@aewens I’ve done a fair bit of research and have not found much along the lines of what you are suggesting. Which is pretty much what I too am suggesting. Maybe that’s why so many interesting looking games employ horrible tropes or just have bad story lines
Nevertheless, I would like to create a course that emphasizes a variety of skills where students have to often work collaboratively according to their different set of skills. Some students are good at English & Language Arts so they will be solid writers while some other students thrive more in STEM so they will be able to take on a heavier coding and programing role in the class.
My aim is to use a variety of methods to engage students with different skills and abilities to create compelling games while also studying other games and their conventions (both from a coding perspective and a storytelling perspective)
As of right now I know that a large part of the class will be based around collaborative projects. I will only see the kids 4 times a week so I can really split up the days according to different lessons for example:
Day 1: lesson based (more sociocultural lecture and research based)
Day 2: Programing based (this class is where we really engage in STEM based programing)
Day 3: Looking and engaging with examples (this is the day that we would play and interact with games as if we were reading a book : asking leading questions, discussing, critically analyzing the game as a text)
Day 4: would be creation day, Students are encouraged to work independently or collaboratively on projects. This is mostly self directed where I would just provide basic guidance.
^that would be each week
each unit would be based on different topics:
Day 1 for example: gender, race, social class, sexuality, dis/ability, etc.
Day 3 we would try to tackle a new “text” per unit that might be something like all of us playing Cave Story as a class, reading a book like Ready Player One, exploring Depression Quest, etc.
Day 4 is project based. This is where students combine their knowledge and complete large projects over the span of a marking period (roughly 6 weeks) they can work independently or collaboratively although collaboration is highly encouraged in order to divide tasks.
It would be a lot of work, but I have a feeling this is a class they will gladly do homework for especially if the homework is something like “beat the next 5 levels of the game we are playing and take notes so we can discuss next week”