Some of this material used to be over in the “Practical Pedagogical Notes on Games” section of the site. I’ve decided to migrate it to a blog post, however, for logistical reasons.
It’s an HTML5 world out there. The plug-ins that used to define the landscape of the internet—Flash, in particular—are a dying breed.
If those previous two sentences don’t mean anything to do: Congratulations! You are like most people. This guide is for you. It is a practical, logistical resource to take a peek at when a browser-based game doesn’t work.
Two weeks ago, I taught Gone Home (The Fullbright Company, 2013) for my “Frames, Claims and Videogames” course. I hadn’t played the game in quite some time, so, in the run-up to the course, I re-played it, searching through the house exhaustively, reminding myself of where every last note and prop was, re-acquainting myself with the ins and outs of everyone’s story. Taking some notes, it occurred to me that it would be nice if there was a guide to it online. Not just a guide to picking up all of the items that give you achievements, or something like that—there are plenty of those online, already. Rather, a guide to the stories Gone Home tells, and where exactly you can find the environmental elements that move those stories forward, and flesh it out.
Well, I guess it falls to me to create what I’m looking for. Again.
My guide to Liz Ryerson’s Problem Attic (2013) was just a walkthrough. This is a bit more, as I have specifically designed it to aid in things like class prep and analysis. It isn’t, by itself, analysis, but tends closer to that direction than the Problem Attic one does. (I’d place it roughly in the realm of my Virginia videos.) Enjoy!
Liz Ryerson’s Problem Attic (2013) is a classic of the personal games movement. It is also notoriously difficult, for a number of overlapping reasons. I have come to realize that there are no real walkthroughs of it online, to help players that might be interested in examining Ryerson’s game and seriously considering its themes, but simply cannot get through an especially tricky area without help. I have decided to rectify this, before I teach the game for a class.
If you are looking for pedagogical notes or analysis, be forewarned: there will be none of that in in this post. This is a walkthrough, pure and simple. I’m planning on posting something more genuinely analytical on this game in the weeks ahead, but first I thought I’d do the world a public service. (If only making walkthroughs was something one could put on a CV…)
I am very pleased to announce a new page I’ve added to the “Teaching” section of this site: “Practical Pedagogical Notes on Games.”
Let’s assume, for a moment, that you are an educator. You’d like to introduce videogames into the class you’re teaching. Perhaps it’s a course on new media, or digital storytelling; perhaps you’d like to include a section on games in an Intro to Film course, or an Intro to Mass Communication course. Whatever the case, you find yourself faced with practical matters. What games should you assign, and how should you prepare students to play them as part of their coursework?
Perhaps the relevant scholarship on games you are familiar with all came out some time between 2004–2011. You’re not sure if the games discussed in those readings are still readily available, and if they’ll work on your students’ newly-purchased computers. Who has time to troubleshoot such things while lesson planning? Perhaps you’re looking for tips on games students can play for free, or games they can play without installing anything on their computers. Perhaps you’re looking for tips on how many games you can assign as a week’s worth of homework. Just how long do games take to play, anyway? Has anyone reliably timed such things? And what about content warnings? Everybody seems to want those, these days …
Well, fret no more! The “Practical Pedagogical Notes on Games” section of this site now provides my guide for answering such questions.