Ensemble Studios
Company
2 documents in the library are about Ensemble Studios, from writers such as DiGRA and European Conference on Games Based Learning (ECGBL). Each has a summary and key insights with the page they come from.
Connections
Each row is a game or company named alongside Ensemble Studios, each column a document, oldest first. A mark means that document names it. Select a row to see those documents.
Documents about Ensemble Studios
Mythic Alternatives: Mythological Mechanics Beyond Violence
This paper examines how mythological video games can move beyond their dominant reliance on combat and violence to model other aspects of mythic narrative through gameplay mechanics.
- Violence is the default mechanic in mythological video games, a pattern the authors tie both to mainstream gaming trends and to the violent episodes found in many myths themselves.
- The paper argues that games can move beyond combat by translating mythic motifs into core mechanics, and it surveys five categories: metamorphosis, heroism, extraordinary movement, dying and rising, and interactions between gods and mortals.
- Heroism is modeled through systems such as the kleos meter in Warriors: Legends of Troy and the aristeiai in A Total War Saga: Troy, which represent the exceptional, exemplary hero.
Rewriting History: How Digital Games Are Revolutionising NSW Secondary History Classrooms
Digital games are increasingly present in New South Wales secondary History classrooms, but their adoption is constrained by unequal access, limited teacher preparation, and an uncertain policy stance.
- Digital games are already widespread in NSW secondary History classrooms: every one of the 18 surveyed History and Geography teachers had used them at some point, with Kahoot!, Blooket, and Minecraft among the platforms named.
- The main barriers to adoption are structural rather than motivational, with device access, especially inequity under bring-your-own-device (BYOD) arrangements, cited most often, followed by insufficient professional development and low teacher confidence.
- Most respondents did not see student interest as a barrier, suggesting the challenge lies in provision and support rather than learner reception.
