samsonlonghair wrote:May I play Devil's Advocate?
This seems like a cool class, no doubt. It's good that you're considering your students wallets, but you're forgetting an even more precious resource: time.
In my English 204, I was assigned about fifty-ish pages of reading before each lecture. Did I actually set aside an hour three nights a week to read these pages? Negative. I walked into class and pretended to have read the material. Thank goodness for wikipedia. Most of my classmates didn't even put up the pretense; they just sat in silence. They didn't even bother to google Alexander Pope's Essay on Man, or Jean Racine's Phaedra let alone read them.
Now consider how much time you are asking of your students.
Some of the arcade games and platformers on your list can be played in fifteen minutes. Some of the RPGs, MMOs, and RTSs don't even get started untill you're more than one hour in.
Are you really going to assign your students to play WoW and Second Life in the same week? Are you really going to require your students to play Civ and Final Fantasy in two days? Bioshock and Half-Life in two days?
I grant you this much: playing video games is more fun than reading dusty literature. True. Playing the dullest video game is still more fun than reading Dostoyevsky's Notes from the Underground. Will your students commit several hours to playing these assigned games (on top of all the work necessary for other classes)? Probably not.
I suggest you consider how much time your students will realistically spend playing these games.
I don't expect students to spend more that 10-15 minutes with any of the required games, really. Just enough to get a feel for the design, gameplay, storytelling techniques, etc. They can spend more time if they want, they can play recommended games if they want, etc. It should be about 1-2 hours a week of playing, 25-75 pages a week of reading. Most weeks will be on the lower ends of those numbers. That is not unreasonable for a first year class, in my opinion.
If they don't read they won't do well since I assign reading quizzes (designed to gauge only if one did the most superficial reading of the text). They help weed out those who put in effort from those who don't.
