For this project, my group developed Edupocalypse, a game focused on exploring AI ethics. The strength of our project started with the concept. We envisioned a game that would engage players with key ethical dilemmas around the rise of AI in education, and the idea resonated with all of us. From the beginning, there was clear enthusiasm within the group about exploring AI ethics in an interactive way. In addition to a strong concept, our group was able to make quick progress in the early stages. Everyone had ideas and the brainstorming sessions were productive. We started to develop scenarios and all stayed on top of our work and deadlines.

While the concept was strong and the project had a clear direction, not everything went as smoothly. One of the primary challenges I encountered during the game design process was the difficulty of working with a group member who was extremely inflexible in their approach. This person had strong opinions on how the game should be designed, and their reluctance to consider alternative ideas from the other team members caused tension. The inability to properly integrate everyone’s ideas and concerns created a bottleneck in our progress at times. Instead of embracing a collaborative process where each member’s input could be equally valued, some ideas got steam rolled. 

Although I was really happy and proud of how our game turned out, if we had more time I would have loved to do more playtesting. While one group member tested it with her students, more feedback would’ve helped us refine the experience and see how well the ethical dilemmas resonated with players. Additionally, with more time and knowledge around coding we could have built out all of the scenarios we had written instead of just one. This would have felt more like a complete game.

I came into this course with very little gaming experience, but I’m leaving it with a new appreciation for games as meaningful learning tools. Gee & Gee (2017) note that people often don’t distinguish where their learning comes from, whether through games, media, books, or real-life experiences, we draw on all of it. This resonated with me, especially as I began thinking more deeply about how gaming could be used in the classroom. Understanding that students may already be learning through games, whether or not it’s intentional, shifted my perspective on how powerful game-based learning can be. I hope Edupocalypse offers a similarly meaningful experience for its players.

Through this project, I also came to understand just how complex game design really is. I previously assumed it was mainly about coming up with a fun idea, but quickly learned it involves thoughtful planning, mechanics, and player engagement. The brainstorming phase reflected Fullerton’s (2014) view of game conceptualization as an iterative, collaborative, and exploratory process. We spent a lot of time discussing how to shape our ideas into something that functioned not just as a game, but also as a meaningful way to explore ethical questions. Gee’s (2008) concept of “play as discovery” really came through in this process for both us as designers and for the players we envisioned. Working on Edupocalypse involved a lot of experimentation and trial and error as we figured out what would be most engaging and thought-provoking. Overall, this project initially scared me however I ended up building friendships with some of my group members and learning a lot about game design in the process.

References:

Fullerton, T. (2024). Game design workshop: A playcentric approach to creating innovative games (5th ed.). A K Peters/CRC Press. https://doi.org/10.1201/9781003460268

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record (1970), 119(12), 1–22. https://doi.org/10.1177/016146811711901202

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of Play, 1(2), 229–245. https://eric.ed.gov/?id=EJ1068967

The Gendered Game

Gaming culture mirrors much of society,

With women valued less than men, how is this still reality?

She plays the same game but pays a higher emotional fee,

Just to exist in a space that claims to be free.

Cameras confirm his skill, applause flood the stream,

For her, they rewind, dissect, and demean.

Gaming’s a space where masculinity is uplifted,

But women play Overwatch being doubted and restricted.

(Choi et al., 2020)

They question her skill and accuse her of cheating.

Geguri proved them wrong however still takes a beating. 

Use her real voice? Then no one would team up,

Skill only counts if you are a guy showing up.

(Choi et al., 2020)

She has to hide her voice and continue the gender mask,

Constantly doing safety work, a never ending task.

Buddy systems, silence, playing discreet,

While all female gamers want is to truly compete.

(Witkowski, 2018)

The emotional and social labour of “doing gender,” 

Is a weight she must bear to be seen as a contender.

Women’s participation in expert gaming,

Pushes back on the norms society is maintaining.

(Witkowski, 2018)

Sexist working environments are no safe space.

Female creators experiencing derogatory language is sadly commonplace. 

(Baldino 2021)

Reports and complaints stack high behind corporate walls,

But silence and shrugs answer each call.

(Ubisoft Employees Have “Grave Concerns” Over Toronto Studio’s Misconduct Allegations, 2020)

The number of women keeps rising still,

Even if systems try breaking their will. 

The burden shouldnt be hers to carry alone,

Institutions are responsible for changing the tone.

(Witkowski, 2018)

Although female gamers feel hopeless there will never be change,

With some key solutions, battle can be waged.

Stronger moderation, accountability, and visibility,

Can reshape the gaming world closer to equity.

(Crothers et al., 2024)

Reflection:

As someone coming from a high-level sports background, I was both surprised and intrigued by how much overlap I found between the experiences of female athletes and female gamers. Before reading the articles, I had little exposure to the intricacies of gaming culture but as I dug deeper into the readings, I was saddened to discover the harsh realities women face within gaming. Realities that although different, mirror some of my own encounters with sexism and marginalization in sports.

In particular, the articles by Choi, Slaker, and Ahmad (2020) and Witkowski (2018) shed light on the concept of gendered surveillance in esports, revealing how female gamers are subjected to ongoing scrutiny that goes beyond evaluating skill. These readings highlight how women in gaming are often expected to continuously perform femininity in ways that follow along with conventional gender norms, a process Witkowski (2018) refers to as “doing femininity.” This surveillance is not simply about monitoring performance but about regulating how women appear, speak, and engage within gaming. I have felt many of these same feelings in a male dominated arena and was unfortunately not surprised reading about the experience of Geguri. As the first female professional Overwatch player, her story illustrates how exceptional skill from a woman can be met with suspicion rather than praise. Geguri was accused of cheating not because of any real evidence, but because her performance defied gendered expectations of what women could achieve in competitive gaming (Choi et al., 2020). 

What emerges from this is a pattern where female gamers are not just evaluated for their gameplay, but also judged according to how well they conform to “femininity.” In both esports and traditional sports, women’s legitimacy is tied to their ability to both perform well in (e)sports as well as the gendered expectations. As the research shows, gendered surveillance reinforces hierarchies that marginalize women, especially those who challenge or resist normative femininity, and reveals the persistent barriers that limit full inclusion in gaming culture. 

Interestingly, this dynamic is not limited to the gaming world. In sports, particularly in leagues like the WNBA, the most popular and marketable female athletes tend to be white women who fit the mold of “beautiful”. These athletes are celebrated for their athletic ability, but possibly more for their appearance. This parallels the way women in gaming, especially those who are seen as “outliers” like Geguri, are scrutinized for not fitting the mold.

The readings also opened my eyes to the emotional and social labor that women in esports take on just to protect themselves. Many use voice-masking software or hide their gender entirely to avoid harassment (Witkowski, 2018). That really struck me because these environments do not rely on physical ability, so I would not have originally thought it would matter.  It’s not just about performing or competing; it’s about constantly managing your identity, safety, and mental well-being in spaces that aren’t always welcoming. Still, I felt hopeful reading about some of the solutions, like women-only leagues or efforts to make female gamers more visible (Crothers et al., 2024). However, true inclusion means women should feel safe and supported in all competitive spaces, not just the ones created specifically for them. Unfortunately the issues that women face in gaming, harassment, exclusion, and abuse, are part of a systemic problem in our society. The more we challenge the dominance of traditional masculine spaces, the closer we get to creating environments where women can not only feel safe, but truly equal. Unlike some of the gamers, I am hopeful that although seemingly slow, there is change occurring to make this a reality (Crothers et al., 2024). Including this IP in ETEC 544 is an amazing step to help change this problem, so thank you for including it!

Baldino, M. (2021, December). We just want to play; What it’s like for women in eSports [Video]. TEDxDayton. https://www.ted.com/talks/mary_baldino_we_just_want_to_play_what_it_s_like_for_women_in_esports​TED

Choi, Y., Slaker, J. S., & Ahmad, N. (2020). Deep strike: Playing gender in the world of overwatch and the case of geguri. Feminist Media Studies, 20(8), 1128-1143. doi:10.1080/14680777.2019.1643388

Crothers, H., Scott-Brown, K. C., & Cunningham, S. J. (2024). “It’s just not safe”: Gender-based harassment and toxicity experiences of women in esports. Games and Culture. Advance online publication. https://doi.org/10.1177/15554120241273358

Ubisoft employees have ‘grave concerns’ over Toronto studio’s misconduct allegations. Kotaku. (2020, July 6). Retrieved February 26, 2023, from https://kotaku.com/ubisoft-employees-…

Witkowski, E. (2018). Doing/Undoing gender with the girl gamer in high-performance play. (pp. 185-203). Cham: Springer International Publishing. doi:10.1007/978-3-319-90539-6_11

Wang, A. I., & Tahir, R. (2020). The effect of using kahoot! for learning – A literature review. Computers and Education, 149, 103818. doi:10.1016/j.compedu.2020.103818

The study by Wang and Tahir (2020) presents a systematic literature review of 93 studies looking at the effects of Kahoot! in classrooms. The review finds that Kahoot! generally enhances learning, classroom dynamics, and student and teacher attitudes. Additionally, it helps with student motivation, engagement, and enjoyment. However, some studies report little or no effect, and there are some concerns about increased student anxiety due to Kahoot!’s competitive nature.

To conduct this literature review, Wang & Tahir (2020) followed a very structured review protocol, including database searches, inclusion criteria, critical appraisal, data extraction, and synthesis, to ensure reliability. Articles were only included if they specifically referenced Kahoot! in the title or abstract, were published in an international peer-reviewed journal or conference, and were written in English. The final selection consisted of both quantitative and qualitative studies, with 86% including quantitative analyses and 52% containing qualitative analyses. Their findings support the idea that student response systems (SRS) like Kahoot! improve engagement by integrating game design principles. This review is valuable for educators considering Kahoot! as a teaching tool, as it provides perspective on its strengths and limitations. It also highlights gaps in research, particularly regarding long-term learning effects and teacher perceptions.

Wang & Tahir’s findings are well-supported with 88% of studies reporting a positive impact of Kahoot! on both students and teachers. Their review protocol was carefully structured, with clear justifications for excluding certain articles and a strong effort to identify potential validity threats. Overall, Wang & Tahir provide a thorough review, effectively assessing Kahoot!’s role as a game based student response system.

Powers, F. E., & Moore, R. L. (2021). When Failure Is an Option: a Scoping Review of Failure States in Game-Based Learning.

In this scoping review, Powers and Moore (2021) investigate the role of failure within game-based learning (GBL), emphasizing the concept of “failure states” in which learners encounter setbacks or challenges in games. The authors look at the existing research on failure in GBL and analyze how different types of failure impact learning outcomes.

The review covers a variety of studies, identifying common themes related to failure in games. Powers and Moore (2021) categorize failure states into two primary types: permanent failure, where the game ends or the learner cannot progress, and temporary failure, where the learner can retry or learn from mistakes. The review also explores how game design, including feedback systems and the framing of failure, influences students’ emotional responses and their learning behaviors.

The authors conducted a review of peer-reviewed articles, bringing together findings from various fields including education, psychology, and game design. This approach allowed for a comprehensive understanding of how failure is integrated into GBL and its effects on learners. The review also acknowledges gaps in the literature around the use of failure or loss within game-based learning experiences. They suggest further research is needed in this area to understand how it can be utilized to enhance educational outcomes.

Ultimately, the paper argues that failure, when framed in the right way, can serve as an effective tool for learning. It emphasizes the importance of using failure as an opportunity for growth, providing valuable insights for educators and game developers looking to design more effective learning experiences.