Game Studies

• Students can compare different approaches within the research field of Game Studies
• Students can name aspects of Applied Game Studies
• Students can discuss the implications of gender and diversity aspects within the research field of Game Studies
• Students can formulate their own research interests within the research field of Game Studies
• Students can identify connections between the research field of Game Studies and their own current or desired field of activity

• Students can compare the medium of games with other media on the level of formal elements and design principles.
• Students can critically reflect on game design processes on the basis on an own game design project.

• Students can critically reflect on current discourses surrounding possible "positive effects" of digital games on a solid theoretical and methodological basis.
• Students can critically reflect on current discourses surrounding possible "negative effects" of digital games on a solid theoretical and methodological basis.

• Students can critically reflect aspects of player communities and their research, including gender and diversity aspects.
• Students can critically reflect aspects of the gaming industry and their research, including gender and diversity aspects.

• Students can reflect on the importance of selected critical perspectives of cultural studies as criteria for the analysis of games.
• Students can critically reflect theoretical concepts of play and games as critical perspectives on social and cultural phenomena.

• Students can reflect on the importance of selected critical perspectives of cultural studies as criteria for the analysis of games.
• Students can critically reflect theoretical concepts of play and games as critical perspectives on social and cultural phenomena.

• Students can formulate critical approaches to the subject "Gaming Culture(s) & Identities".
• Students can critically reflect on aspects of gaming literacies.

• Students can identify the pedagogical potential of games and game-based social and cultural practices and phenomena.
• Students can create concepts for the use of game-based learning methods.
• Students can develop a pedagogically oriented playable game prototype (analog or digital).

• Students can develop an independent project on a topic of their own choice from the subject area "Game-based Education".
• Students can carry out an independently developed project on a topic of their own choice from the subject area "Game-based Education".
• Students can apply gender & diversity perspectives to critically reflect on topics from the subject area “Game-based Education”.

• Students can critically reflect on the relevance of theoretical concepts in the game design process.
• Students can critically reflect on the significance of different professional domains of game development for the practice of game design.
• Students can critically reflect on the socio-cultural framework of the practice field of game design.

• Students can critically reflect on the value of selected game prototyping strategies.
• Students can critically reflect systemic storytelling approaches in game design.
• Students can critically reflect on potentials and limitations of low- and no-code tools and strategies of game development.

• Students can develop an independent project on a topic of their own choice from the subject area "Game Design: Theories & Applications".
• Students can carry out an independently developed project on a topic of their own choice from the subject area "Game Design: Theories & Applications".
• Students can apply gender & diversity perspectives to critically reflect on topics from the subject area “Game Design: Theories & Applications”.

• Students can describe the innovative character of selected current developments in the field of emerging technologies.
• Students can perform simple operations using selected applications in the field of emerging technologies.
• Students can critically reflect on the social and ethical implications of selected emerging technologies.

• Students can critically reflect on the significance of recent developments in the field of Artificial Intelligence.
• Students can critically reflect on the significance of recent developments in the field of data processing & transfer.
• Students can critically reflect on the significance of the latest developments in the field of Production Technologies.

• Students can develop an independent project on a topic of their own choice from the subject area "Emerging Technologies".
• Students can carry out an independently developed project on a topic of their own choice from the subject area "Emerging Technologies".
• Students can apply gender & diversity perspectives to critically reflect on topics from the subject area “Emerging Technologies”.

Upon consultation with the course manager, students can choose an individual study focus. This study focus can be composed of elective course modules from the Center for Applied Game Studies‘ elective course offerings (internal qualifications) or of course modules either from other educational institutions, or from non-formal or informal educational achievements (external qualifications). Combinations of internal and external qualifications are also possible. In any case, the individual study focus must always include a Research-/Practice-Project.

!!! Applications for recognition of qualifications which have been acquired before commencement of studies must be submitted no later than the second semester after admission to study.

Students can choose modules up to the extent of 18 ECTS from the Center for Applied Game Studies‘ elective course offerings, as long as these modules are not taken as part of the first chosen study focus.

After individual revision, modules from other educational institutions, or from non-formal (e.g., in-company trainings) or informal (e.g., learning experiences in professional or non-professional contexts) educational achievements can be recognized as part of the individual study focus (up to the extent of 18 ECTS). 

The individual study focus must include a Research-/Practice Project. Upon consultation with course management and after agreeing on a suitable topic, students may conduct this project as part of their studies. Alternatively, projects conducted or practical experience gained outside the study program can – after individual revision – be recognized.

• Students are able to apply methods of scientific text production.
• Students are able to reflect on the significance of functional, formal, and stylistic aspects of academic text production for the field of arts & cultural studies.

• Students are able to purposefully apply basic digital tools for locating, processing, and distributing data. 

• Students are able to use literature management applications to establish their own literature database.

• Students can evaluate potentials and limitations of new technologies for the field of arts & cultural studies.

• Students can develop research questions based on different critical approaches (including gender and diversity approaches) in cultural studies.
• Students can reflect on the importance of critical approaches (including gender and diversity approaches) to work in arts and cultural studies.

• Students are able to critically evaluate the significance of inter- and transdisciplinary methods in the field of arts & cultural studies.
• Based on exemplary research questions, Students can identify the most appropriate inter-/transdisciplinary methods.
• Students can outline research designs based on selected inter-/transdisciplinary methods.

• Students can critically evaluate how arts and cultural studies methods of approaching and analyzing sources determine the production of knowledge in these fields. 
• Students can compare and discuss source analytical methods in arts & cultural studies in regard to their potential for the development of media competency / (digital) media literacy.

• Students can develop and present a research plan for their Master-Thesis project.
• Students can present their own Master-Thesis Project and respond to feedback.

a. Students can develop and present a research plan for their Master-Thesis project.

b. Students can present their own Master-Thesis Project and respond to feedback.