Run by School of Computer Science and Electronic Engineering
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Llyr Ap Cenydd
Overall aims and purpose
Good game design requires knowing what makes games fun. In this module you will learn core principles and theory of play and games and look at the varieties of play that can be designed in a game. Each week we will play and critially debate influential and successful games, working to understand how rules and mechanics create an immersive, fun experience. We will also consider the aesthetics of the game and the game world, the impact that narrative, character, players, visuals, plot and music all contribute to the game experience. Games are produced to entertain, and they are part of an entertainment industry and a modern gaming society. We will consider the designers role in and responsibility to that industry and society and the ethical issues it raises
- Principles and theory of games and of play
- Immersion, presence, flow
- History of video games and video game industry
- Relationship between games, culture and society
- Elements of games (narrative, aesthetics, dynamics, mechanics, players and audience)
- Video game genres
Equivalent to 40%. Uses key areas of theory or knowledge to meet the Learning Outcomes of the module. Is able to formulate an appropriate solution to accurately solve tasks and questions. Can identify individual aspects, but lacks an awareness of links between them and the wider contexts. Outputs can be understood, but lack structure and/or coherence.
Equivalent to the range 70%+. Assemble critically evaluated, relevent areas of knowledge and theory to constuct professional-level solutions to tasks and questions presented. Is able to cross-link themes and aspects to draw considered conclusions. Presents outputs in a cohesive, accurate, and efficient manner.
Equivalent to the range 60%-69%. Is able to analyse a task or problem to decide which aspects of theory and knowledge to apply. Solutions are of a workable quality, demonstrating understanding of underlying principles. Major themes can be linked appropriately but may not be able to extend this to individual aspects. Outputs are readily understood, with an appropriate structure but may lack sophistication.
Critically analyse a game in terms of narrative, aesthetics, game play mechanics and audience.
Analyse and present a game not studied in class.
Recognise the relationship between games, culture and society.
Understand and apply basic game principles and theory.
Evaluate relation of games to modern history of video games and video game industry.
|LOGBOOK OR PORTFOLIO||Portfolio||
Journal with weekly entries based on lecture topics.
|INDIVIDUAL PRESENTATION||Poster & Presentation||
Create poster on subject of student's choosing. Present poster and answer questions.
Teaching and Learning Strategy
1 x 1 hour lecture x 11 weeks
Weekly game sessions to play and analyse video gameplay and design, applying theory from lectures and seminars to published games
Research weekly topics, maintaining journal and assignments.
2 hour weekly workshop playing and analyzing games.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Knowledge and understanding of facts, concepts, principles & theories
- Use of such knowledge in modelling and design
- Analyse if/how a system meets current and future requirements
- Recognise legal, social, ethical & professional issues
- Knowledge and understanding of commercial and economic issues
- Specify, design or construct computer-based systems
- Evaluate systems in terms of quality and trade-offs
- Deploy tools effectively
- Development of general transferable skills
- Defining problems, managing design process and evaluating outcomes
- Specify, deploy, verify and maintain computer-based systems
Resource implications for students
There are no special costs for students on this module, but students are encouraged to buy the core texts.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ice-1800.html
Fullerton, T. (2014) Game Design Workshop: A Playcentric Approach to Creating Innovative Games. Boca Rotan, FL: CRC Press.
Salen, K & Zimmerman, E. (2003) Rules of Play. Cambridge, MA: MIT Press