- introduction -- game design & development
- brain storm(s) -- what is the name of the game?
- case study I -- applying game design patterns
- concept presentation(s) -- ideas & plan(s)
- game engine(s) -- comparative evaluation(s)
- case study II -- applying game design patterns
- urban game(s) -- interactive (smart) space(s)
- presentation of final assignment(s)
content(s)
The course gives an introduction in the design development of (digital) games. Attention will also be given to the analysis
and critical comparison of games, using game interaction patterns, as well as popular technologies for games, both online
such as flex / as3, and PC and console based games, including DirectX, XNA, and the Half Life 2 SDK.
Recommended literature: Bjork, S., Holopainen, J. (2005) Patterns in Game Design. Charles River Media,
Online reference(s):
goal(s) & attainment target(s)
The course aims at providing
- awareness of the application of games in education and learning
- familiarity the concepts and techniques of the design of (serious) games
- fluency in analyzing games using game patterns
- full literacy with developing casual games
Students are expected to have a sufficient degree of analytical insight, and will be stimulated to be creative in the design
and development of a game.
place in curriculum:
NM5 is an iadvanced course for NM students. It is relevant to NM4 (virtual environments), but is more analytical in its
approach, with respect to the critcal comparison of game mechanics, that is the conceptual structure of games, and the
chalenges offered to the player.. It is explicitly meant to be of interest also for students specializing in ST.
application area & motivating examples
Games increasingly become important in for example digital learning and corporate training. Games are appealing for both
conceptual reasons as well as their sensorial impact, due to the use of powerful multimedia technology. There seems to be
an increasing demand from the creative industry for young creative people with experience in game development.
teaching method(s)
The course will be organised around lectures, which will cover the theoretical topics and which will provide an introduction
to the various technologies used in game development. The assignments will consist of a series of basic exercises in
game design and a final assignment in which an actual game will be developed by a group of students.
In which the students are required to develop a moderately complex dynamic web application.
Regular feedback will be given in classroom sessions, and workshops, where students present their work as well as via
online comments or email. Grading will be based on basic assignments, the final assignment project with documentation,
as well as an essay in which a topic of choice, either technical or in relation the design or deployment of serious games, is
discussed in more depth.
special facilities:
computer lab & presentation facilities
topic(s)
- trend(s) -- current development(s) in gaming
- workflow(s) -- steps in game development
- game engine(s) -- comparative evaluation(s)
- classification(s) -- casual, serious, adventure, urban ...
- game pattern(s) -- mode(s) of interaction
- case studies -- applying game pattern(s)
- design issue(s) -- narrative(s) vs game play
NM5 target(s)
- skill(s) -- design, coding
- knowledge -- game engine(s), game (play) mechanics
- theory -- game development workflow(s)
- experience(s) -- construction of moderately complex game
- attitude - creativity, aesthetics, explorative
session(s)
- introduction -- game design & development
- brain storm(s) -- what is the name of the game?
- case study I -- applying game design patterns
- concept presentation(s) -- ideas & plan(s)
- game engine(s) -- comparative evaluation(s)
- case study II -- applying game design patterns
- urban game(s) -- interactive (smart) space(s)
- presentation of final assignment(s)
basic(s) -- game development
- mathematics -- testing skill level
- physicss -- exploring a physical model
- animation(s) -- re-make(s) of a classic, e.g. tetris
final(s) -- game development
- simulation(s) -- of natural or artificial system
- scenario-driven narrative(s) -- to promote collaboration
- augmented reality game -- using augmented/mixed reality technology
advice for the student(s)
Taking place at the end of your second year,
the
game development course should
be taken as an opportunity to demonstrate your
skill(s), and, as a
team effort,
to produce something worthwhile,
continuing on your earlier effort(s)
in the
virtual environments course,
possibly in combination with
hybrid world(s), the
creative application
taking place in the same period.
