[cs_content][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]Throughout the long history of the lab, play has been one of our central recurring areas of interest. In the lab’s current manifestation our focus has turned specifically toward digital games.
Digital games are always laden with values: they make assumptions about players’ bodies and beliefs as well as race, gender, class, sexuality, and ability. Games invite their players to identify with these assumptions in order to succeed. But players can also resist a game’s procedural rhetorics, sometimes learning more from the resulting friction than from winning.
In the Games research area, staff members consider how these frictions may represent useful sites of research and pedagogy for digital rhetoricians. Researchers in this area not only look at and write about games, but also investigate and experiment with technologies that allow students and researchers to create games. In so doing, staff members in this area consider games as technologies of composition and investigate the uses of these technologies for undergraduate students, digital activists, teachers of rhetoric and writing, and advanced researchers in the field.
The following five posts are a window into where past lab members have gone within this research area: from theoretical takes on how to approach games broadly to lessons about using game-making platforms as assistive technology in the rhetoric classroom.
While these posts make for a great starting place, feel free to check out the breadth of work staffers have done within this research area.
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The New View-Master Takes on Augmented Reality; Should We Take it Into the Classroom?
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