Class History of Games and Interfaces

Video games have existed for over half a century, currently assuming an important place in contemporary culture. In this sense, for a better understanding of their current state and their expansive potential, it is necessary to approach the past. This course consists of an approach to the history of video games with the purpose of understanding the different typologies and existing classifications and analysing the most influential developments that have occurred over the decades, both in terms of the creation and evolution of the industry and the personalities, innovations and trends that have shaped the way of thinking about video games.

Not applicable

1. History of video and computer games: - Historical development per major territory (Europe, North America, Japan) - Development of technologies, the impact of socio-cultural, economic and political context in games, evolution of game genres, legal framework and business models. - Game cultures, Gamers' identities, Demographics, Impact, Ludology, Narratology, and Critical approaches. - Understanding the cultural context and impact of videogames in industrialized societies ¿- Game reports  2. Fundamental principles of Design for the conception of graphic interfaces for video games: -Historical development of the construction of interfaces: -Human-Computer Interaction -Concepts of transparency, immediate and direct manipulation. -Interaction Design -History of graphical interfaces. -Case studies of graphical interfaces; -Concepts of Communication Design applied to the design of graphical interfaces. 3. Project - conception of a video game interface (maquette) framed with the historical period taught  

A series of innovative methodologies are implemented in all the sessions of this curricular unit: - Active methodologies, in which the teacher mediates the training so that the student can present their point of view in class and increase their critical sense. - Use of STEAM resources. - The Maker Movement, as several disciplines and teachers are involved in the development of this course; - Project-orientated teaching, in which students work in groups, with peer review, to solve challenges proposed (problems) by the class.

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