View, browse and sort the ever-growing list of sessions by day, time, pass type, topic, and format. With this Session Viewer, you can view session and speaker details for Game Developers Conference 2024.You will be able to build your schedule with the GDC Mobile App. The GDC 2024 app will be available for download in Apple Apps and Google Play late February 2024.
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Matthew Coopilton (Presidential Sustainability Research Fellow, USC Games - School of Cinematic Arts Interactive Media and Games Division)
Location: Room 3020, West Hall
Date: Tuesday, March 19
Time: 2:10 pm - 2:40 pm
Pass Type: All Access Pass, Summits Pass - Get your pass now!
Vault Recording: Video
Audience Level: All
How can educators support students in learning anti-racist game design skills through prototyping unpoliced Afrofuturistic worlds? This talk provides answers to this question, sharing principles for learning experience design generated through an education psychology research study on learning in an Afro-futurist and abolitionist- themed Critical Game Jam. Through a series of design activities, Black and LGBTQIA+ young people imagined, prototyped, and playtested games that challenge systemic oppression, prototyping and rehearsing Black liberation. The speaker presents videos, quotes and images of their process and their reflections on it, along with learning design principles these exemplify. These principles include prioritizing worldbuilding as a low-barrier-of-entry introduction to critical game design, prototyping Afrofuturistic strategies for climate justice, and prototyping and rehearsing unpoliced futures.
Attendees learn how to support game design students in prototyping future worlds free from systemic oppression. They encounter principles of learning generated through research on a critical game jam where Black and LGBTQIA+ young people prototyped Afrofuturistic games: for example, prioritizing worldbuilding as a low-barrier entry point to game design.
Game design educators in high schools, colleges, and universities. This talk is especially relevant for educators concerned about diversity, equity, and inclusion, and departments that aim to create low-barrier-of-entry game design classes that attract general education students without coding skills. No previous design, teaching, or activist experience is required.