Assessment is based on course work (40%), a small case study (30%), one short multiple choice test (20%) , and active in-class participation (10%).
To pass the course, a minimum of 50% is required.
less than 50: 5
Basic knowledge in business models, business opportunities, potential and impact of gaming.
Flunger R., Mladenow A., Strauss C. (2019) Game Analytics on Free to Play. In: Younas M., Awan I., Benbernou S. (eds) Big Data Innov. and Applications. Innovate-Data 2019. Comm. in Computer and Information Science, vol 1054. Springer, Cham.
Kholodylo, M., & Strauss, C. (2019). What Independent Game Developers Expect from Recommender Systems: A Qualitative Study. Beitrag in International Conference on Information Integration and Web-based Applications & Services , München, Deutschland. https://doi.org/10.1145/3366030.3366082
Kerr, A. (2006). The business and culture of digital games: Gamework and gameplay. Sage.
Goldberg, H. (2011). “The Future” from All Your Base Are Belong to Us: How Fifty Years of Videogames Conquered Pop Culture. New York: Three Rivers Press.
Nakamura, L. (2009). Don't hate the player, hate the game: The racialization of labor in World of Warcraft. Critical Studies in Media Communication, 26(2), 128-144.
Martey, R. M., Stromer-Galley, J., Banks, J., Wu, J., & Consalvo, M. (2014). The strategic female: gender-switching and player behavior in online games. Information, Communication & Society, 17(3), 286-300.
Molyneux, L., Vasudevan, K., & Gil de Zúñiga, H. (2015). Gaming social capital: Exploring civic value in multiplayer video games. Journal of Computer-Mediated Communication, 20(4), 381-399.
Kowert, R., Griffiths, M. D., & Oldmeadow, J. A. (2012). Geek or chic? Emerging stereotypes of online gamers. Bulletin of science, technology & society, 32(6), 471-479.