Overview
This unit builds on the foundation provided by the prerequisite unit to further develop your skills and knowledge in game design and development. You will learn about key elements of the game industry, platforms and genres. Through a combination of theory and practice, you will learn how to develop a game prototype, conduct an effective playtest, evaluate feedback, and revise a game’s design. You will also learn how to communicate game designs to others using appropriate documentation.
Details
Pre-requisites or Co-requisites
Prerequisite: MMST12017 Game Design
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from 'Have your Say' feedback
There is a perception that group work can result in some students doing more work than others. Although this is primarily a collaborative unit, attributing a greater portion of marks to reward individual contributions should improve student satisfaction.
The assessment criteria for each task will be reviewed and modified to ensure that students are fairly compensated for their individual contributions.
- explain key elements of the game industry, platforms and genres
- develop a game prototype, applying the theories, methods and process of game design
- playtest a game prototype, evaluate feedback, and revise a game’s design
- communicate game designs to others using appropriate documentation.
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical and Written Assessment - 30% | ||||
| 2 - Practical and Written Assessment - 30% | ||||
| 3 - Practical and Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 1 - Practical and Written Assessment - 30% | |||||||||||
| 2 - Practical and Written Assessment - 30% | |||||||||||
| 3 - Practical and Written Assessment - 40% | |||||||||||
Textbooks
Game Design Workshop: A Playcentric Approach to Creating Innovative Games, Third Edition
- 4th Edition (2018)
- Authors: Tracy Fullerton
- CRC Press
- Boca Raton Boca Raton , Florida , United States
- ISBN: 9781138098770
- Binding: Paperback
Additional Textbook Information
The textbook is a print on-demand title, and occasionally their are lags in the printing cycle which may result in delayed orders.
The CQ University library holds limited paper copies for student use, but a restricted digital version is also available.
A better alternative is to access a free digital eBook copy of the text through OReilly Safari Queue (create a free account with your CQUni student login credentials).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Adobe Creative Cloud Suite - http://www.adobe.com/au/creativecloud/buy/students.html. As a minimum, students will require access to Photoshop, Illustrator and Audition.
- Piskel - http://www.piskelapp.com. Available for Windows, Mac and also available Online (Browser-based). Also installed in CQU Labs.
- Twine - https://twinery.org current build (available for Windows, Mac and also browser-based)
- Unity3D - www.unity3d.com current build (minimum requirement Unity 2018.x)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
j.picton@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Review of game design basics
Chapter
Events and Submissions/Topic
Zoom session (mandatory): Welcome & Unit expectations
Date: Thursday 18 July 2019 @5pm
Week 2
Begin Date: 22 Jul 2019Module/Topic
The development team
Chapter
Events and Submissions/Topic
Zoom session (mandatory): Progress check - student teams
During this session students will pitch their existing game idea from MMST12017 Game Design quickly and informally in order to locate a partner (unless they have done so already).
Date: Thursday 25 July 2019 @5pm
Week 3
Begin Date: 29 Jul 2019Module/Topic
Self-promotion and networking
Chapter
Events and Submissions/Topic
Zoom session (optional): Progress check - student teams (finalised)
This session is mandatory for students who have NOT placed themselves in a team. Student teams MUST be finalised by the end of this session.
Date: Thursday 01 August 2019 @5pm
Week 4
Begin Date: 05 Aug 2019Module/Topic
The development life-cycle
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 12 Aug 2019Module/Topic
Gameworld considerations
Chapter
Events and Submissions/Topic
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
No classes
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 26 Aug 2019Module/Topic
Play-testing
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 02 Sep 2019Module/Topic
Fine-tuning your system
Chapter
Events and Submissions/Topic
Week 8
Begin Date: 09 Sep 2019Module/Topic
Fun, choice and accessibility: Creating inclusive games (fun for everyone!)
Chapter
Events and Submissions/Topic
Zoom session (mandatory): Team progress check
Date: Thursday 12 September 2019 @5pm
Week 9
Begin Date: 16 Sep 2019Module/Topic
The new game industry
Chapter
Events and Submissions/Topic
Week 10
Begin Date: 23 Sep 2019Module/Topic
Gamification: Games applied in other contexts
Chapter
Events and Submissions/Topic
Week 11
Begin Date: 30 Sep 2019Module/Topic
The future of games
Chapter
Events and Submissions/Topic
Zoom session (mandatory): Team progress check (pre-submission)
Date: Thursday 03 October 2019 @5pm
Week 12
Begin Date: 07 Oct 2019Module/Topic
Review
Chapter
Events and Submissions/Topic
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
The first assessment consists of two tasks:
- Game Video Pitch (Max 3 minutes), and
- Team Development Blog (Weeks 2-4)
Task 1: Game Video Pitch
Mode: Team task
Objective: Develop a three-minute video pitch to promote your game to potential partners, investors and team members, whilst generating 'buzz' (excitement) within the marketplace.
Constraints: Maximum length of video is 3 minutes. Completed video to be uploaded to a team YouTube or Vimeo channel.
Notes:
The game video pitch and all subsequent assessment tasks will relate to one of the following:
- further development of an existing Unity prototype game (e.g. a prototype created during MMST12017 Game Design);
- development of a brand new Unity game that your team will develop this term, or
- development of a text-based Interactive Fiction (IF) game using the free Twine game engine.
Constraints:
- Develop a video pitch for your game of between 2.5-3 minutes (must not exceed 3 minutes)
- Video must include both team members (either voice or face)
- Video must include artwork relevant to your game development
- Video is to be a 'general purpose' pitch which presents your game in an engaging, interesting but informative manner (the aim is to build excitement, generate interest & inform)
- The target audience for your video could include investors, publishers, potential development team members and gamers
- Completed video to be uploaded to a team YouTube/Vimeo channel (which your team must create before week 5)
- URL link to be uploaded using the Moodle Assignment 1 submission page
Examples:
Task 2: Development Blog (Weeks 2-4)
Mode: Team task
Objective: Maintain a weekly Moodle blog covering Weeks 2-4, and make at least 2x meaningful comments on another team's blog
Style: Informal writing (not academic), short video or audio.
Constraints:
- Use the supplied Moodle Blog Tool (found in the DGTL12009 'Assessment block')
- Create 1x blog post each week critically reflecting on your involvement in the team game development process
- Read and respond meaningfully to at least 2x blog posts from other teams (before Assignment 1 due date)
- Blog does NOT need to be written; video or audio responses are acceptable
- There is no minimum word length, but your blog posts should be meaningful (i.e. not just 'great work - love what you are doing' etc) and of sufficient length to cover your topic.
Weekly Blog Topics:
During weeks 2-4 you will briefly address the following, in addition to listing (dot points) what each member of the team has been working on.
- Week 2 - Free choice, but the recommended topic is What motivated you to select your team partner?
- Week 3 - critically reflect on your SWOT Analysis i.e. the process of selecting the game design for your team (i.e. what shaped your thinking; did you agree; how did you negotiate?)
- Week 4 - critically reflect on your role in the development of the game pitch video (i.e. explain how you both contributed?)
Free-choice Blog suggestions:
- What have you learned that you didn't know already?
- Relevance of your weekly tasks to game design theory
- Things that have inspired or motivated you (e.g. games, movies, books, TV, ideas)
- Challenges that you have encountered (i.e. which areas have proved the most difficult?)
- Problems that have arisen, and how you overcame them
- Research & development (i.e. what have you done to expand your knowledge of game development?)
- Examples of content that you are producing in support of the game
- Team dynamics
- Game development progress
You are not bound by these topics and can use one of your own!
Week 5 Friday (16 Aug 2019) 11:45 pm AEST
Two weeks after the due date (or submission date in the case of extensions)
The assessment criteria for Assignment 1 are summarised below:
- Game Video Pitch - Team Task:
- Team Task
- Deliver a complete game video pitch of between 2.5 - 3 minutes duration
- Video must meet the constraints defined in the brief
- Development Blog (Weeks 2-4) - Team Task:
- Team Task (both members to contribute)
- Complete one entry per week during Weeks 2-4 using the individual Game Development Blog on the unit Moodle site (located in the 'Assessment' block in the left-hand menu)
- Drawing from the designated blog topics, student teams are to critically reflect on their ongoing development
- Read and respond meaningfully to at least 2x blog posts from other teams before the due date. Responses must be meaningful (i.e. not just 'great work - love what you are doing' etc).
- There is no word limit for the blog posts, but they must sufficiently cover the topic
- Blog posts can be delivered in written; video or audio format
- Briefly list (dot points are fine) what each member of the team has been working on.
- Refer to the unit Moodle site for specific information about the expectations for your journal
- Allocation of marks:
- Game Pitch Video - 24 marks
- Development Blog (Weeks 2-4) - 6 marks
- Supplementary Notes:
- All media components developed for the finished game must be original (with the exception of code / scripts that are in the public domain)
- Any public domain code that you employ MUST be referenced correctly
- You must not use someone else's Intellectual Property (IP) within your work e.g. Star Wars is George Lucas' idea, not yours. Ergo, all components, or spin-offs from this universe, are also dependent on his IP
- Evidence of successful experimentation and innovation will result in higher marks
- Penalties will be applied for late submission, or failing to comply with assessment requirements
- Please refer to the DGTL12009 Moodle site for more detailed assessment criteria
- explain key elements of the game industry, platforms and genres
- communicate game designs to others using appropriate documentation.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical and Written Assessment
This assessment consists of two tasks:
- Game Design Document & Gantt Chart
- Development Blog (Weeks 5-7)
Task 1: Game Design Document (GDD) & Gantt Chart
Mode: Team task
Objective: Deliver a complete and accurate Game Design Document (GDD) and supporting Gantt Chart that provides a clear roadmap for your team's game development process.
Constraints:
- You must use the supplied GDD template
- You will be provided a link to an example Game Development Dashboard, which includes a Gantt Chart. However, you may create your own Gantt Chart if your prefer (a Gantt Chart MUST be included in your GDD)
Overview:
The Game Design Document (GDD) is a dynamic and evolving technical document (often referred to as the 'bible') which is constantly referred to, and shaped by, the game designer's interactions with development team members during the life of the project. It's important to recognise that there is no 'one way' to create a GDD. Often, the format chosen by game design teams is a matter of preference, or it could be enforced by company doctrine. Regardless of structure, the purpose of the document is to effectively communicate the game designer's vision for the game in terms of the mechanics, dynamics and aesthetics of game play. The information should be chunked into clearly defined and logical sections, which are easy to understand yet provide sufficient detail to inform the work of the cross-disciplinary team (artists, programmers, team leaders etc.)
"In broad terms, the purpose of documentation is to communicate the vision in sufficient detail to implement it. It removes the awkwardness of programmers, designers and artists coming to the producers and designers and asking what they should be doing. It keeps them from programming or animating in a box, with no knowledge of how or if their work is applicable or integrates with the work of others. Thus, it reduces wasted efforts and confusion." - Ryan 1999
Resources:
Resource 1. Google Drive GDD Template (editable)
- Download the GDD Template that I've created and use the template guide in the 'Assessment Resources' area of Moodle to help you populate it
- Upload the document to YOUR OWN Google docs workspace and get accustomed to working collaboratively with cloud-based documents
- You are encouraged to customise the visual aesthetic ('look and feel') of my GDD template to suit your own tastes
- Once uploaded, it is editable anywhere, anytime and a link can be provided to your tutor (or me) for feedback as your GDD develops
Link: Google Drive (editable GDD)
Resource 2. Student Exemplar GDDs
Within the DGTL12009 Moodle site you will find a hyperlink to an archive containing examples of previous student GDDs. Although the format, structure and software methodology is different to that for this year, they are indicative of the standard required to achieve a high grade.
Link: Student examples
Resource 3. Gantt Chart Template (editable)
Gantt Charts are industry standard project management tools which ensure milestones and key deliverables are produced in accordance within a scheduled timeframe. The Gantt Chart is used in conjunction with your GDD and provides team members and stakeholders visibility over the progress of your project (allows your team to quickly identify issues and mitigate risks before they derail your project).
Download the DGTL12009 Game Development Dashboard that I've created and customise the Gantt Chart component to reflect your team's proposed development timeframe. You are free to develop your own Gantt Chart, if you prefer, but you must include it (or an accessible link to it if it is cloud-based) within your GDD.
Link: Google Drive (DGTL12009 Game Development Dashboard)
Task 2: Development Blog (Weeks 5-7)
Mode: Team task
Objective: Maintain a weekly development blog covering Week 5-7, and make at least 2x meaningful comments on another team's blog
Style: Informal writing (not academic), short video or audio
Constraints:
- Use the supplied Moodle Blog Tool (found in the DGTL12009 'Assessment block')
- Create 1x blog post each week critically reflecting on your involvement in the team game development process
- Read and respond to at least 2x blog posts from other teams before the due date. Responses must be meaningful (i.e. not just 'great work - love what you are doing' etc).
- Blog does NOT need to be written; video or audio responses are acceptable
- There is no minimum word length, but your blog posts should be of sufficient length to cover your topic.
Weekly Blog Topics:
During weeks 5-7 you will briefly respond to the following topics, in addition to listing (dot points) what each member of the team has been working on.
- Week 5 - free choice
- Week 6 - free choice
- Week 7 - critically reflect on your role in the development of the GDD (i.e. how have you both contributed?)
Free-choice Blog suggestions:
- Relevance of your weekly tasks to game design theory
- Things that have inspired or motivated you (e.g. games, movies, books, tv, ideas)
- Challenges that you have encountered (i.e. which areas have proved the most difficult?)
- Problems that have arisen, and how you overcame them
- Research & development (i.e. what have you done to expand your knowledge of game development?)
- Examples of content that you are producing in support of the game
- Team dynamics
- Game development progress
You are not bound by these topics and can use one of your own!
Week 7 Friday (6 Sept 2019) 11:45 pm AEST
Two weeks after the due date (or submission date in the case of extensions)
The assessment criteria for Assignment 2 are summarised below:
- Game Design Document (GDD) & Gantt Chart - Team Task:
- Deliver a complete GDD, based upon the supplied document template
- Deliver a complete Gantt Chart for your team game (use the supplied Game Development Dashboard, or create your own Gantt Chart)
- The GDD and Gantt Chart must accurately reflect the technical design and proposed implementation for your team's digital game
- Both deliverables are required to meet the submission criteria
- Development Blog (Weeks 5-7) - Team Task:
- Team Task
- Complete one entry per week during Weeks 5-7 using the individual Game Development Blog on the course Moodle site (located in the 'Assessment' block in the left-hand menu)
- Drawing from the designated topics, students are to individually create 1x blog post each week critically reflecting on your involvement in the team game development process
- Read and respond to at least 2x blog posts from other teams (before Assignment 2 due date)
- There is no word limit for the blog posts, but they must sufficiently cover the topic
- Blog posts can be delivered in written; video or audio format
- Briefly list (dot points are fine) what each member of the team has been working on.
- Refer to the course Moodle site for specific information about the expectations for your journal
- Allocation of marks:
- Game Design Document (GDD) & Gantt Chart - 25 marks
- Development Blog (Weeks 5-7) - 5 marks
- Supplementary Notes:
- All media components developed for the finished game must be original (with the exception of code / scripts that are in the public domain)
- Any public domain code that you employ MUST be referenced correctly
- You must not use someone else's Intellectual Property (IP) within your work e.g. Star Wars is George Lucas' idea, not yours. Ergo, all components, or spin-offs from this universe, are also dependent on his IP
- Evidence of successful experimentation and innovation will result in higher marks
- Penalties will be applied for late submission, or failing to comply with assessment requirements
- Please refer to the DGTL12009 Moodle site for more detailed assessment criteria
- develop a game prototype, applying the theories, methods and process of game design
- communicate game designs to others using appropriate documentation.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical and Written Assessment
This assessment contains three tasks:
Review/Exam Week Monday (14 Oct 2019) 11:45 pm AEST
Review/Exam Week Monday (14 Oct 2019)
Two weeks after the due date (or submission date in the case of extensions)
The assessment criteria for Assignment 3 are summarised below:
- Published Game - Team Task:
- Team Task
- Completed game must be fully functional, play-tested and 'complete' in accordance with the GDD (i.e. as per Assignment 2)
- Completed game must be published and uploaded to the relevant game portal as specified in the assessment brief
- Uploaded game, where possible, must be open to public feedback
- Complete source files for the completed game and a link to the uploaded portal must be provided as part of the submission
- Marketing Strategy (Max 500 words) & Game Facebook Page - Team Task:
- Team Task
- Marketing Strategy must successfully address the brief criteria
- Game Facebook page must be linked to the live game, and open to public feedback
- Development Blog (Weeks 8-11) - Team Task:
- Team Task
- Complete one entry per week during Weeks 8-11 using the individual Game Development Blog on the course Moodle site (located in the 'Assessment' block in the left-hand menu)
- Drawing from the designated topics, students are to individually create 1x blog post each week critically reflecting on your involvement in the team game development process
- Read and respond to at least 2x blog posts from other teams (before Assignment 3 due date)
- There is no word limit for the blog posts, but they must sufficiently cover the topic
- Blog posts can be delivered in written; video or audio format
- Briefly list (dot points are fine) what each member of the team has been working on.
- Refer to the course Moodle site for specific information about the expectations for your journal
- Allocation of marks:
- Published Game - 24 marks
- Marketing Strategy & Game Facebook Page - 10 Marks
- Development Blog (Weeks 8-11) - 6 marks
- Supplementary Notes:
- All media components developed for the finished game must be original (with the exception of code / scripts that are in the public domain)
- Any public domain code that you employ MUST be referenced correctly
- You must not use someone else's Intellectual Property (IP) within your work e.g. Star Wars is George Lucas' idea, not yours. Ergo, all components, or spin-offs from this universe, are also dependent on his IP
- Evidence of successful experimentation and innovation will result in higher marks
- Penalties will be applied for late submission, or failing to comply with assessment requirements
- Please refer to the DGTL12009 Moodle site for more detailed assessment criteria
- develop a game prototype, applying the theories, methods and process of game design
- playtest a game prototype, evaluate feedback, and revise a game’s design
- communicate game designs to others using appropriate documentation.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
