Why should we deconstruct games as a group?
Games can be complicated. Games can be abstract. Games can take years to understand completely!
But understanding the many facets of a game can improve your skill and give you more appreciation for their complexity.
There is no one “right” response to many of the questions you will soon see. Three different people can see the same exact game in three different ways and all of them can be “right.” This is why discussing, thinking about, and“reading into” games in cooperative learning groups hold so much power. As more people bring their own insights, experiences, and emotions to the collective circle, the game takes on more and more meaning. And comprehension expands. As the old saying goes, the more students give to this process, the more they will get in return.
Let’s be honest, analyzing and discussing games can be daunting, especially when you are expected to rely solely on your own understanding and interpretation of the material to craft responses to question prompts. This is why cooperative learning groups can be so powerful in the classroom.
Traditional literature circles use roles such as illustrator, illuminator, recorder, etc. to break up the academic responsibilities within each group.
What we have adapted from this traditional lit circle model is the notion that each student will put on his or her own pair of “analytical goggles” in order to view the game (the same game all the other members in their group will view). And yes, each group member will be charged with the responsibility of “seeing” the game through their own distinct, assigned lens. Essentially, we jigsaw the duties and divvy up all the different roles so that the entire group can come together and have a thoughtful discussion (much like traditional lit circles).
Unlike traditional lit circles, we’ll be viewing games through some different lenses applicable to gaming athletes (some of which you’ve been learning about within this past chapter). Students should choose a lens, break into groups, answer essential questions, and discuss as a class. Let’s take a look at some of these different gaming perspectives.
THE MIND
In this role, students examine the game as a “Mind” player. As you may recall, this involves understanding a game and its systems, options and common tactics. What elements of the game are important to understand from a mind perspective? How can this lead you to victory?
Some things to consider:
What is the current META?
Is there a way to take advantage of an opponents preconceived notion of the META?
Are there any important gameplay numbers or statistics to remember?
Are there any key hitboxes or animations that must be memorized?
THE BODY
In this role, students examine the game as a “Body” player. This involves the ability of a gamer to press buttons, or otherwise act and react in a game. What elements of the game are important to master as a body player? How can this lead you to victory?
Some things to consider:
Does reaction time matter? When and how fast should it be?
Are there any difficult to perform combos or actions?
Are there any difficult to perform actions that you may utilize in game that some players might not be able to do?
How often should you be stretching and taking breaks?
THE HEART
In this role, students examine the game as a “Heart” player. This involves the gamer’s ability to express their personality or will within a game. What elements of the game can a heart player take advantage of? How can this lead you to victory?
Some things to consider:
What is your preferred playstyle? How does it compare to a professional player?
How aggressive or reactive should the team be? How do you know when to switch?
What is a good measurement of momentum in your game? Can it be manipulated?
What is best practice for mental resetting and preventing tilt?
First, break into groups depending on lens - student should choose a lens which is most similar or different to them.
Discuss together specific elements of the game attributed to that lens.
Record your findings and outcomes before returning as a class and debriefing as a whole.