Counting Courses: Assessing Postsecondary Video Game Programs in the United States and Canada

Asynchronous Brief Paper ID: 61217
  1. Anna Borynec
    Concordia University of Edmonton
  2. aaa
    Kenzie Gordon
    University of Alberta
  3. Evgeny Kuznetsov
    University of British Columbia
  4. Antony Owino
    Government of Alberta
  5. Sean Gouglas
    University of Alberta

Abstract: This paper presents the challenges we encountered when attempting to evaluate game studies curriculum at postsecondary institutions in the United States and Canada. These challenges ranged from taxonomic issues of how people and institutions defined a games program to the sampling and recruitment process of research participants to the hostility faced when simply raising the question of social and cultural issues in our distributed surveys and semi-structured interviews. The value of this methodological overview lies in its ability to provide future scholars with a template for obtaining data on a cross-section of university programs. It flags challenges that are likely to arise and provides examples of how researchers might overcome these problems by invoking feminist research methodologies. Furthermore, for researchers studying diversity and/or inclusivity in potentially hostile environments, this paper can provide some guidance on how to approach survey and/or interview questions that will ensure the data that is collected is still relevant, useful, and unlikely to have been purposely and/or maliciously altered by study participants.


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