Approaching a Pedagogy of Game Writing
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This book examines the practices of writers in the AAA video game industry, to provide a model for game writing pedagogy that highlights the roles and skills utilized by these innovative storytellers.Based on a two-year qualitative study, gathering data through conversational interviews, Seth Hudson combines theory, practice, and his experience as an educator-researcher to shed light on the phenomenon of game writing and writers who drive innovation in game storytelling. The author gives context for a range of audiences, examining the role of computer game design (CGD) in higher education, the...
This book examines the practices of writers in the AAA video game industry, to provide a model for game writing pedagogy that highlights the roles and skills utilized by these innovative storytellers.
Based on a two-year qualitative study, gathering data through conversational interviews, Seth Hudson combines theory, practice, and his experience as an educator-researcher to shed light on the phenomenon of game writing and writers who drive innovation in game storytelling. The author gives context for a range of audiences, examining the role of computer game design (CGD) in higher education, the role of writing and narrative design within those programs, the current and historical challenges game writers face, and the purpose of the research underpinning this book. Hudson frames a synthesis of research findings and relevant theory to illustrate new teaching practices informed by his findings that will help better serve students.
This book will provide an essential resource for game studies and game design educators and researchers, as well as game narrative enthusiasts.
Based on a two-year qualitative study, gathering data through conversational interviews, Seth Hudson combines theory, practice, and his experience as an educator-researcher to shed light on the phenomenon of game writing and writers who drive innovation in game storytelling. The author gives context for a range of audiences, examining the role of computer game design (CGD) in higher education, the role of writing and narrative design within those programs, the current and historical challenges game writers face, and the purpose of the research underpinning this book. Hudson frames a synthesis of research findings and relevant theory to illustrate new teaching practices informed by his findings that will help better serve students.
This book will provide an essential resource for game studies and game design educators and researchers, as well as game narrative enthusiasts.
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