creative technology / new media
[] readme new(s) workshop(s) project(s) CA1 CA2 CA3 CA4 CA5 course(s) - creative exploration(s) / serious games / ethic(s) - resource(s) _ / .

talk show tell print

course outline(s) -- ethic: game development

outline(s) / schedule(s)


content(s)

In this part a more detailed discussion will be provided of topics, learning goals, materials used, and the actual structure of the course, as well as a sketch of the assignments given. Also references to releveant literature is provided, including online resources. At the end, advice for students following the course will be given, as well as hints for the instructor(s).

ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

course topic(s)
Following an example-based approach, an important part of the course should consist of case studies and small examples demonstrating idea(s) & concept(s) in game design and (novel) approaches in game development.

topic(s)


Although the course should focus on ideas and concepts, the actual game development should start as soon as possible, possibly continuing on the game developed for the honors track as suggested in the outline(s) of CA1.

ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective game(s).

NM5 target(s)


However, not only technical issues are important, but also the use of fantasy and creativty and aesthetics needed to explore (novel) forms of game play.

ethic(s) -- slide(s) / cycle(s)

.. / machine(s) / art(s) / change(s) / human(s) / reading(s) / material(s) / _ / .

ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

course structure


The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)


  1. introduction -- game design & development
  2. brain storm(s) -- what is the name of the game?
  3. case study I -- applying game design patterns
  4. concept presentation(s) -- ideas & plan(s)
  5. game engine(s) -- comparative evaluation(s)
  6. case study II -- applying game design patterns
  7. urban game(s) -- interactive (smart) space(s)
  8. presentation of final assignment(s)
The game development course may considered to be a follow-up on the virtual environments course, shifting focus from representational aspect(s) to issues of (narrative-drive) game mechanics and game play. Neverteheless, at some point a choice for one or more technologies will be made, The choice of a game engine and game platform will be dependent on, among others, available resources and students' (programming) skills.

ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

assignment(s)


ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

reference(s)
Apart from the book on game design patterns, a reference to a paper comparing game development to software engineering has been included, showing the analogy as well as difference(s) in project management and workflow(s).
  1. Teaching Software Engineering through Game Design
  2. Bjork, S., Holopainen, J. (2005) Patterns in Game Design. Charles River Media
  3. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.

online resource(s)
The online resources provide a random collection of links to items of interest, from one perspective or another.

resource(s) / NM5


Additional information will also be gathered during the course, by letting students take an active part in exploring game technologies.
[] readme new(s) workshop(s) project(s) CA1 CA2 CA3 CA4 CA5 course(s) - creative exploration(s) / serious games / ethic(s) - resource(s) _ / .

(C) Æliens 09/09/09
creativetechnology.eu