This study investigates how the use of visual facilitation
and representations, e.g. visualisations and video productions,
combined with peer‑feedback sessions can create exploratory
approaches to game design in online teaching. The article analyses
an iterative game development process in an online learning context.
The empirical data is primarily based on an explorative case study
of “Games for change”; a course held in 2018 in which master
students from the international Nordic Visual Studies and Art
Education (NoVA) design games that address issues in society.
Throughout the course, the students from universities in Finland,
Sweden and Denmark engaged in a cross‑cultural collaboration across
campuses. The purpose of the study was to explore how to establish
an online space for joint design inquiry in the context of ‘games
for change’ across time and space as well as cultural and
professional barriers. The data used for analysis includes teaching
observations, videos of play sessions, photos and visual
representations, students’ reflection papers and students’ written
and oral evaluations after completion of the course. The analysis is
based on different problem‑based learning (PBL) activities;
lectures, video instructions, presentation‑ and feedback sessions,
reflexive exercises and students’ self‑directed design and learning
processes in groups. As part of the game course, teachers presented
game theory and exercises through videos and visualisations to
support the students’ iterative game design processes. The analysis
of the PBL activities shows that teachers’ video instructions
relating theoretical game concepts to the students’ actual group
work supported the introduction to the game field as well as their
design processes. The balance between the value of video
instructions with specific feedback and teachers’ time for
preparation is a relevant issue for further exploration in online
teaching. Moreover, findings show that the students’ visualisations
and video productions exemplifying game situations created a visible
reference point for further discussions in feedback sessions across
campuses, which guided game development. Thus, the combination of
inquiry approaches, critical game theory and design processes
combined with students’ visualisations and video productions
provides interesting connections for bridging gaps between cultures
and professions, e.g. in art and games. By the rich and visual
descriptions of PBL activities, student work and reflective
evaluations, the exploratory case study can function as inspiration
for applying similar approaches to new local contexts in higher
education.
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