At IU we urge gamer students to pursue a traditional major, but to enhance it by taking the numerous game-related courses we offer. With those skills, students can then take several game-production courses (in Telecommunications) to gain experience and build their portfolios. The portfolio is further enhanced through game projects in extracurricular clubs like Hoosier Games. With hands-on game production experience alongside the skills of a traditional major, IU students are well-prepared for a game career and for the challenges of the 21st century economy.
- Telecommunications
- Effects of games on individuals and society; the game industry; game design.
- Communication and Culture
- Games and society; games as cultural artifacts; games as rhetoric.
- Informatics
- Games as programming applications; games and human-computer interfaces; games and artificial intelligence.
- Education
- Games for learning; serious games to change society.
In addition to the above, you might find game-related activity going on in many other places at any given time. Faculty in the School of Public Health and the Kelley School will work on serious games about health and business. Artists from the Hope and Jacobs Schools make interactive exhibits that are game-like. The Wells Library has hosted Game Nights and owns a giant chess set. Speaking of libraries, the Lilly Library holds a huge puzzle collection. Faculty in Economics, Political Science, and the Workshop on Political Theory often give talks on high-level, mathematical game theory. Psychologists and Cognitive Scientists use games and virtual worlds to study human cognition, perception, and emotion. Professors in the School of Library and Information Science examine games as data fields. It seems now that people in many diverse and varied departments have found themselves working with games - perhaps because gaming has become more prevalent in society.
To follow up on a particular interest, use the links in the side columns or email Edward Castronova at castro at indiana dot edu.










