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MA »Game Development and Research« Cologne Game Lab der TH Köln BJÖRN BARTHOLDY, ANDRÉ CZAUDERNA, GUNDOLF S. FREYERMUTH Das Cologne Game Lab (CGL) der TH Köln bietet seit dem Wintersemester 2010/11 den viersemestrigen berufsbegleitenden Master-Studiengang »Game Development and Research« an.1 Das kostenpflichtige englischspra- chige und interdisziplinäre Weiterbildungsprogramm soll Vordenker der di- gitalen Content-Industrie ausbilden und richtet sich an junge Medienschaf- fende – Designer, Filmemacher, Bildende Künstler, Autoren und kreative

If {battleState = BattleState.standby}: Bringing the Gamer Into Play in Computer Game Development1 SANDRA PLONTKE Computer games are frequently discussed with regard to those who play them, usually focusing on children and adolescents, especially young Western males. Within these discussions, we can identify different concerns that are associated with different problematisations, e.g. the question of harmful effects that computer games may have on the player. In Germany computer games, children, young ad- olescents and the topic of media harm are

How Video Games Represent Attachment, Loss, and Grief
Interdisziplinäre Betrachtungen

MA »Interaktive Mediensysteme« Hochschule Augsburg1 JENS MÜLLER, THOMAS RIST Game Development ist einer der vier Spezialisierungsrichtungen, auf die man sich für den Masterstudiengang Interaktive Mediensysteme gezielt be- werben kann. Begleitet durch Veranstaltungen wie Ethik, Projektmanage- ment und User Experience wird in drei Semestern ein Spiel konzipiert, pro- duziert und dokumentiert. Dafür wurde von den Dozenten Michael Hebel, Thomas Rist und Jens Müller ein Curriculum entwickelt, das den Semester- ablauf strukturiert und die Studierenden

migrates elements of play into all spheres of daily life; serious games change the way we learn and become politi­ cally active; and even contemporary product design picks up elements originat­ ing from digital games. We might say that the aesthetics of digital games have become a meta-model of our times, signaling the dissolution of the film and tel­ evision paradigm. In the Game Development Summit, we investigated the topics mentioned above (among others) and contextualized this diverse group of concepts within and across broader levels of discourse. In his essay

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rock opera set in a game development studio, and on the development of a design framework which includes narrative design as an integral part of the design process. René Bauer has an M.A. degree in German philology and literary studies, biol- ogy and computer linguistics from the University of Zurich. Presently, he works at the Zurich University of the Arts (ZHdK) as a lecturer, researcher and head of Master education in the subject area of Game Design. His interests encompass coding, game mechanics, game studies, art in/with games and social media. Cur

games as to how they navigate and reflect on their encoding of cultural memory within said games. The upshot of these observations is in my view not to posit an entirely determin- istic relationship between production and meaning, but “to map the limits within which the production of mediated culture can operate” (Golding & Murdock 1979: 226–227). It is for these reasons that I find it important to explore the explicit and implicit reasons for why historical game development “factories” (as one informant put it) end up reproducing the ongoing rearticulation of

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Inhalt Introduction: Computer Games and Children – Concerns, Infrastructures and Cultures | 9 Estrid Sørensen PART I INDUSTRY COMPUTER GAME CONCERNS If {battleState = BattleState.standby}: Bringing the Gamer Into Play in Computer Game Development | 39 Sandra Plontke Safeguarding Children on the Online Gaming Platform MovieStarPlanet | 67 Estrid Sørensen & Vernon Jones Children’s Participation in the Development of Online Games | 77 Liam Berriman PART II LEGAL COMPUTER GAME CONCERNS The Legal Framework for Computer Games

interdisziplinären, kontinuierlicher Veränderung unterliegenden Arbeitskontexten in- und trigen Weiterbildungs-Masterstudiengang »Game Development and Research« bewerben; vgl. dazu S. 519-527. MA »DIGITAL GAMES« | 531 außerhalb der Games-Branche in leitenden Funktionen oder auch als Grün- der zu bewähren. Darüber hinaus qualifiziert der Studiengang für Tätigkeiten im Bildungs- und Wissenschaftsbereich sowie zu einer Promotion im Umfeld der Game Studies oder des Game Design. In diesem Zusammenhang ist zu erwähnen, dass