Facilitating Social Perspective Taking in Class through Discursive Game Design

Jasper van Vught; Stefan Werning

doi:10.17742/IMAGE29716

Authors

Jasper van Vught Utrecht University https://orcid.org/0000-0002-1384-5112
Stefan Werning Utrecht University https://orcid.org/0000-0002-7616-1201

DOI:

https://doi.org/10.17742/IMAGE29716

Abstract

This paper proposes and assesses a replicable game (co)design technique to encourage social perspective taking in the higher education classroom. Fully embracing the potential of research creation approaches, this discursive game design methodology approaches games as mediators of knowledge, emphasising the process of (re)creating, modifying, and comparing different game iterations. The paper reports on two classroom exercises that draw inspiration from Dungeons & Dragons and the Checkered Game of Life to foster perspective taking across different “learner personas” and different world views. Finally, this paper discusses how notating game modifications affords continuous game-based dialogue across student generations.

Author Biographies

Jasper van Vught, Utrecht University

Jasper van Vught is assistant professor in the department of Media and Culture Studies at Utrecht University (Netherlands). His research includes methodological challenges to studying games as texts and pedagogical challenges to teaching about them. He’s a core member of the Utrecht Centre for Game Research.

Stefan Werning, Utrecht University

Stefan Werning is associate professor for new media and game studies at Utrecht University. His research focuses on ecomedia and creative practice research. Stefan’s latest book, Making Games, was published by MIT Press in 2021.

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