (often unconscious) ideological arguments about how the world should work and how we should navigate it. Our focus will be less on the narrative content of a game, than on how the rules, mechanics, systems themselves make persuasive arguments. As a class we will explore a variety of popular free-to-play and indie games, focusing a bit of attention on Papers Please. Students will then select a game and analyze how its thematic content and procedural elements align or contrast. This project will culminate in a paper of 4 to 5 pages.
Learning Outcome Info:
Global SLO #2 & 3.
Student Learning Outcomes:
Arts & Expression:
- Critical Thinking: 2a, 5a
- Written Communication: 2a, 4a
- Content Criteria for Arts and Expression: a, d
Introductory Writing CGT-C02: 1a (purpose), 1b, 1c, 1d. 3a, 3c, 4a, 5a, 5b
Project Two: Video Games And/As Aristotelian Tragedy
Our second project investigates how a particular genre of contemporary game resonates with and potentially amplifies/transforms one of the West’s central aesthetic theories. We will begin this project familiarizing ourselves with two central concepts from Aristotle’s Poetics: mimesis (or the power of experiencing representation/imitation) and catharsis (how such experiencing engenders an emotional release/resonance). We’ll read some contemporary scholarship that argues on how the interactive and immersive qualities of games intensifies the cathartic experience. I am particularly interested in games that make you hate what you have to do (or, in more precise/procedural language, create a level of cognitive/affective friction between player morality and character desire/action). When was the last time you played a game and thought/felt “I don’t want to do this!” This project will culminate in a paper of 10 to 15 pages.
Learning Outcome Info:
Global SLO #1, #2, & 3.
Student Learning Outcomes:
Arts & Expression:
- Creative Thinking: 4a
- Critical Thinking: 2a, 5a
- Written Communication: 2a, 4a, 4b
- Content Criteria for Arts and Expression: a, d
Introductory Writing CGT-C02: 1a (purpose), 1b, 1c, 1d. 3a, 3c, 4a, 5a
Project Three: Collaborative Ethical Gameplay
Our third project examines the development of ethical choice in narrative gameplay. We will read selections from Sicart’s Beyond Choices (2013) and other articles to develop a notion of “ethical gameplay.” Building on our previous projects, I am particularly interested in notions of “player complicity,” the ways that games can foster and manipulate our relationship to our avatar and, in doing so, modulate how deeply we feel responsible for the action (in the Aristotelian sense) that unfolds in a game.
We will situate this notion within narratological game studies (what is narratology? Why do folks in game studies debate the value of narratology? Why do some prefer ludic studies? Can we think about games as both stories and activities?). We will then collaborate on a class project centered around Quantic Game’s heralded Detroit: Become Human. We will collaboratively vote on in-game decisions in class, and write about the ethical, moral, ludic, and narratological dimensions of those decisions outside of class. I have IRB approval to write about this project and will share more details about that research project later in the semester. You will write a final reflection paper that focuses on one particular decision in the game (3-4 pages).
Learning Outcome Info:
Global SLO #2
Student Learning Outcomes:
Arts & Expression:
- Critical Thinking: 2a, 2b, 2c
- Written Communication: 2a, 4a, 4b
- Content Criteria for Arts and Expression: a, c, d
Introductory Writing CGT-C02: 1c, 1d. 2a, 2b. 3a, 3b, 3c, 5b.
Required Games and Materials
I’ve been teaching courses on video games for about 8 years now, and the hardest part of these courses is ensuring students have access to the “texts” we are going to analyze. I recognize that not everyone will have access to the technology you need to play every game we will discuss in class.
However, many of the games you will need to play this semester are available on iOS or are browser games. If you do not have a laptop or console gaming system you will still be able to keep up with classwork. If you are taking this class with a friend, then you are welcome to “team up” and get together to play games.
If you have limited funds and/or aren’t a regular gamer, then I strongly recommend buying:
- The Walking Dead. Developed by Telltale Games. Published by Skybound Games. 14.99.
The Walking Dead is available on virtually any platform that can play a game: PC and Mac (via Steam), iOS or Android phone, and every console system. You can play this game for both Project 1 and Project 2. Replaying the game can actually have value for the quality of your analysis. While a survivor horror game, it is mostly a graphic text-based decision game. There are, however, a few “twitch” moments that non-gamers might find frustrating.
Last time I taught the course, I let everyone choose their own game for each project; however, course evaluations (especially those from non-gamers) suggested I put together lists for each project. These lists will likely grow every semester.
Project 1 requires that you play a game for 4-6 hours. Project 2 requires that you play a game for at least 10 hours (though many games on the list run 15-25).
There are no required books for this class–all readings will be .pdfs distributed via the Files section of Canvas.
Course Policies and Procedures
Class Notes
Prior to (almost) every class session, I will email out a link to class notes that are posted on my website. These notes will contain an overview of the session’s lecture/discussion and homework for the next session.
If you miss a class, check the class notes before you email me and ask a question (often my response to a “what did I miss in class today” email is just a link to the notes). If you don’t understand the notes and have a specific question, then those are quite helpful. If you have a question, chances are other folks do as well.
Attendance
Given the discussion and workshop elements of this course, attendance is essential. While I email out class notes highlighting every session, those notes do not capture everything that happens in class. Therefore, students are expected to attend all scheduled class meetings. That said, things happen. You may miss up to 5 classes this semester for any reason without penalty. Please do not email me to explain why you missed class, unless it is a significant issue that will force you to miss more classes (see below). Missing 6 classes will constitute a failure of the course.
If you develop an illness or have a family situation that requires you to miss more than one class session, then please contact me as soon as possible to see if we can work something out. Note that we might not be able to work something out–missing too much class or two many assignments simply might require you retake the course.
Late Policy
I accept late work. Smaller process assignments can be passed in up to submission of the major project. Any major project can be passed in up to 7 days late without penalty. After 7 days, any major project can be passed in, although the maximum grade awarded for the project will be an 80%.
Grades
Weighted and averaged points for the course will be computed according to the following plus or minus grade scale:
97-100: A+
93-96: A
90-92: A-
87-89: B+
83-86: B
80-82: B-
77-79: C+
73-76:C
70-72:C-
67-69: D+
63-66: D
60-62: D-
59 or below: F
Number grades that fall between two whole numbers will be rounded up if they are 0.5 or higher. (Example: 86.5= 87; 86.3 = 86)
Assignment Values
- Project One: 15%
- Project Two: 25%
- Project Three: 20%
- In-class assignments, homework, quizzes, etc: 40%
Over the course of the semester I will include a number of assignments in Canvas under the heading “In-class assignments, homework, quizzes, etc.” These assignments will be worth 3 to 10 points each depending on length or importance. These assignments will be collectively worth 40% of the final grade.
If you pass in a major assignment on time and fulfill all the fundamental requirements, then you will be guaranteed a “B.” You will also have the opportunity to revise and resubmit major projects for a higher grade.
Office Hours
Office hours will be on Thursdays from 1:00 to 3:15 in the Ross 1240 computer lab. I will also be available on Friday mornings by email appointment.
Why should you attend office hours?
- If you have a question about navigating the University, dealing with an issue in another class, figuring out how to get help, etc, then I can be a knowledgeable resource. If you need to write an email in a difficult/charged rhetorical situation, I’m good at that too.
- If I mention something in class that you don’t understand and/or are curious about, then you can come into office hours and say something like: “hey, you talked about X in class. What’s that?”
- If we are starting a project, then you can come in and just brainstorm. Most of my best ideas come from just talking to people–ideas just emerge. The dialectic process (fancy speak for asking “what about” kinds of questions) has been around for a few millennia because it works
- If I’ve handed back a project, then office hours are a great way to ask questions about my feedback. I try to put meaningful comments in the margins of your work. I also recognize that you might not understand my comments. Likewise, you might not understand why you got a lower score on a rubric grade. If you pop into office hours, we can review your work before you revise it. I can highlight what revisions should take priority and make sure you are working efficiently
- Also, if you are interested in becoming a Writing Minor or a Writing Major, I am more than willing to provide an overview of the programs and answer any questions you might have (I am co-chair of the Writing Committee and co-director of the Writing minor)
- I also like talking about video games.
Student Code of Conduct and Academic Integrity
All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate.
UNC’s policies and recommendations for academic misconduct will be followed. For additional information, please see the Student Code of Conduct.
Additionally, the Department of English at UNC has adopted the following policy regarding plagiarism. Pretending that another¹s work is one¹s own is a serious scholarly offense known as plagiarism.
Students who are caught plagiarizing will receive a final grade of “F” in the course. In addition, they will be reported to the Chair of the Department of English and the Dean of Students office for possible further disciplinary action.
Some but not all UNC instructors regard double or repeat submissions of one¹s own work as a form of plagiarism. If you intend to use in this course written material that you produced for another course, you must consult with your instructor before doing so for each individual assignment. Otherwise, you may be guilty of cheating.
If you need help with understanding documentation systems and avoiding plagiarism beyond the instruction given in class and as seen in the UNC Code of Conduct, speak with the instructor or visit the UNC Writing Center located in Ross Hall, room 1230 (http://www.unco.edu/writing-center/). Students can also visit the Michener library’s website for resources relating to documentation systems.
Title IX
The University of Northern Colorado is committed to providing a safe learning environment for all students that is free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. Students who have experienced (or who know someone who has experienced) any of these incidents should know that they are not alone. UNC has staff members trained to support students to navigate campus life, to access health and counseling services, to provide academic and housing accommodations, to help with legal protective orders, and more.
Please be aware all UNC instructors and most staff members are required to report their awareness of sexual violence to the Office of Institutional Equity and Compliance (OIEC). This means that if students tell an instructor about a situation involving sexual harassment, sexual assault, dating violence, domestic violence, or stalking, the instructor must share that information with the Title IX Coordinator, Larry Loften. Larry or a trained staff member in OIEC will contact the reporting students to let them know about accommodations and support services at UNC as well as their options to pursue a process to hold accountable the person who caused the harm to them. Students who have experienced these situations are not required to speak with OIEC staff regarding the incident. Students’ participation in OIEC processes are entirely voluntary.
If students do not want the Title IX Coordinator notified, instead of disclosing this information to the instructor, students can speak confidentially with the following people on campus and in the community. They can connect you with support services and help explore options now, or in the future.
UNC’s Assault Survivors Advocacy Program (ASAP): 24 Hr. Hotline 970-351-4040 or http://www.unco.edu/asap
UNC Counseling Center: 970-351-2496 or http://www.unco.edu/counseling
UNC Psychological Services: 970-351-1645 or http://www.unco.edu/cebs/psych_clinic
Students who are survivors, who are concerned about someone who is a survivor, or who would like to learn more about sexual misconduct or report an incident, can visit www.unco.edu/sexual-misconduct. Students may also contact OIEC at 970-351-4899 or email titleix@unco.edu.
Parental Accommodations
As a parent, I understand that life can come at you fast. If you would miss a class session due to babysitting issues, please don’t. Feel free to bring your child to class.
Technological Policies
Please feel free to use any technology you need to take notes–be it a laptop, tablet, or cell phone. You have my permission to record class lectures.
Disability Accommodations
Disability Resources: It is the policy and practice of the University of Northern Colorado to create inclusive learning environments. If there are aspects of the instruction or design of this course that present barriers to your inclusion or to an accurate assessment of your achievement (e.g. time-limited exams, inaccessible web content, use of videos without captions), please communicate this with your professor and contact Disability Support Services (DSS) to request accommodations.
Office: (970) 351-2289, Michener Library L-80. Students can learn more about the accommodation process at http://www.unco.edu/disability-support-services/.
Equity and Inclusion
The University of Northern Colorado (UNC) embraces the diversity of students, faculty, and staff. UNC honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and world views. People of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, sizes and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness of others’ individual and intersecting identities. For information or resources, contact Chief Diversity Officer, Dr. Tobias Guzman, at 970-351-1944. If students want to report an incident related to identity-based discrimination/harassment, please visit www.unco.edu/institutional-equity-compliance.
Food Insecurity and Basic Needs
Research shows that college students experience food insecurity at higher rates than the American household rate and that food insecurity can negatively impact academic performance and persistence. In recognition of this problem, UNC offers assistance to students facing food insecurity through an on- campus food pantry. The Bear Pantry is located in University Center 2166A and is open for regular hours throughout the semester. Please visit www.unco.edu/bear-pantry for more information.
Students who face challenges securing their food or housing and believe this may affect their performance in this course are also urged to contact Student Outreach and Support (SOS), which is part of the Dean of Students Office. SOS can assist students during difficult circumstances, which may include medical, mental health, personal or family crisis, illness, or injury. The Dean of Students Office/SOS can be reached at dos@unco.edu or via phone at 970-351-2001.
