Player, student, designer: games design students and changing relationships with games

Ashton, D (2010) 'Player, student, designer: games design students and changing relationships with games.' Games and Culture, 5 (3). pp. 256-277.

Official URL: http://dx.doi.org/10.1177/1555412009359766

Abstract

Drawing on empirical research conducted with U.K. games design students, games design course tutors, and professional designers alongside broader careers advice and guidance from industry representatives, this article will explore the changing relationships games design students describe with digital games and games technologies. Opening with accounts of their childhood pastimes and passions, the discussion will move to consider closely students’ development within a higher education context and the associated, emerging shifts in their engagements with games technologies. Through exploring the transition from hobby to career and the overlapping player/student/designer positions, questions concerning human and technological interactions, identity, and wider career and skills contexts are highlighted. In drawing out such questions and issues, this article will seek to outline how exploring the practices and understandings of students prompts reflection on both located and specific and more broadly applicable engagements between digital games technologies, industry, and individuals.

Item Type: Article
Keywords: games design, higher education, identity, gameplay, modding
Divisions: Bath School of Art, Film and Media
Date Deposited: 01 Feb 2013 13:49
Last Modified: 27 Oct 2022 14:43
ISSN: 1555-4120
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/581
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