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Department of Mathematics
SE 350 | Course Introduction and Application Information
| Course Name |
Game Design
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
SE 350
|
Fall/Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course introduces students to basic concepts and working principles in game design (and design in general). Built around a hands-on player-centric and iterative approach, students are required to develop a (digital or non-digital) game from concept to playable prototype as the course content is delivered to them on a week-by-week basis. Students will be exposed to both theoretical lectures and practical design challenges. Students will receive active guidance and support during the development of their game projects by their instructor and other advisors. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | In this course, students learn about the process of game development and use this information to develop their own games. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | General Introduction | Fullerton, Ch. 1 |
| 2 | Basic Elements and Building Blocks in Game Design I | Fullerton, Ch. 1 |
| 3 | Basic Elements and Building Blocks in Game Design II | Fullerton Ch. 2 |
| 4 | Working with formal elements I | Fullerton, Ch. 3 |
| 5 | Working with formal elements II | Fullerton, Ch. 3 |
| 6 | Working with dramatic elements I | Fullerton, Ch. 4 |
| 7 | Working with dramatic elements II | Fullerton, Ch. 4 |
| 8 | Story and Hero’s Journey | Presentation slides |
| 9 | Controller design and Game Feel | Swink, Ch 1, 2, 13 |
| 10 | Presentations | |
| 11 | Game Project I | Fullerton, Ch. 6-11 |
| 12 | Game Project II | Fullerton, Ch. 6-11 |
| 13 | Game Project III | Fullerton, Ch. 6-11 |
| 14 | Game Project IV | Fullerton, Ch. 6-11 |
| 15 | Play Day: Project presentations | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | Tracy Fullerton (2006). Game Design Workshop (2nd Edition). New York: Elsevier. Steve Swink, Game Feel. |
| Suggested Readings/Materials | Course slides and internet resources |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
40
|
| Project |
1
|
60
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
16
|
2
|
32
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
25
|
25
|
| Project |
1
|
45
|
45
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
0
|
||
| Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to have a grasp of basic mathematics, applied mathematics or theories and applications of statistics. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to use advanced theoretical and applied knowledge, interpret and evaluate data, define and analyze problems, develop solutions based on research and proofs by using acquired advanced knowledge and skills within the fields of mathematics or statistics. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to apply mathematics or statistics in real life phenomena with interdisciplinary approach and discover their potentials. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to evaluate the knowledge and skills acquired at an advanced level in the field with a critical approach and develop positive attitude towards lifelong learning. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to share the ideas and solution proposals to problems on issues in the field with professionals, non-professionals. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to take responsibility both as a team member or individual in order to solve unexpected complex problems faced within the implementations in the field, planning and managing activities towards the development of subordinates in the framework of a project. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to use informatics and communication technologies with at least a minimum level of European Computer Driving License Advanced Level software knowledge. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to act in accordance with social, scientific, cultural and ethical values on the stages of gathering, implementation and release of the results of data related to the field. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also environmental protection, worker's health and security. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to connect concrete events and transfer solutions, collect data, analyze and interpret results using scientific methods and having a way of abstract thinking. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in the areas of Mathematics or Statistics and communicate with colleagues in a foreign language. |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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