About this Class

On this page: Class Policies; Class Requirements; Grading Scale; Class Structure; Course Description;

 Class Policies

Class Attendance. You are expected to attend all class meetings and to be on time for class. Attendance will be taken at randomly selected class meetings and factored into your grade (see "participation"). As attendance is taken at the beginning of class, if you arrive after roll is taken (late) this is counted as an absence.

Late work and examinations. You are responsible for planning ahead and taking whatever steps are necessary to allow you (1) to be available to take the exams on the scheduled dates and times and to (2) turn in assignments on the specified due dates. Late work will not be accepted except in documented cases of illness or emergency (see below). Computer problems are not acceptable as an excuse for late work: if an assignment requires use of the Internet or unfamiliar software, allow enough time to get help if you have problems.

Academic Integrity. All assignments must be your own work. Rule 33 of the code of regulations applying to all students will be strictly enforced. It prohibits plagiarism, cheating, fabrication, and facilitating these acts. Penalties for violations are severe, such as an automatic failing grade in the course.

Extended illness or family emergency. If an extended illness or family emergency makes it impossible for a student to attend to their responsibilities, they must contact the Dean of Students, who will notify the student's instructors. The instructor will then make any necessary accommodations after receiving notice from the Dean.

Students with disabilities. In consultation with Division of Rehabilitation-Education Services, all reasonable and necessary adjustments will be made to accommodate students with disabilities. To insure that disability-related concerns are properly addressed, students with disabilities who require assistance to participate in this class are asked to consult with the instructor as soon as this need is apparent.

 Class Requirements

1. Careful listening to, close reading of, and critical reflection upon course lectures, discussions, and readings. To derive maximum value from course meetings, finish the day's assigned readings before arriving.

2. Thoughtful, informed participation during class meetings, in-class exercises, and online on your blog.

3. Completion of a conceptual design project for a playful technology that is informed by the concepts from the course. This project will require creativity, critical analysis of related technologies, synthesis and explanation of salient course readings and concepts, and self-directed research outside of class. Results must be presented in an engaging in-class final oral presentation and in clear written supplementary materials on an extensive project Web site.

In addition,

4. Graduate students must complete one additional short assignment, to be decided individually in consultation with the instructor.

 Grading Scale

Your final grade for this course will be determined as follows.

Undergraduate Students participation: 10% weekly blog post: 20% (graded pass/fail) final project   ...prospectus: 10%   ...version one: 10%   ...version two: 30%   ...presentation: 20%

Graduate Students participation: 10% weekly blog post: 10% (graded pass/fail) final project   ...prospectus: 10%   ...version one: 10%   ...version two: 30%   ...presentation: 20% graduate-only assignment: 10%

Participation includes the quality & quantity of contribution in class. This includes attendance.

Letter grades will be calculated using the following scale.

 Class Structure

This is a project-based course. Throughout the semester we will work toward producing a conceptual design project for a playful technology. Each student will produce their own project. As this is a conceptual design project, technical skills are not required. Deadlines for turning in portions of the design project will be used instead of exams.

The course consists of two meetings each week that are a combination of lecture and discussion. The class meetings supplement but do not duplicate the readings; readings supplement but do not duplicate the class meetings. Some of the course content is available only from class meetings and students are responsible for attending them. Starting in week 3, each week class members will electronically submit a blog post, graded pass/fail (e.g., this might be an answer to a question about a reading.) Questions are available on Wednesday and due the following Monday.

 Course Description

This course considers the social science of play and interactive media technology, with many examples drawn from electronic games. The course investigates play as communication, the history of mediated play, competing social scientific and philosophical theories of play, the structure of games, and the societal consequences of mediated play. Both children and adults are considered. The course is organized around competing theoretical understandings of play drawn from the primary text (e.g., play as development, fate/chance, power, identity, fantasy, self-fulfillment, nonsense), and will be illustrated with examples from current technologies of play.

The scholarship about play is diverse and difficult to synthesize. Nevertheless, the objective of this course is to prepare students to consider play and technology across domains of inquiry. That is, we will not just consider first-order theoretical and practical questions about play and technology (e.g., "Do violent narratives in this game contribute to violent behavior?") but also second-order questions about play and technology across disciplines and history (e.g., "Why are we prone to ask, 'Do violent narratives in play contribute to violent behavior?'"). This critical understanding of play and technology should be of value to (1) students interested in theorizing playful behavior found in their own research, (2) students interested in further research on technology and society, (3) students interested in designing playful media, and (4) users of playful technology who wish to better understand it, and (5) students interested in game design.

The central questions addressed in this course are:

1. What is play?
2. How does technology mediate play?
3. What are the consequences of this mediation?

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Last modified: Monday September 25, 2006.
Comments to csandvig@uiuc.edu.