Simulated and Immersive Environments 1/3 (2011): Embodiment, Tangible Interaction and Games
In this paper we designed computer games as tangible installations. Participants heard about Dourish's concept of embodied interaction which is based on the philosophical school of phenomenology, developed a game concept, implemented the software and constructed the hardware. The teaching time was divided between lectures, student presentations and tutored technical sessions. Among other things, we looked at relevant artistic works, saw how different phenomenological concepts relate to our projects, discussed students' ideas, tried out their prototypes, gave and received feedback; at the beginning of the semester participants were asked to implement a basic computer game to get going, then to develop a design draft of the installation they wanted to realize, to present and discuss it, and finally to actually program and build it. Students critically reviewed their work and put it into context in a reflective statement.
The concepts of Simulated and Immersive Environments 1 and 3 were identical, but year 3 students were expected to possess and demonstrate a greater range of critical and reflective thinking, medial and theoretical awareness, practical ability and own initiative than year 2 students.
Daniel Cermak-Sassenrath. Simulated and Immersive Environments 1/3: Embodiment, Tangible Interaction and Games, Course, Auckland University of Technology, Auckland, 2011, Semester 1.