Video Game Courses Gain Traction at SUNY Oswego

OSWEGO, N.Y. — Video games are becoming more than entertainment at SUNY Oswego, where growing interest in gaming is driving enrollment in related courses.

Jarrod Hagadorn, a visiting assistant professor in cinema and screen studies, has been expanding video game-focused classes that explore gaming as a form of storytelling and media.

“Storytelling helps us understand who we are as people,” Hagadorn said, describing video games as a natural extension of literature and film studies.

The rise of video game coursework reflects a broader shift in higher education, where digital media is increasingly recognized as both a cultural force and a professional pathway. As gaming continues to grow, universities are adapting to meet student demand and better reflect how people engage with media in their daily lives.

Jason Zenor, a professor of communication studies, said video games have become too widespread to ignore in an academic setting.

“Everybody is a gamer,” Zenor said. The average gamer has changed from mostly young and male to an equal gender split and an average age of 40. Zenor continued to say that this was because of the growth of mobile games.

Zenor teaches BRC 422: Video Game Theory and Analysis, a course that examines gaming through a social science lens. The class covers topics such as psychology, sociology, political science and economics, while also exploring how games shape culture and identity.

“We look at how people use games to understand themselves, how culture is built around them and the effects the industry has on society,” Zenor said.

While some parents remain skeptical about the value of studying video games, both professors emphasized that the courses focus on transferable skills.

Students analyze research, study media effects and, in some cases, learn production skills such as video editing and content creation. The curriculum mirrors elements found in traditional humanities and media programs.

“These are transferable skills,” Hagadorn said, noting similarities to English and film studies.

Zenor added that media literacy is a key reason video games belong in the classroom.

“We’ve always taught media courses not just for people who want to work in media, but because everyone consumes it,” he said. “Students need to understand the social and political effects as engaged citizens.”

Interest in the courses has been strong, with many filling within days of registration opening.

“When I teach it, it gets filled up,” Zenor said, noting that enrollment includes both dedicated gamers and students simply looking for an elective.

Hagadorn has seen similar demand, saying students are eager to study something that reflects their personal interests.

“The interest is incredible,” he said. “Students want to see their own passions reflected in what they study.”

Classes attract a wide range of students, from those deeply involved in gaming culture to casual players. This mix reflects the broader shift in gaming demographics, as the medium becomes more integrated into everyday life.

To support the growing demand, the university has invested in updated facilities, including a “CMA Game Lab” equipped with gaming computers and related technology.

The lab, funded through internal grants and campus investments, provides students with a space to engage with games both critically and creatively.

For many students, the courses offer more than just an elective. They provide an opportunity to better understand a medium that plays a major role in modern communication while building skills that apply across industries.

As video games continue to evolve, faculty at SUNY Oswego say their place in the classroom is becoming increasingly clear.