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Rouse, R. & Malazita, J. (2023). Critical Disciplinary Thinking and Curricular Design in Games. Design Issues, 39(1), 88-104
Open this publication in new window or tab >>Critical Disciplinary Thinking and Curricular Design in Games
2023 (English)In: Design Issues, ISSN 0747-9360, E-ISSN 1531-4790, Vol. 39, no 1, p. 88-104Article in journal (Refereed) Published
Abstract [en]

This article details a large-scale curricular design project in creating and implementing an MS/PhD in “Critical Game Design.” Curricular design and critical scholarship in the analysis and design of games are co-constitutive. Institutional structures build individual and institutional capacity, they legitimize scholarship, define boundaries of expertise, and contribute to imaginations of disciplinary purview. We reflect on what is at stake beyond the discipline itself in wider digital culture, particularly the spread of disinformation, related growth of anti-academic sentiment, and testing of the foundations of democracy. We examine our own complicity and articulate the space of the games classroom as a site of potential transformation.

Place, publisher, year, edition, pages
MIT Press, 2023
Keywords
Curriculum Design, Social Justice, Graduate Education, Games Studies, Game Design
National Category
Pedagogy
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-22169 (URN)10.1162/desi_a_00708 (DOI)000909565900007 ()2-s2.0-85145357540 (Scopus ID)
Note

© 2023 Massachusetts Institute of Technology

Critical Game Design: Guest Editors: James Malazita, Casey O'Donnell, and Elizabeth LaPensée

Available from: 2023-01-04 Created: 2023-01-04 Last updated: 2024-01-19Bibliographically approved
Rouse, R., Kalckert, A. & Mahon, K. (Eds.). (2023). From a praxis perspective: Being and becoming a doctoral supervisor (JPHE Special Issue). Högskolan i Borås
Open this publication in new window or tab >>From a praxis perspective: Being and becoming a doctoral supervisor (JPHE Special Issue)
2023 (English)Collection (editor) (Refereed)
Abstract [en]

This special issue brings together a unique collection of papers on doctoral supervision, including work from researchers both outside the pedagogy discipline as well as those centred within it. The contributions include research on factors that contribute to supervisor stress, professional learning programs for supervisors, advising ancestry, gender and power in supervision, and the formation of supervisors more generally.

Place, publisher, year, edition, pages
Högskolan i Borås, 2023
Series
Journal of Praxis in Higher Education, E-ISSN 2003-3605 ; 5(2)
National Category
Pedagogy
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-23171 (URN)10.47989/kpdc.vol5.2.2023 (DOI)
Available from: 2023-09-06 Created: 2023-09-06 Last updated: 2023-09-06Bibliographically approved
Rouse, R., Kalckert, A. & Mahoon, K. (2023). Praxis perspectives on doctoral supervision from across disciplines. Journal of Praxis in Higher Education, 5(2), 1-11
Open this publication in new window or tab >>Praxis perspectives on doctoral supervision from across disciplines
2023 (English)In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 5, no 2, p. 1-11Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
University of Borås, 2023
Keywords
supervision, pedagogy, education, PhD
National Category
Pedagogy Educational Sciences
Research subject
Consciousness and Cognitive Neuroscience; GAME Research Group
Identifiers
urn:nbn:se:his:diva-23167 (URN)
Note

CC BY-NC-ND 4.0

Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2023-12-19Bibliographically approved
Rouse, R. (2023). Understanding complexity in doctoral lifeworlds and impacts of advising ancestries. Journal of Praxis in Higher Education, 5(2), 53-90
Open this publication in new window or tab >>Understanding complexity in doctoral lifeworlds and impacts of advising ancestries
2023 (English)In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 5, no 2, p. 53-90Article in journal (Refereed) Published
Abstract [en]

This paper shares findings from an interview study designed to open up critical conversations on complexity in advising. Using a narrative inquiry approach to centre storytelling and personal experience as valuable knowledge, I interview advisors (both academic and unofficial) who were central to my own doctoral research journey, as well as former doctoral students of mine. The interview results are put in relation with my own critical reflection on my advising practices as an ethos, as opposed to a set of tasks or functions, and put into context with larger social concepts such as positionality.This new perspective is suggested as a supplement to complexify and expand earlier research on advising styles. Advisingis characterised as deeply entangled with mentoring as well as teaching at large, and the paper concludes with identification of larger ethea, reflecting howadvising practices are co-constituted in relation with a range of other factors,such as positionality, institutional and disciplinary context, the larger student lifeworld, and perspectives on teaching and learning.

Place, publisher, year, edition, pages
University of Borås, 2023
Keywords
doctoral advising, intergenerational dialogue, mentorship, narrative inquiry
National Category
Pedagogy
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-23172 (URN)10.47989/kpdc308 (DOI)
Note

CC BY-NC-ND 4.0

Available from: 2023-09-06 Created: 2023-09-06 Last updated: 2023-11-24Bibliographically approved
Walsh, J. R. & Rouse, R. (2023). Understanding the Design Values of Baby Books: Materiality, Co-presence, and Remediation. Children's Literature in Education, 54(3), 354-375
Open this publication in new window or tab >>Understanding the Design Values of Baby Books: Materiality, Co-presence, and Remediation
2023 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 54, no 3, p. 354-375Article in journal (Refereed) Published
Abstract [en]

In this article we analyze the design values of selected baby books published in England, the United States and Italy across 100 years. The examples we focus on are What is This? What is That? (1905) of the Dean’s Rag books series, Pat the Bunny (1940), I PRELIBRI (1980), and Wiggle! March! (2009) of the Indestructibles series. We group these books into two pairs of simple or complex designs, based on either a drive for durability or the aim to provide a multisensory experience: the Dean’s Rag books and the Indestructibles form one set, and Pat the Bunny and I PRELIBRI the second. We approach the books by examining the relationships among the materiality, narrative and formal design elements, the implied co-presence of a young child and adult care, issues of context and gender, and how the later examples remediate or rework the materials and beliefs of the earlier ones in a contemporary manner.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Co-presence, Book history, Durability, Materiality, Multisensory, Remediation
National Category
Design
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-23361 (URN)10.1007/s10583-023-09546-8 (DOI)2-s2.0-85178278739 (Scopus ID)
Note

CC BY 4.0 DEED

© The Author(s), under exclusive licence to Springer Nature B.V. 2023

Published: 15 November 2023

Correction in: Children's Literature in Education, February 2024. doi:10.1007/s10583-024-09574-y

Available from: 2023-11-15 Created: 2023-11-15 Last updated: 2024-02-21Bibliographically approved
Rouse, R. & Holloway-Attaway, L. (2022). Behind the Page: Historical Connections and the Making of Simmer, a Mixed Reality Movable Book. Movable Stationery, 30(1), 20-25
Open this publication in new window or tab >>Behind the Page: Historical Connections and the Making of Simmer, a Mixed Reality Movable Book
2022 (English)In: Movable Stationery, ISSN 1097-1270, Vol. 30, no 1, p. 20-25Article in journal (Refereed) [Artistic work] Published
Abstract [en]

In this article we share Simmer (2019), an entirely handmade two-sided artist book and MR (mixed reality) application created in collaboration with composer Brendan Padgett, and excerpts from our related scholarship on movable books, active readership, digital media, and design. Simmer explores and expands John Cheever’s classic short story, “The Swimmer” (1964), and won the Excellence in Innovation jury award at the International Conference for Interactive Digital Storytelling (ICIDS) Art Exhibition inSalt Lake City, Utah in November 2019. While Cheever’s landmark story crafts an expert portrayal of its narcissistic protagonist Ned Merrill, Ned’s wife (Lucinda) and four unnamed daughters are left unexplored. This untold fe- male side of the story was the focus of Simmer, where we bring to life a host of underdeveloped characters and engage the reader through both interactive paper and digital structures that work in combination to tell a new side of the story. 

Place, publisher, year, edition, pages
Movable Book Society, 2022
National Category
Design Art History
Research subject
Media, Technology and Culture (MTEC)
Identifiers
urn:nbn:se:his:diva-21032 (URN)
Available from: 2022-04-05 Created: 2022-04-05 Last updated: 2022-07-12Bibliographically approved
Ahmed, S. I., Amrute, S., Bardzell, J., Bardzell, S., Bidwell, N., Dillahunt, T., . . . Wong-Villacrés, M. (2022). Citational justice and the politics of knowledge production. interactions, 29(5), 78-82
Open this publication in new window or tab >>Citational justice and the politics of knowledge production
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2022 (English)In: interactions, ISSN 1072-5520, E-ISSN 1558-3449, Vol. 29, no 5, p. 78-82Article in journal (Refereed) Published
Abstract [en]

Citation is how we acknowledge our debt to those who came before; those who helped us find our way when the way was obscured because we deviated from the paths we were told to follow. Sara Ahmed reminds us that just citational practices recognize the knowledge contributions of less dominant, routinely overlooked voices. Pursuing citational justice, then, entails moving away from individualistic views of authorship and toward a shared, reciprocal understanding of how knowledge is produced. Drawing from our experiences working within HCI, we extend an invitation for a just citational practice—one that makes space for the diversity of human experience and recognizes that human-computer interactions must be responsive to cultural and geographic differences. We outline parts of our ongoing conversations as a collective to motivate a careful citation practice across our field, interrogating how we can best honor one another’s ideas and labor without alienation or appropriation.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2022
National Category
Computer and Information Sciences Information Studies
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-21916 (URN)10.1145/3556549 (DOI)2-s2.0-85138586508 (Scopus ID)
Available from: 2022-10-06 Created: 2022-10-06 Last updated: 2023-01-16Bibliographically approved
Hollengreen, L. & Rouse, R. (2022). Design at the Border: Liminality, the Virtual, and Interior Transformation from Antiquity to Mixed Reality. In: Gregory Turner-Rahman; Vahid Vahdat; Dave Gottwald (Ed.), Virtual Interiorities: Book One: When Worlds Collide (pp. 137-171). Pittsburgh, PA: ETC Press
Open this publication in new window or tab >>Design at the Border: Liminality, the Virtual, and Interior Transformation from Antiquity to Mixed Reality
2022 (English)In: Virtual Interiorities: Book One: When Worlds Collide / [ed] Gregory Turner-Rahman; Vahid Vahdat; Dave Gottwald, Pittsburgh, PA: ETC Press, 2022, p. 137-171Chapter in book (Refereed)
Abstract [en]

This chapter introduces elements of “liminal design,” deuned across his- torical and contemporary works as design that provides the “participant,” “passer-by,” or “pilgrim” with the potential of transformational experi- ence via the liminal or betwixt/between. Drawing connections between theory, history, and practice in mixed realities and liminality, we are pur- suing an emergent typology of liminal design abstracted from analysis of a trans-historical group of works that illuminates aspects of the ancient and medieval heritage of contemporary mixed reality (MR) technologies. This chapter is part of a larger ongoing project comparing examples of liminal design from the Middle Ages and contemporary mixed reality, which we begin here with three examples selected for the ways they res- onate across many characteristics with the concept of the border. The works to be discussed in this text include Qal’at Sim’an, the martyrium and cult site of Saint Simeon the Stylite, and associated objects (5th cen- tury, Syria); Border Memorial: Frontera de los Muertos (2012, John Craig Freeman); and Abraham Lincoln: War Veterans Project (2012, Krzysztof Wodiczko). 

Place, publisher, year, edition, pages
Pittsburgh, PA: ETC Press, 2022
National Category
Design
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-22189 (URN)978-1-387-51554-7 (ISBN)978-1-387-49249-7 (ISBN)
Note

CC BY-NC-ND 2.5

Carnegie Mellon ETC Press

Available from: 2023-01-17 Created: 2023-01-17 Last updated: 2023-07-11Bibliographically approved
Rouse, R. (2022). Design Power: Four Myths about Technology, the Role of the Designer, Power, and Oppression. In: Rebecca Rouse; Björn Berg Marklund; Anna-Sofia Alklind Taylor (Ed.), What Happens When We Play: A Critical Approach to Games User Experience Design & Education (pp. 41-64). ETC Press
Open this publication in new window or tab >>Design Power: Four Myths about Technology, the Role of the Designer, Power, and Oppression
2022 (English)In: What Happens When We Play: A Critical Approach to Games User Experience Design & Education / [ed] Rebecca Rouse; Björn Berg Marklund; Anna-Sofia Alklind Taylor, ETC Press, 2022, p. 41-64Chapter in book (Refereed)
Abstract [en]

This chapter is based on my lecture from the GUX masters program Research and Development Course, and provides an overview of key issues in critical design from a Science and Technology Studies per- spective as relevant to GUX and the Games field at large. A set of design principles are also provided, bridging theory and practice. 

Place, publisher, year, edition, pages
ETC Press, 2022
Keywords
Critical Design, Science and Technology Studies, Games
National Category
Design
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-22196 (URN)978-1-387-44165-5 (ISBN)978-1-387-43483-1 (ISBN)
Note

CC BY-NC-ND 2.5

All images appearing in this work are property of the respective copyright owners, and are not released into the Creative Commons. The respective owners reserve all rights.

Carnegie Mellon ETC Press

Available from: 2023-01-19 Created: 2023-01-19 Last updated: 2023-05-04Bibliographically approved
Corron, A. & Rouse, R. (2022). Game Over: The Perils of Framing Feminist Game Design Pedagogy as Repair versus Transformation. Catalyst: Feminism, Theory, Technoscience, 8(2), 1-26, Article ID 37709.
Open this publication in new window or tab >>Game Over: The Perils of Framing Feminist Game Design Pedagogy as Repair versus Transformation
2022 (English)In: Catalyst: Feminism, Theory, Technoscience, ISSN 2380-3312, Vol. 8, no 2, p. 1-26, article id 37709Article in journal (Refereed) Published
Abstract [en]

Drawing on the experience of a multiyear research project bringing transformative pedagogies to game design education, we provide a critical reflection on the lack of sustainability of the project. Upon examination, we see that some reasons behind this perceived failure are due to institutional systems of power that seek to neutralize transformative feminist pedagogy as performative repair, resulting in the maintenance of existing curricula. Instead of fully engaging with transformative pedagogies, these teaching and learning methods are used as tools to provide a cursory fulfillment of the deep need for social justice education in games. We examine the ways in which structures and systems continually devalue and de-resource pedagogical work, specifically pedagogies that are centered in feminist, anti-racist, and critical approaches, as well as our own complicity within these oppressive structures at times. We draw connections with relevant disciplinary perspectives on higher education, and conclude by offering a framework for understanding the pitfalls that can hamper work with transformative pedagogical aims, characterized by the types of labor used to maintain the status quo, as well as a set of recommendations for moving beyond the frame of repair to sustainably and radically disrupt dominant pedagogies in games and related disciplines. 

Keywords
transformative pedagogy, STEM, feminism, social justice, higher education
National Category
Pedagogy
Research subject
GAME Research Group
Identifiers
urn:nbn:se:his:diva-22024 (URN)10.28968/cftt.v8i2.37709 (DOI)
Note

CC BY-NC-ND

Catalyst is a Society for the Social Studies of Science (4S) affiliated journal.

Available from: 2022-11-08 Created: 2022-11-08 Last updated: 2023-01-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3509-8293

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