MA C230 Game Prototyping

CATALOG COURSE DESCRIPTION

This course is intended for students that are interested in prototyping games for virtual reality, simulations, education and marketing. Topics include the game industry, game play, game based learning, game concept development, and game prototyping. Students will explore game prototyping through the hands-on projects using rapid prototyping software. The course outcomes include the development of an original game prototype that can be distributed in a web browser.

COURSE OBJECTIVES

Upon successful completion of the course, the student will be able to

1. examine and categorize the significant events in the development of the interactive game industry.
2. examine and categorize serious game genre.
3. evaluate selected commercial games, addressing; social content, historical significance, artistic technique and game based learning.
4. compare the processes of game art production, programming, production management, creating artificial intelligence, designing physics systems, and multi-user networking environments.
5. compare the foundations of learning theory, instructional design, learning outcomes assessment, and game based learning.
6. plan and create an electronic game prototype based upon game play, learning outcomes, controls, interface, and genre.
7. select original media and organize a game design pitch package for a serious game, including concept art sketches, level maps, high concept and learning outcome assessment plan.

DETAILED TOPICAL OUTLINE

1. A. Introduction to Gaming (A, C, D)
   1. 1. Game Fundamentals
   2. 2. History of Electronic Gaming
   3. 3. Interactive Game Genre
   4. 5. Game Literacy
   5. 6. Game Mods
   6. 7. Online Gaming
   7. 8. Emerging Game Technologies
2. B. Game Design (A, C, D)
   1. 1. Production Process
   2. 2. Game Concepts
   3. 3. Game Settings and Worlds
   4. 4. Story
   5. 5. Character Development
   6. 6. Interface Design
   7. 7. User Experience
3. C. Game Genre (A, C, D)
   1. 1. Action Games
   2. 2. Strategy Games
   3. 3. Role-Playing Games
   4. 4. Sports Games
   5. 5. Vehicle Simulations
   6. 6. Management Simulations
   7. 7. Virtual Reality Game Simulations
   8. 8. Design Visualization Simulations
   9. 9. Adventure Games
   10. 10. Puzzle Games
   11. 11. Educational Games
   12. 12. Advergames
   13. 13. Casual Games
   14. 14. Massively Multiplayer Online Games
4. D. eLearning (B, E)
   1. 1. eLearning Systems
   2. 2. Media Based eLearning
   3. 3. Web Based eLearning
   4. 4. Measuring eLearning Outcomes
   5. 5. eLearning Instructional Media Production
   6. 6. Constructivist Content Creation Models
   7. 7. Problem-Based eLearning
5. E. Serious Game Based Learning (E, F)
   1. 1. Cybersociology
   2. 2. Semiotic Domains
   3. 3. Learner-Centered Environments
   4. 4. Amplified Output
   5. 5. Nonlinear and Parallel Processing
   6. 6. Multi-Modal Interactivity
   7. 7. Systems Simulations
   8. 8. Immersive Learning
   9. 9. Learning Domains and Game Genre
   10. 10. Persistent Models
6. F. Serious Game Design (E, F, G)
   1. 1. Learning Goals
   2. 2. Gameplay
   3. 3. Design Concept
   4. 4. Content
   5. 5. Elements
   6. 6. Learning Outcome Assessment
7. G. Game Prototyping (F, G)
   1. 1. Prototyping Tools
   2. 2. Scenes and Levels
   3. 3. Character Assets
   4. 4. Environment Assets
   5. 5. Interface
   6. 4. Scripting and Interactivity
   7. 5. Managing Data
   8. 4. Lighting
   9. 6. Camera
   10. 7. Rendering
   11. 6. Distribution

METHODS OF PRESENTATION

Course instructional methods may include but are not limited to

1. Lectures
   Example: A lecture explains how to design a game interface to best suit a targeted user.
   
2. Discussion
   Example: Students use a constructivist collaborative discussion approach to develop a team design concept.
   
3. Gaming
   Example: Students evaluate serious games through in-game experiential activities.
   
4. Case Study
   Example: Students research and present a post mortem report on the production of a commercial game.
   
5. Critique
   Example: Students evaluate commercial game titles.
   
6. Design Problem
   Example: Students solve a project-based design problem by creating an original game prototype.

ASSIGNMENTS AND METHODS OF EVALUATION

Assessment of student performance may include but are not limited to

1. Discussion Assignments (A - G )
   Example:
   Students use constructivist collaboration to develop a team design concept and perform self-assessments using a rubric.
   
2. Research and Writing Assignments (A - E )
   Example
   Students will evaluate and critique commercial game productions. (A – I)
   
3. Projects (A - F )
   Example:
   Students work collaboratively in teams to solve Game Prototyping Project Problems.
   
4. Case Study (A, C, D)
   Example:
   Students research and present a post mortem case study of a commercial game.
   
5. Design Project (A – G)
   Example:
   Students plan and produce a Serious Game Prototype.

REQUIRED TEXTS

Reading assignments are required and may include but are not limited to

1. Kiggens, J. R. (2005). Get Serious with Virtools Dev. Weldon, CA: Media eBook.
2. Rollings, A. and Adams, E. (2003). Andrew Rollings and Ernest Adams on Game Design. New York: New Riders.
   

5.19.2005

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