Marsh, Christopher J. Considering a Reboot:Using Design-Thinking Strategies to Maintain a Dynamic, Industry-Relevant, Game Design Curriculum. 2022. Radford University, Thesis. Radford University Scholars' Repository.
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Abstract
The continuing growth and popularity of video games and the game design industry has fueled a comparable emergence of video game design programs at the university level in the 21st century, producing graduates specifically trained to enter the game design field. However, academic institutions have been challenged to maintain curriculums that can keep pace with the innovations of this dynamic and competitive industry. To date, very little research exists to guide administrators in methods to track and relevantly respond to these technological and market changes. Using Design-Thinking strategies, we explored ways in which academic programs can identify and adapt to the changing needs of game design companies and train their students in the necessary technological proficiencies and skillsets to successfully enter the industry. Opinions and perspectives were gathered from three groups of shareholders: game design students, professionals in the game design industry, and the game design faculty at a private university. An analysis of data drawn from Affinity Clustering, Visualize the Vote, Interviews, and Round Robin exercises resulted in two posters; one illustrating 10 categories of necessary skill sets and proficiencies, the extent to which the program fulfills each one, and a second poster profiling the ideal game design graduate. While the methods were successful in identifying areas of program strengths and weaknesses, further exploration using Design-Thinking strategies to address limitations is recommended.
| Item Type: | Thesis |
|---|---|
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Radford University > College of Visual and Performing Arts > Department of Design |
| Date Deposited: | 11 Jul 2022 15:15 |
| Last Modified: | 20 Apr 2023 19:04 |
| URI: | http://wagner.radford.edu/id/eprint/841 |
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