How Dungeons and Dragons Changed the Way We Play with Aaron Trammell (Duke UP, 2026)

Designing Historical Games for Classrooms: A Practical Guide for Educators (Routledge, 2026) is a complete introductory guide for designing analog games and interactive choice‑based historical texts for history classes. It is designed to support educators who want to design games or who want to guide and assess student game‑making projects in history class.

A geopolitical and legal history of the bestselling videogame Tetris—the stunningly successful game that began in a Soviet research lab monitored by the KGB. Tetris—the game that would take the world by storm—was formally introduced to the West in 1987, at a time when Soviet technology exports were minimal and the Berlin Wall was still standing strong. Far from being a capitalist cultural product, the game had actually been designed in a Soviet computer lab tightly monitored by the KGB, at a time when Ronald Reagan referred to the USSR as the “evil empire.” So, how did Tetris jump the wall to become such a blockbuster? And why does a US company, The Tetris Company (TTC), now own the game, when it was the property of Mother Russia? Why has TTC been able to monopolize both the shape of the pieces which predated Tetris and the very concept of an electronic puzzle game with falling pieces, which flies in the face of traditional copyright law? Why and how have Soviet socialists morphed into hardcore capitalists? In Soviet Blocks: The Bizarre Puzzle of How Tetris Embraced Western Values (MIT Press, 2026), Julien Mailland answers these questions and more, explaining the fascinating history of Tetris’ commercial success as a story of two systems radically opposed in histories, cultures, economics, and politics.

A provocative examination of the ways our economy has been rigged by financialization, and the importance of games to our dangerous political moment. In an age when capitalism feels like an unwinnable game, extreme reactionary ideas and politics are on the rise. The Hunger Games, Game of Thrones, Squid Game and much of reality TV are cultural reflections of a society of relentless, lonely competition, where each of us must become a player: a savvy risk-taker, a miniature corporation of one. But in a gamed economy we players feel played, and new forms of fascism promise harsh justice and revenge. This book theorizes the connections between the financialization of the capitalist economy, the gamification of our lives, and the rising threat of a uniquely twenty-first century form of fascistic politics. From vicious online swarmings to the QAnon conspiracy fantasy, from the siege of the US Capitol to the abuse of “free speech,” The Player and the Played: From Gamed Capitalism to 21st-Century Fascism with Max Haiven (MIT Press, 2026) analyzes the “playgrom” as a new form of extremist violence. Max Haiven explores how “derivative fascisms” both repeat and reinvent the terrors of the past in a financialized form. How have we learned to love the cheats who have power but loathe the cheats without it? It unpacks the worldbuilding (and world-destroying) urge of Silicon Valley. And it poses the urgent question: what is the antifascist game?

Despite decades of inflammatory rhetoric, the real risk of video games lies not in their violent imagery but in the ethical and political sensibilities they normalize. Video games reward speed, efficiency, control, and meritocratic mastery, training players to align with a technolibertarian worldview - one that celebrates individual will, technological power, and skepticism toward collective forms of governance. Rather than asking whether games produce violent individuals, we might more productively ask how they contribute to a commitment to radical capitalism and a belief in highly individualistic worldviews. In this unsettling work David Waddington traces the philosophical roots of technolibertarianism, founded on faith in technological progress and personal freedom. He identifies a darker turn in this thinking, animated by the ideals of Ayn Rand and her archetype of the "tech hero of capitalism." Many games, Waddington argues, invite players to inhabit this archetype, treating mastery, control, and relentless striving as moral virtues. While educational research often praises games for motivating students and fostering problem-solving, Waddington asks a deeper question: What kinds of people do games help us become? Drawing on Martin Heidegger and other thinkers, he explores whether gameplay expands human possibility or narrows it by habituating players to efficient yet restrictive systems. The Hidden Curriculum of Video Games (McGill-Queen's UP, 2026) critiques mainstream game design and educational technology, offering hopeful alternatives and examining reflective games that resist dominant gameplay logics. Written with clarity, passion, and philosophical depth, this thought-provoking work opens new horizons on technology, education, and the moral imagination of play.

Contemporary digital gameplay is only accessible by navigating an ecosystem of interfaces that support its computational nature. Account logins, controllers, and an assortment of menus, settings, and other peripheral-to-gameplay elements support a range of practical and necessary functions that result from the transformation of gameplay into digital gameplay, as well as broader shifts toward an increasingly networked and data-driven world. The games industry has adopted usability testing on top of play testing to evaluate how these interfaces may influence the accessibility and success of their game software, but how embedding gameplay within webs of software, hardware, and platform infrastructures impacts the medium, players, and production has not yet been fully explored.