creative technology / new media
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NM5: game development

6700050 / project-based course, semester 4, 6 ects

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schedule-nm5.pdf / goal(s) / hint(s) / link(s)

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participant(s) / lab(s) / assignment(s) / NM5

  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)

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content(s)
NM5

course description -- nm5: game development

 The course description(s) are taken from the accreditation report Creative Technology (version 2.0).

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):

prerequisite(s);

NM3, NM4

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

course outline(s) -- nm5: 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).
NM5

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)


  • 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
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.
NM5

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)


  • 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
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.
NM5

lesson material(s)
Part of the lesson material will consist of literature treating the game development process, game interaction patterns, and issues concerning (cinematic) narrative(s) and game mechanics.

game development -- criteria


For the case studies, students will be invited to bring in material, including actual games as well as related information, such as game community sites.
NM5

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.
NM5

assignment(s)


There will a small number of assignemts, to be made by the students individually. The goal of these assignments is to provide a structure that assists the students in exploring the technology. As a basic assignemnt, students must develop a simple casual game on any of the follwoing topics:

basic(s) -- game development


  1. mathematics -- testing skill level
  2. physicss -- exploring a physical model
  3. animation(s) -- re-make(s) of a classic, e.g. tetris
For the final assignment(s) of the course, students are allowed to work indidually, or in groups of two or three (maximally) students. Work done in groups must be proportionally more challenging and complex. Students are encouraged to continue their explorations started in the virtual environments course, which listed the following options:

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
In effect, students will be encouraged to follow their own ideas, in for example implementing a game. For the final assignments, similar as in the virtual environments course, an effort will be made to develop interesting challenges in cooperation with the TXChange facility.
NM5

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.
NM5

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.
NM5

hint(s) for the instructor(s)

 Very likely, the student(s) will have more knowledge about actual game(s) and game play than the instrutor(s). That is not necessarily a bad thing, on the contrary, it allows the instructor(s) to actively involve the student(s) in the selection of case studies and the design of a game, giving the instructor(s) ample opportunity to exercise their skill(s) in supervision and monitoring progress, as well as (possibly) realizing their creative idea(s) in game design.
NM5

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

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