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= Teachers =

=== Module Leader ===

* [[Dr Tanya Krzywinska]]

=== Additional Tutors ===

* [[Steve Jackson]]

= Course Background Information =

=== Location ===

''Brunel University''

=== Classification ===
Graduate level

= Course Description =

''Date syllabus written or revised:  January 2006''

===MAIN AIMS OF THE MODULE===
* Develop and deepen students’ understanding of conceptual game design practice and principles through the planning and execution of a large independent single game design for a particular platform;

* Apply a comprehensive knowledge of the types of rules and parameters used to structure games and gameplay to judge what is appropriate for that platform and game genre;

* Broaden students understanding of the formal, creative and aesthetic processes involved in the context of large design project. 

* Strengthen students’ ability to appraise in a sophisticated and theoretically informed way the conceptual design of a self-created game in formal, evaluative and critical terms.

===LEARNING OUTCOMES FOR THE MODULE===
The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

(A) Knowledge and Understanding
* of the processes involved in the conceptual development of a game design for a particular platform;
* of the formal, aesthetic and structural principles, based on relevant theories, operative in and underlying that design;
* of the factors that make for a positive and engaging gameplay experience.

(B) Cognitive (thinking) Skills
* organise creative ideas in the conception and execution of a conceptual game design project, involving independent judgement and assessing the viability of those ideas.
* appraise the principles of the self-made conceptual game design in critical and evaluative terms.

(C) Other Skills and Attributes (Practical/Professional/Transferable)
* be able to work effectively in an independent and self-motivated manner;
* be able to communicate ideas effectively and clearly in oral and written form;
* plan and time-manage effectively project work.

===MAIN TOPICS OF STUDY:===
How to formulate ideas for a large conceptual  game design project
How to evaluate the specific parameters of a given game platform and their impact on design.
How to plan a major design project
Explore theoretical and practical issues arising out of the design project process
Test out design ideas in workshops and seminars with peers and tutors.
Business contexts and entrepreneurialism within the games industry

===TEACHING AND LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF LEARNING OUTCOMES:=== 
These might include lectures, seminars, tutorials, practicals, workshops, laboratories, distance learning, projects or other methods (please specify).

* Lectures provide guidelines on designing games and managing a large design project, as well as on the business context of the industry.
* Seminars provide students with forum for discussing ideas for the large design project.
* Workshops provide students with the opportunity to engage with problems arising from the project design.
* Tutorials provide students with feedback on their progress and quality of work.
* Distance learning through collaborative online play develops communication skills and provides material for collective discussion.
* Participation in online forums enables staff and students to dialogue, share ideas and good practice.

----

The University expects student learning hours to be a notional 10 hours per credit awarded (ie a 20 credit module would involve notional learning time of 200 hours) including taught classes, private study, revision and assessment.  The University does not provide guidelines on the minimum number of contact hours per module because patterns of study, including the ratio of contact hours to self-study hours, are likely to vary across levels as learner autonomy increases.<br />
<br />
Please indicate below the distribution of learning hours across this module:<br />
<br />
50 hours taught classes plus tutorials.<br />
100 hours private study<br />
100 hours assessment preparation<br />
50 hours collective and solo gameplay activity<br />
<br />
<TABLE WIDTH=50% BORDER=1 BORDERCOLOR="#000000" CELLPADDING=7 CELLSPACING=0>
	<TR VALIGN=TOP BGCOLOR="#CCCCCC">
          <TD>ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE</TD>
          <TD>WEIGHTING</TD>
	</TR>
	<TR>
          <TD>One practical design project tailored to a specific platform, accompanied by a development diary</TD>
          <TD>40%</TD>
	</TR>
	<TR>
          <TD>One written evaluation of one of those projects (3000 words)</TD>
          <TD>40%</TD>
	</TR>
	<TR>
          <TD>One Oral presentation presenting evaluation of project (15 minutes)</TD>
          <TD>20%</TD>
	</TR>
</TABLE>

===INDICATIVE READING LIST:===

====1 ESSENTIAL READING====
''(*Purchase advised)''

Eric Zimmerman and Katie Salen, ''Rules of Play: Game Design Fundamentals.'' MIT Press, 2004.*
Chris Crawford, ''Chris Crawford on Game Design.'' New Riders, 2003.*
Richard A Bartle, ''Designing Virtual Worlds.'' New Riders, 2004. 
Andrew Rollings and Ernest Adams, ''Andrew Rollings and Ernest Adams on Game Design.'' New Riders, 2003.
Richard Rouse III ''Game Design:Theory and Practice.'' Wordware, 2001.

====2 RECOMMENDED READING====
Austin Grossman (ed.) ''Postmortems from '''Game Developer'''.'' CMP Books, 2003.
David Freeman ''Creating Emotion in Games.'' New Riders, 2004.
Guy W. Lecky-Thompson ''Infinite Game Universe: Level Design, Terrain and Sound.'' Charles River Media, 2002.

====3. OTHER====
EDGE magazine
Game Developer magazine
www.gamasutra.com
Randy Pagulayan et al., ‘User-centred Game Design’ www.microsoft.com/playtest/publications/user%20centered20game%20design.doc
Betty Edwards, ''The New Drawing on the Right Side of the Brain.'' Harper Collins, 2001.


[[Category:Courses]]