Hanna Wirman

Hanna Wirman is an associate professor of games and play design. Her research focuses on marginal and critical ways of playing and making games, including game fandom, serious games, diversity concerns and the design and research of animal play. Her work has been published in journals such as Game Studies, Television & New Media, Simulation & Gaming, Games and Culture, and Transformative Works and Cultures, and she is co-editor of Extending Experiences: Structure, Analysis and Design of Computer Game Player Experience (2008), with Olli Leino and Amyris Fernandez. Prior to moving to Denmark, Hanna worked 8 years at the School...

Continue Reading →

ToDiGRA (Vol. 5, No. 2)

ToDIGRA is a quarterly, international, open access, refereed, multidisciplinary journal dedicated to research on and practice in all aspects of games. ToDiGRA captures the wide variety of research within the game studies community combining, for example, humane science with sociology, technology with design, and empirics with theory.

This special issue of ToDiGRA gathers revised versions of some of the best papers at the DiGRA 2019 conference held at the Ritsumeikan University in Kyoto, Japan. The theme of the conference was ‘Game, Play and the Emerging Ludo Mix’.

Continue Reading →

Well Played (Vol. 10, No. 1)

This special issue of Well-Played examines escapes rooms in both physical and digital forms.

Escape the Room games are popular all over the world, from New York to Kuala Lumpur, and have been created for all kinds of spaces. Although they are now thought of as a popular activity to do with friends, their origins are actually digital—its conventions derived from interactive fiction and point-and-click adventure games, and became its own genre of web games in the early 2000s.

Continue Reading →

Intrinsic Rewards in Games and Learning

Although reward structures have generally been successful in games, the types of rewards used in education typically impede the learning process. New forms of educational rewards, like badges and micro-credentials, have generally failed to take root because of deep-seated design constraints in schools- the fact that you are using a badge is far less important than how you use a badge. This book makes the case that games have used well-designed, meaningful, intrinsic reward structures, while educational systems have often used poorly-designed, meaningless, extrinsic reward structures. 

Continue Reading →