SO151 Game principles

Faculty of Education
Spring 2024
Extent and Intensity
0/0/0. 3 credit(s). Type of Completion: z (credit).
Taught in person.
Teacher(s)
Mgr. Petr Soják, Ph.D. (lecturer)
Mgr. Lujza Kotryová (seminar tutor)
Guaranteed by
Mgr. Petr Soják, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
SO151/KombiSem01: Fri 3. 5. 9:00–12:50 učebna 22, 14:00–16:50 učebna 32, Sat 4. 5. 9:00–12:50 učebna 24, 14:00–16:50 učebna 24, Sun 5. 5. 9:00–12:20 učebna 24, 14:00–16:30 učebna 24, L. Kotryová
SO151/PrezSem01: Fri 3. 5. 9:00–12:50 učebna 22, 14:00–16:50 učebna 32, Sat 4. 5. 9:00–12:50 učebna 24, 14:00–16:50 učebna 24, Sun 5. 5. 9:00–12:20 učebna 24, 14:00–16:30 učebna 24, L. Kotryová
Prerequisites
Subject Fundamentals of game design with focus on LARPS familiarise students with the basic game principles on the example of "live action role playing" game, so called LARP, both theoretically and practically. In these games or storytelling the players assume a role and act as a character within the set fiction. Event arrangers called gamemasters decide the setting and rules to be used and facilitate the game. It can be described as theater without an audience or script. Opposite the theater, however, players play for a joy of themselves and their teammates. There are many genres and forms of LARPS. LARPS range in size from small private events lasting a few hours to large public events with thousands of players lasting for days. Player assumes the improvised rendering of a specific role (in terms of imaginary identity of a character) that he/she represents within a collectively formed story. The player's role within the game influences the direction of the game and co-creates the setting of his character or other characters and vice versa. The potential of individual roles lies in the attractiveness of playing the role, intensity and credibility of the game experience, and creating an active, shared social environment. Despite the fact LARP originated entirely outside the context of formal education, nowadays it is considered to be an activating teaching method joining dramatic education techniques, simulation and role play all together.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 20/20, only registered: 4/20
fields of study / plans the course is directly associated with
Course objectives
The main objective of this subject is to give students the theoretical knowledge of role play development and basic game principles used not only in LARP, but also in other desk or computer games. Moreover, students will get the opportunity to experience the game themselves. In assembled teams, they will also design and test the design of their own LARP mechanics.
Learning outcomes
Upon completion of the course the student will be able to:
● define the term LARP
● define basic LARP principles in role, desk and computer games
● include LARP into the system of activating teaching methods
● design and test own LARP mechanics, or design own LARP
● use LARP and basic game principles in their other pedagogical activities
Syllabus
  • 1. Definition, typology and history of LARP
  • 2. Design process and design thinking
  • 3. Storyline and goals of LARP
  • 4. Game mechanics and gameplay
  • 5. Characters and their bonds in LARP
  • 6. Prototyping and testing of LARPs
  • 7. Documentation and teamwork in LARPs
  • 8. Educational overlaps of LARP
  • 9. Feedbacks on LARP experience
  • 10. Teambuilding, scenario creation, testing the game mechanics
Literature
  • NĚMEC, Jiří. S hrou na cestě za tvořivostí : poznámky k rozvoji tvořivosti žáků. Brno: Paido, 2004, 135 stran. ISBN 807315014X. info
  • MAŇÁK, Josef and Vlastimil ŠVEC. Výukové metody. Brno: Paido, 2003, 219 stran. ISBN 8073150395. info
  • HUIZINGA, J. Homo ludens : o původu kultury ve hře. Translated by Jaroslav Vácha. Vyd. 2., v edici Studie 1. Praha: Dauphin, 2000, 297 s. ISBN 8072720201. info
  • FINK, Eugen. Hra jako symbol světa. Vyd. 1. Praha: Český spisovatel, 1993, 268 s. ISBN 80-202-0410-5. info
Teaching methods
Lectures, seminars, practical lessons, presentation of own projects, group discussion.
Assessment methods
Active participation in lessons, team building, design and testing of LARP mechanics.
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 3 dny.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2024/SO151