Gamescape Principles: Basic Approaches for Studying Visual Grammar and Game Literacy

Abstract

This paper propose s a new theoretical framework or visual grammar for analysi ng visual aspects of digital 3D game s, and for understanding more deeply the notion of Visual Digital Game Literacy . The framework focu ses on the development of a visual grammar by drawing on the digital literacy framework developed by Buckingham . It supplements and extends this framework by offering a more detailed account of how visual principles and elements in games can be analysed . In developing this visual grammar we draw theoretical ly on existing approaches within : the art s, history, film study, semiotic s, multimodal analysis, and game studies. We illustrate the theoretical and analytical framework by analysing samples of screenshot s and video clips collected from the online game “World of Warcraft ” (WoW) where we have conducted our online research. The research data is supplemented by ethnographic data (observation and interviews) collected during a game workshop where students, stu dying to become game designers, developed a number of games . The visual digital literacy framework we propose consists of five main major component s: Game scape Principles , Interpretation, Style, Experience s and Practices . For the purpose of this paper we emphasi se the gamescape principles dimension , which focuses on the analysis of the visual elements and principles. The framework will open for new way s of conducting in-depth analysis of the basic elements of 3D game s, as a means of better understanding visual digital media and game literacy. This can prove relevant for researchers and game designers (or those studying to become game designers), as it can provid e better conceptual and analytic tools for understanding the meaning of visual elements and princi ples in games. Furthermore, it is of relevance to researchers and educators as to understand how learners posses or can develop broader critical media literacies and visual digital literacies in education.