BERA 2014 Presentation

Creativity in Ludoliteracy, Games Development and Games Studies in the UK

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Nia Wearn

IntroductionNia Wearn BSc (Hons), MA

Staffordshire University

Senior Lecturer in Computer Games Design Award Leader for BSc Hons / BEng Hons Computer Gameplay Design & Production

n.h.wearn@staffs.ac.uk

@wormellaCurrently working part time on a Phd currently

entitled "Identifying commonalities in the working practices of students during a Global

Games Jam event in line with their education at Staffordshire University.

I’m passionate about encouraging play, creativity and fun in education, especially where games are

concerned.

Ludoliteracy defined

• Having the ability to play games.

• Having the ability to understand meanings with respect to games.

• Having the ability to make games. • (Zagal, 2010, p. 23)

The Landscapes of Games• Modern computers

games are a blend of many things.

• They form a major part of the make up of ‘The Creative Industries

• In recent years they have become a major part of the educational landscape

Design

Code

Art

Creativity

Current state of UK Games Education - FE

• 140 Results for Level 2, 3 & 4 courses on the National Career Services

• Wide Variety – covering Art, Programming & Design – or a combination of all three– Little or no consistency

• Often Courses combined with Multimedia or IT

BTEC National Diploma

• Pearson / Edexcel BTEC National Diploma in Media Production (Games Development) is the most common structure of FE Games Related Courses

• BTEC National Diploma in Media Production (Games Development) has a wide collection of units, some mandatory, others optional

Pearson / Edexcel . (2010). Edexcel BTEC Level 3 Nationals specification in Creative Media Production. Available: http://www.edexcel.com/migrationdocuments/BTEC%20Nationals%20from%202010/Unit_69_Drawing_Concept_Art_for_Computer_Games.pdf. Last accessed 9th Sept 2014.

BTEC National DiplomaVocational slant to learning

Edexcel BTEC Level 3 Certificate – 30 credits

Edexcel BTEC Level 3 Subsidiary Diploma – 60 credits

Edexcel BTEC Level 3 90-credit Diploma – 90 credits

Edexcel BTEC Level 3 Diploma – 120 credits

Edexcel BTEC Level 3 Extended Diploma – 180 credits

Analysis of Module ContentsI looked at the contents and

wording of 12 of the Modules that most pertained to a balanced cross section of Games

Development skills within the BTEC National

Diploma Framework for

any mentions of creativity

Unit 78 Digital Graphics for Computer Games

Unit 66 3D Modelling

Unit 74 Computer Game Story Development

Unit 77 Designing Tests for Computer Games

Unit 72 Computer Game Design

Unit 71 Object-Oriented Design for Computer Games

Unit 75 Human-computer Interfaces for Computer

Games

Unit 20 Computer Game Platforms and Technologies

Unit 70 Computer Game Engines

Unit 13 Understanding the Computer Games Industry

Unit 76 Flash for Computer Games

Unit 69 Drawing Concept Art for Computer Games

Occurrences of Creativity within the units

Creativity shows up as a term in to achieve distinction grades (but no further definition)

No References to creativity on the Unit Description

Unit 76 Flash for Computer Games Unit 77 Designing Tests for Computer Games

Unit 78 Digital Graphics for Computer Games Unit 71 Object-Oriented Design for Computer Games

Unit 74 Computer Game Story Development Unit 20 Computer Game Platforms and Technologies

Unit 72 Computer Game Design Unit 13 Understanding the Computer Games Industry

Unit 75 Human-computer Interfaces for Computer Games Unit 70 Computer Game Engines

Unit 69 Drawing Concept Art for Computer Games Unit 66 3D Modelling

An example: D2 “generate thoroughly thought-throughideas for a gameconcept showing creativityand flair”

Unit 13’s definition of the Games Industry

“The business of computer games depends ultimately on both creativity and finance and some understanding of the economics of the

business is required. It is important that learners gain an appreciation of the costs, turnover and

profits available to each company in the development, publishing and distribution of a title. They should also keep abreast of market

trends affecting the industry.”

• The Fuse Report – September 2010– Report on Creative, Digital and Information

Technology Industries in the UK– Overview of clusters, partnerships and makes the

case for CDIT Industries to be a priority

• Brighton Fuse Report – October 2013– Localised version of the Fuse Report for the

Brighton area

Fuse & Brighton Fuse

• January 2011 – Report on skills UK Computer Games and Visual Effects industries

“The video games and visual effects industries play to the UK’s twin strengths in creativity and technology”

• Creativity is mentioned as a desirable by product of a cross over from Art and Technology based clubs – but no specific mention of it as a skill in it’s own right

Next Gen Skills

Next Gen Skills

• Next Gen Skills is campaigning for:• The introduction of an industry relevant Computer

Science course within the framework of the National Curriculum

• A review of ICT in its current form and to embed essential ICT skills across the wider curriculum

• The promotion of the vital role that teaching maths, physics, art and computer science will play in ensuring the growth of UK’s digital, creative and hi-tech industries

Current state of UK Games Education - HE

• 180+ Games related courses listed on UCAS

• Wide Variety – covering Art, Programming & Design – or a combination of all three– Little or no consistency• In what is taught• In what area of the university they may sit

– Primarily vocationally based courses• Focus on employability and skills

IGDA Framework• 2008 - International

Games Developers Association Game Education Special Interest Group published a curriculum framework for ‘The Study of Games and Game Development’

– References to creative practices but not creativity

– Primarily Skills Based

Core suggested topics in the IGDA Curriculum http://wiki.igda.org/images/e/ee/Igda2008cf.pdf

Critical Game Studies

Games and Society

Game Design

Game Programming

Visual Design

Audio Design

Interactive Storytelling

Game Production

Business of Gaming

Skill Set• Focus on practice based ‘Games and Interactive’

undergraduate & postgraduate university courses

• Art path: Digital Art for Computer Games, with a focus on either of the following: art, graphics, animation

• Technical Path: Programming for Computer Games, with a focus on either of the following: algorithm development, technology, computer games, tools programming

Skill Set• Focus on practice based ‘Games and Interactive’

undergraduate & postgraduate university courses

• Art path: Digital Art for Computer Games, with a focus on either of the following: art, graphics, animation

• Technical Path: Programming for Computer Games, with a focus on either of the following: algorithm development, technology, computer games, tools programming

• No Mention of the need for ‘Creativity’ to be an address subject – entirely skills based criteria

Why does Creativity matter?

• The UK games industry was worth close to £3.5bn in consumer spend in 2013, up 17% from 2012 (UKIE)

• The UK games development sector contributes approximately £1 billion to UK Gross Domestic Product per annum. (TIGA)

• The UK games sector generates £2bn in global sales each year (TIGA)

• Combined direct and indirect tax revenues generated by the sector for the Treasury increased from £390m to £419m, a 7% increase (Games Investor Consulting)

Economic Focus on CreativityMade in Creative UK is a campaign whose aim

to increase awareness of video game and digital media development in the United Kingdom.

http://madeincreativeuk.com/

Create UK is a series of events and initiatives highlighting the role of the UK creative industries as an economic force and

source of global influence.

http://www.thecreativeindustries.co.uk/

UK Creative Industries – International StrategyDriving global growth for the UK creative industries is a plan to double creative industries services exports by 2020 to £31 billion

https://www.gov.uk/government/publications/uk-creative-industries-international-strategy

Summery of Analysis• All of the focus of the Education relating to

Computer Games in the UK is skills based

• At no point in any level of structured FE or HE is Creativity specified as a distinct skill, or area for development - Nor is it defined

• Yet there are countless papers, reports, studies on creativity in education.

Summery of Analysis• This is in sharp contrast to the focus on

Creativity that the UK Games Industry is traded upon

• There is a disconnect in the education approach – and the desired output – can only widen as education reforms embed in.

• This has the potential to create technically proficient workers, where a creative spark isn’t nurtured.

Thank You - Any Questions?

Feel free to contact me to carry on the conversation

Nia Wearn - Staffordshire Universityn.h.wearn@staffs.ac.uk@wormella

Links to Reports mentioned• Pearson / Edexcel BTEC Nationals in Creative Media Production - http://

www.edexcel.com/quals/nationals10/media/Pages/default.aspx

• Fuse Report - http://www.ncub.co.uk/reports/the-fuse-igniting-high-growth-for-creative-digital-and-information-technology-industries-in-the-uk.html

• Brighton Fuse Report - http://www.brightonfuse.com/the-brighton-fuse-final-report

• Livingstone Hope – Next Gen (Nesta) - http://www.nesta.org.uk/publications/next-gen

• IGDA Curriculum Framework - http://wiki.igda.org/index.php/Game_Education_SIG/Curriculum

• Creative Skillset Accreditation Documents - http://creativeskillset.org/who_we_help/training_educators/tick_course_accreditation/animation_games_screenwriting_accreditation