University game programs tend to be viewed as modular units that can be measured using a standard set of metrics by both the groups that evaluate university game programs (i.e. Princeton Review) as well as the first International Game Developer Association (IGDA) Framework (2003) [3, 5]. This was very useful in the early 2000’s as games programs were being developed. It was a top down/ practice/ industry focused approach that we are calling a product model, which leaned heavily on deductive thinking and scientific approaches towards education . We argue that an inductive/process model is a more (relevant or modern or timely) approach for both existing as well as developing game programs around the world . Rather than relying on modules that reflect industry practice, there is enough literature, faculty, and professionals teaching games that units can go back to exploring what the values, skills, and areas of velocity are for their individual units. While modules are still useful, we believe that rather than a recipe that can be modified, that the principles of how to bake your own games program can be better served by a different approach in a field and community that is more mature than when games programs first started.
The IGDA Game Education Special Interest Group focuses on developing a community of game educators, promoting game education, providing resources to game educators.
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