In this paper, we present a case study for the use of modding as a pedagogical practice in a humanities-based game design course. In particular, this approach has been extremely beneficial as it allows students to sidestep technological barriers. In our case study, we show how two different mods of the same platformer game can allow students to engage with game design in order to explore the relationship between mechanics and meaningful play.
Victoria McArthur and Robert J. Teather. 2015. Serious mods: A case for modding in serious games pedagogy. In Proceedings of the 2015 IEEE Games Entertainment Media Conference (GEM 2015). October 14—16, 2015, Toronto, ON, Canada. IEEE, New York, NY, USA, 222-225. https://doi.org/10.1109/GEM.2015.7377224