Reading the Matrix as Terrain: RPGs Persistent Progression as a Curricular Model

This paper summarizes the last five years of curricular articulations of the architecture program at Louisiana Tech University, where, by critically interrogating the “old” norms that underline the pedagogical framework itself, “new” norms can be generated. The act of constructing and implementing an instructional pedagogy which “plays with the rules” is facilitated by rethinking gameplay. Changing the game metaphor allows new rules, and new methods of interpretation, to be brought to action; control taken from the rules and given to the players.

Volume Editors
Jasmine Benyamin, Kyle Reynolds, Mo Zell, Nikole Bouchard & Whitney Moon

ISBN
978-1-944214-28-9