← Older revision

Revision as of 18:16, 14 February 2019

Line 1:

−

''CLEAN''<sup>TM</sup> is a 3D first-person psychological horror action game where you play as a university janitor in a graveyard-shift, cleaning up the dark moral and ethical choices of undergrads that have manifested into monsters. As you clean up, you realize that there is more at play. The janitor sees these monsters because he is simultaneously cleaning and confronting his dark past.

+

''CLEAN''<sup>TM</sup> is a 3D first-person psychological horror action game where you play as a university janitor in a graveyard-shift, cleaning up the dark moral and ethical choices of undergrads that have manifested into monsters. As you clean up, you realize that there is more at play. The janitor sees these monsters because he is simultaneously cleaning and confronting his dark past. 

+

The environment plays an integral role to the mechanics as it determines what kinds of monsters may spawn.  

[[File:CLEAN.jpg|500px|thumb|left|Brainstorm]]

[[File:CLEAN.jpg|500px|thumb|left|Brainstorm]]

Line 16:

Line 18:

''I like this idea! It reminds me a lot of Super Mario Maker, and allows for a greater variety of paidia (paidic?) over ludic gameplay. It also hearkens back to a book I read (a while back) by Petri Lankoski ("Character-Driven Game Design: A Design Approach and Its Foundations in Character Engagement", 2011) in which he writes specifically on Doom and mimicry (as well as empathy). He states, "I argue that gameplay influence recognition of the PCs via goals, possible and impossible actions, and predefined functions as well as how other characters react to the player character" (42). If applying this to Clean in a Doom-esque way, allowing a level-editor changes how players learn functionality. I think it could be highly useful in applying conceptual adaptations/learning skills. --Callie

''I like this idea! It reminds me a lot of Super Mario Maker, and allows for a greater variety of paidia (paidic?) over ludic gameplay. It also hearkens back to a book I read (a while back) by Petri Lankoski ("Character-Driven Game Design: A Design Approach and Its Foundations in Character Engagement", 2011) in which he writes specifically on Doom and mimicry (as well as empathy). He states, "I argue that gameplay influence recognition of the PCs via goals, possible and impossible actions, and predefined functions as well as how other characters react to the player character" (42). If applying this to Clean in a Doom-esque way, allowing a level-editor changes how players learn functionality. I think it could be highly useful in applying conceptual adaptations/learning skills. --Callie

+

Allowing for a level editor also gives players a chance to engage in the producing and exploring systems that are most relevant and interesting to them, to engage in a community of practice. (Thumlert, de Castell & Jenson, 2018)

This game promotes Caillois' concept of mimicry in play. Elements of empathy are woven naturally into the heavily story-oriented first-person gameplay as well as the environmental design.

This game promotes Caillois' concept of mimicry in play. Elements of empathy are woven naturally into the heavily story-oriented first-person gameplay as well as the environmental design.

+

Empathy not only for the invisible Janitor (as only his hands show) character is built, but also the empathy for the work and day to day trials of a janitor. The change in perspective, drawing on mimicry, allows for a disruption of cliches through the use of visual disruption (the fuzzy, hard to make out appearances of the monsters that come from stains, spills and garbage, reminiscent of the Rorschach tests), auditory disruption and the seemingly ordinary work of a janitor (Flanagan, 2009). The player's preconceptions may be disrupted allowing for new possibilities for learning (through questioning norms) in this sense.

It can also present an opportunity for critical play in that it places players in "environments and activities that represent questions about human life" (Flanagan, 2009). Through the "thirdspace" created in the game, the players and designers can explore questions of systems of reproduction of biases, "the dorm life" and the institutions of education that our society reveres (Flanagan, 2009).

It can also present an opportunity for critical play in that it places players in "environments and activities that represent questions about human life" (Flanagan, 2009). Through the "thirdspace" created in the game, the players and designers can explore questions of systems of reproduction of biases, "the dorm life" and the institutions of education that our society reveres (Flanagan, 2009).

Clean - Revision history

Miranda at 18:16, 14 February 2019

Miranda at 17:26, 14 February 2019

← Older revision		Revision as of 17:26, 14 February 2019
Line 17:		Line 17:

	This game promotes Caillois' concept of mimicry in play. Elements of empathy are woven naturally into the heavily story-oriented first-person gameplay as well as the environmental design.		This game promotes Caillois' concept of mimicry in play. Elements of empathy are woven naturally into the heavily story-oriented first-person gameplay as well as the environmental design.
		+	It can also present an opportunity for critical play in that it places players in "environments and activities that represent questions about human life" (Flanagan, 2009). Through the "thirdspace" created in the game, the players and designers can explore questions of systems of reproduction of biases, "the dorm life" and the institutions of education that our society reveres (Flanagan, 2009).