Collaborative Practices in an Undergraduate Capstone Game Design Course

• In Event: CLT - Game Design, Personalized Learning and Personal Response Systems in Higher Education

Short Description

In this deductive qualitative case study, researchers observed the interactions of undergraduate students in a Capstone Game Design Class at a mid-Atlantic University. The researchers found that all facets of the collaborative framework to include governance, administration, organizational autonomy, mutuality, and norms were represented in ethnographic observations and focus group sessions (Thomson et al., 2007). Specific findings regarding the collaborative game design process as well the social and cultural dimensions of game design are discussed.

Authors

• Helen Fake, George Mason University

• Jennifer Whiteman, George Mason University

• Brenda Bannan, George Mason University