PAB Entry #4: “Game Design as Narrative Architecture” by Henry Jenkins

Jenkins, Henry. “Game Design as Narrative Architecture”. In The Game Design Reader: A Rules of Play Anthology, Ed. Katie Salen and Eric Zimmerman. MIT P, Cambridge, MA, 2006.

In the introduction to “Game Design as Narrative Architecture,” Henry Jenkins states that when first presented at a conference, the essay, “provoked strong reactions from the so-called Ludologists and resulted in my being falsely (in my opinion) identified as a Narratologist.”  He goes on to explain that his ideas are more centered on game spaces, “ripe with narrative possibility,” while story itself can be deconstructed as “less a temporal structure than a body of information.”

While he devotes considerable time to finding common ground between Narratologists and Ludologists, his primary point is that games are spaces.  This is true whether it is the board of Monopoly, which he alludes to, or the vast outer space reaches of the 2016 release No Man’s Sky, with it’s 18 quintillion planets to be explored. While he says that he was “falsely” lumped in with Narratologists, the main gist of his article does deal with narrative – but not necessarily linear narrative. His description of games, or perhaps ideal games, allows for a great deal of player agency to discover a narrative and piece it together on their own, rather than being forced on rails to live the narrative themselves, along a linear path that the author/designer wants them to follow. He explains the game world as “a kind of information space, a memory palace,” if the designer intends a more linear path, or a space in which the player can “explore the game space and unlock its secrets”.  Either way, it is about discovery of an existing story, rather than the player character’s own heroic journey.

Screen shot of
Screen shot from “No Man’s Sky” (2016) showing one of the many alien planets that players can discover and explore.

He cites the work of Don Carson, who has written on the lessons game designers can take from the work of theme park designers, observing that “the art of game design comes in finding artful ways of embedding narrative information into the environment without destroying its immersiveness and without giving the player a sensation of being drug around by the neck.” This single sentence encapsulates what is perhaps the most important concept in this article as a whole – the importance of immersion in the experience of a game, the need for player agency in

Image from interior of Disney's
Part of the physical space that Guests walk through in line for Disney’s “Expedition Everest,” demonstrating the storytelling power of detailed space design.

exploring an environment and uncovering the story for themselves, and the reason why standard models of narrative borrowed from literary and film studies are of limited use when applied to (some) game stories. And while some resist (and others embrace) the idea of games as “art”, in a traditional sense, Jenkins is speaking more of artful design – the creation of something functional in a way that is seamlessly integrated into its environment, as opposed to something that stands out as unique within its own context.

Interior of Disney's
Another interior image from Disney’s “Expedition Everest” ride, creating an immersive environment for Guests waiting for the ride.

While some games do have linear stories, and some have no stories at all, if a designer wants to tell a story that is unique to the medium of game design, it is necessary to do so using a framework that goes beyond that of traditional print and motion media.

So while Jenkins seemingly bristled at the idea of being called a Narratologist, his perspective is an interesting middle ground, seemingly doing exactly what Aarseth calls for in his essay “Computer Game Studies, Year One”. While Jenkins is interested in the idea of narrative (with a small “n”), which would cause some to place him in with the Narratologist camp, his concept is decidedly non-linear and as such goes beyond what traditional scholars of narrative could apply existing models to. Just as Aarseth has challenged game scholars to carve out their own niche, independent of existing fields, Jenkins has done just that.

The article situates the field of game design studies as being separate from, but arguably both complimentary and adjacent to that of English studies. While his concept of narrative spaces is unlike the linear narrative structure familiar to scholars of literature, and even that of nonlinear hypertext narrative, English scholars who are open minded enough to look beyond existing theoretical models will find fertile ground in analysis of these narrative spaces. Within the bounds Jenkins sets in this article, he defines a theoretical space between Narratologists and Ludologists, outside of the domains of literary and cinema studies scholars, but also scholars of computer science, animation, and art. His notion of narrative space works equally well to imagine a flag being planted in a new domain belonging to computer game theorists.

Additional Reading
The ubiquitous Extra Credits video I’ve paired with this deals with “Negative Possibility Space” – dealing with player agency and how that relates to the physical space being explored by characters.

Jenkins mentions The Image of the City, a book dealing with city planning and urban design, as being useful for designers in understanding how people live, work, and play in designed spaces.

 

PAB Entry #3: “Computer Game Studies: Year One”

Aarseth, Espen. “Computer Game Studies – Year One.” Game Studies, vol. 1, issue 1, 2001. http://gamestudies.org/0101/editorial.html. Accessed 20 September 2016.

While relatively short, Aarseth’s article ambitiously sets out to demarcate an official beginning for computer game studies as an “emerging, viable, international academic field”. Aarseth, known for his 1997 book Cybertext: Perspectives on Ergotic Literature, makes the case for formalized study of computer games as a field separate from, though drawing on, a range of related disciplines from computer science to anthropology, and film studies to aesthetics.

Studies in Literary Criticism and Theory: Intro to Game Studies
University of California at Santa Barbara: Studies in Literary Criticism and Theory: Intro to Game Studies

While the article seeks to define computer game studies as being something “too important to be left to” individual fields like English Studies, it also does not exclude scholars of literature, communication, and writing from being a part of the conversation. Indeed, to imply that English Studies has a greater claim on the field than other disciplines such as interface design, computer programming, animation, film studies, or sociology would be both selfish and unproductive, as they all have a role to play in the development of a truly interdisciplinary field. Aarseth warns against attempts by individual departments to stake a claim over Game Studies, pointing out that, “Making room for a new field usually means reducing the resources of the existing ones, and the existing fields will also often respond by trying to contain the new area as a subfield.” However, this seems to ignore the fact that the very sources of funding that make up these resources often come in the form of tuition dollars from students interested in a new major being drawn to a school, as well as research grants – largely absent in the case of English Studies, but more likely in new media fields, especially those with close ties to multimillion dollar industries.

SCAD Department of Interactive Design and Game Development
Savannah College of Art and Design’s stand-alone department of Interactive Design and Game Development

But how does Aarseth’s establishment of this field impact, restrict, or invite the participation of English Studies scholars? He allows that with the development of a new area of study, everyone is a newcomer, stating, “We all enter this field from somewhere else … and the political and ideological baggage we bring from our old field inevitably determines and motivates our approaches.”  But should we really consider methodologies, historical perspective, and knowledge of cultural context to be “baggage”?  As English scholars, we have much to contribute to this field, whether it is the formalized study of language, a deep and rich understanding of storytelling conventions and traditions, or the ways in which digital literacies inform and shape our verbal and written interactions through the medium of a game. Aarseth’s point is well taken, though; we can bring with us the knowledge and methods that have served us well in the past, but we must enter into the conversation with an open mind, willing to consider and incorporate other disciplinary perspectives that are different from, perhaps even contradictory at first glance to our own.

Just as English Education studies cannot exclusively be claimed by either departments of English or Education, and Cultural Studies will always include contributors from the social sciences, arts, and humanities, Game Studies can prove to be a fruitful and fascinating area for English scholars to explore and contribute to, but we will never have exclusive rights to it – nor should we. Its essence is interdisciplinary and Aarseth’s article helps to define the field, its roots, and the contribution it can make not only to academia, but to the larger community.  While it could not remotely be considered to be staking a claim over this new discipline on behalf of English departments, it has established the need for formalized study, research, and (implied, if not explicitly stated) pegagogy.

Additional Resources
A much later contribution to Aarseth’s Game Studies journal, “Game Definitions: A Wittgensteinian Approach” explores the many ways scholars have defined the concept of games.
Showing the way the field of game studies has branched out from Aarseth’s initial definition, “Feminist Game Studies: Defining the Field” similarly carves out a subfield within this new discipline.

Extra Credits” contribution to the discussion of what a game is – in which Portnow disputes the usefulness of narrow definitions, and claims definitions are “the intellectual version of chasing your own tail”.

 

 

Paper #1 – History of Game Studies

The academic study of video game design has deep roots in many disciplines, stretching across the humanities, the social sciences, and computer science. Since it is a truly interdisciplinary field, there are as many claims to being the “first” to study them as there are subspecialties within it. Although my own area of interest draws strongly from composition studies and pedagogy as well as game studies, it is dependent on the idea of computer games having the potential to be immersive stories, and as such, much of the seminal work on this dates to the late 1990s.

Aarseth's Cybertext: Perspectives on Ergodic Literature
Aarseth’s Cybertext: Perspectives on Ergodic Literature

In Volume 1, issue 1 of Game Studies, Espen Aarseth states “2001 can be seen as the Year One of Computer Game Studies as an emerging, viable, international, academic field.” His book, Cybertext: Perspectives on Ergodic Literature predates his “year one” by four years, as does Janet Murray’s seminal Hamlet on the Holodeck. While not the first works to ever explore the interactive potential for fiction, their work is among the most influential long-form explorations, which laid thegroundwork for more widespread acceptance and formalized study.
 

Hamlet on the Holodeck
Janet Murray’s Hamlet on the Holodeck: The Future of Narrative in Cyberspace

Two of the first universities to begin interdisciplinary programs to study computer games were, unsurprisingly, MIT and Georgia Tech. Hamlet on the Holodeck was written while Murray was at MIT, where she began teaching “interactive fiction” in 1992 (Murray, Hamlet ix). She later went on to lead the Information Design and Technology program at Georgia Tech, among the first graduate programs of its kind (Murray “From Game-Story…” 6). Both these schools, sharing both a rigorous program of study in fields that fed into game studies and a student body with a passion for roleplaying games (live and tabletop) as well as computer games, proved fertile ground for new research programs. Over time, degrees in “Game Design” have sprung up at colleges and universities at all levels. However, most focus primarily on the art and technology that go into the creation of games, with analysis being pragmatic and not theoretical.

The high level of interest on the part of students, and the increasing demand for highly skilled workers in the ever-expanding field of video game design and production, has led to the development of these programs as a means of credentialing and training students to fill these roles. Beyond the notion of filling a market demand on the part of students and industry, Aarseth states a more philosophical imperative for the establishment of formalized video game studies, stating, “Today…we have a billion dollar industry with almost no basic research, we have the most fascinating cultural material to appear in a very long time, and we have the chance of uniting aesthetic, cultural and technical design aspects in a single discipline.”
However, some designers, like “Extra Credits” James Portnow, argue that game design programs often fail to provide the broad humanities base necessary to prepare students to be professional designers (Extra Credits). Turf wars over the disciplinary relationship between game studies and more established departments must take into account the primary purpose of schools, after all – the teaching of students. There exists a potential conflict between what is best for students (broad-based undergraduate programs with a strong liberal arts component, and more specialized, in-depth graduate study of games) and what may be best for career academics, who have a career imperative to carve out their own niche and identity as researchers.

I would argue, however, that for a well-rounded understanding of the field, study – whether formal or informal – of multiple disciplines is necessary. Individual disciplines may provide a theoretical framework for analysis, as well as their own rich traditions of the many elements that make up game design. And while Aarseth allows that “games should also be studied within existing fields and departments, such as Media Studies, Sociology and English,” he then goes on to say that “games are too important to be left to these fields.”

The demand on the part of students and industry for game design programs means that departments will continue to exist at least as long as the tuition dollars are there, and they have an important research contribution to make to the university community as well. There will be scholars who identify with these departments exclusively, and see researchers from related disciplines as interlopers. Such is the nature of interdisciplinary studies and departments, and Game Studies is not the first, nor will it be the last, to experience this conflict.

In the case of English Studies, studies of game design and game narrative open up new possibilities to explore issues underlying writing pedagogy, as well as an evolving definition of narrative that allows for agency on the part of the “reader” as well as the writer. Scholars of English Studies have much that they can contribute, and much that they can learn as well from this burgeoning field…if disputes over who has the “right” to study games do not get in the way.

 

Aarseth, Espen. “Computer Game Studies, Year One”. Game Studies. July 2001. http://gamestudies.org/0101/editorial.html.

Extra Credits. “Educating Game Designers – Too Much “Game” at Game Schools – Extra Credits.” YouTube. YouTube, 20 Apr. 2016. Web. 22 Sept. 2016.

Murray, Janet. Hamlet on the Holodeck. MIT P, 1997.

Murray, Janet. “From Game-Story to Cyberdrama” in First Person, edited by Noah Wardrip-Fruin and Pat Harrigan. MIT P, 2004, p. 2-11.