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The aim of this paper is to contribute both theoretically and methodologically to discussions on walking simulator video games. We base our reflection on results grounded in a video game design project conducted as part of our master's thesis. Our research perspective is rooted in pragmatist and constructivist theories of design, such as the epistemology of practice (Schön, 1983; 1992) and project-grounded research (Findeli, 2005). To define the player's experience, we relied on John Dewey's (1934) concept of aesthetic experience. In this context, an individual's experience is characterised as reflective, i.e., meaningful, introspective, creative, and situated. Our project consisted in designing a tailored reflective experience for a unique player--the designer's younger sister. This involved creating a playable prototype featuring gameplay characteristics that game theorists and critics might consider elements of a walking simulator. We describe how the player had a reflective experience both during her interaction with the game and thereafter. Adopting a reflective approach allowed us to better describe and appreciate the life-changing potential of simulators and to ultimately shed light on their capabilities, rather than concentrate on their limitations (Clarke, 2017). We therefore propose a new label, namely, "reflective simulator," as a way to contribute to theoretical discussions about walking simulators. This case study provides a methodological contribution to the field of game studies by describing and reflecting upon the theoretical anchors underpinning game design. [ABSTRACT FROM AUTHOR]

When Dear Esther (The Chinese Room, 2012) was released in 2012 as a standalone game, the new "walking simulator" genre name came into popular use. The term implies a banalization of game design while also missing the core characteristics of the games subsumed under it and, therefore, lacks epistemological value. Following this notion, we offer "ambience action game" as an alternative to provide an epistemological tool which enables researchers to appreciate the genre's cultural significance as a continuation of practices of atmospheric experience. The proposed term offers myriad starting points for analysis and future research by unifying well-received game studies theories with the barely recognized--at least in game studies discourse--philosophical theory of atmospheres. Consequently, this article is a contribution to an affective turn in game studies, which takes player experience beyond the act of play seriously. [ABSTRACT FROM AUTHOR]

This article examines walking simulators through the lens of video game genre study. Following Arsenault's (2011) thesis which theorized genre as the "temporary crystallization of a common cultural consensus" (pp. 333-334), it maps the shared horizon of expectations of the walking simulator. The first section presents an overview of genre theory in the field of game studies. The second part assembles a corpus of five iconic walking simulators based on a discourse analysis conducted in four gaming communities: scholars, journalists, designers, and Steam users. The third portion builds on this discourse analysis to conceptualize five clusters of "generic resources" (Gregersen, 2014) that synthesize the collective understanding of the walking simulator's generic experiences, which are then analyzed in the final segment with reference to one exemplar game of the corpus. Each analysis introduces a specific "generic effect" (Arsenault, 2011)--peacefulness, secretiveness, fatalism, everydayness, and self-reflexive distanciation--that contributes to ongoing efforts to outline the experiences of this genre. The conclusion ends with a brief discussion about the importance of transgeneric studies. [ABSTRACT FROM AUTHOR]