Collaborative Design of Cross-Disciplinary Game Minors Based on the IGDA Curriculum Framework

Transcription

1 Collaborative of Cross-Disciplinary Minors Based on the IGDA Curriculum Framework Monica M. McGill Bradley University 1501 W Bradley Ave Peoria, IL mmcgill@bradley.edu ABSTRACT Due to the recent creation of game degree programs at postsecondary institutions, peer-reviewed literature on the curriculum planning process for game degrees at post-secondary institutions pales in comparison to the literature available for more established fields of computer science. At Bradley University, departments across colleges have worked collaboratively to create two crossdisciplinary game minors. The minors have been carefully crafted to nurture the growth of both media designers and software developers while simultaneously providing experiences for the students to experience multi-disciplinary teamwork. This paper details the creation of these two innovative game minors with emphasis on three aspects of the curriculum planning process: 1) their interdependencies, 2) their structure for supporting both and software development students, and 3) their reliance on the International Developer Association s curriculum framework. In addition, the author provides a summary of issues and concerns that arose during the curriculum planning process. Categories and Subject Descriptors K.3.2 Computer and Information Science Education; K.8.0 s General Terms Theory Keywords Curriculum, game, education, IGDA, framework, minor, interactive media, game design, game development 1. INTRODUCTION Digital games have become exceedingly popular and previous predictions of growth in revenue for the game industry projected it to rise to $65 billion in 2011 [1]. Despite the current global economic climate, marketing research by the NPD Group shows that online gaming for consoles and portable devices increased from 19 percent of market share in 2008 to 25 percent in 2009 in the US, revenue from sales in Canada grew 33 percent from 2007 to 2008, and the Australian video game market increased nearly 50 percent in 2008 over 2007 [8][9][10]. Additionally, according to Gartner research, revenue from games for mobile devices will grow at a compounded rate of 10.2 percent through 2011 [3]. This Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. ITiCSE 10, June 26 30, 2010, Bikent, Ankara, Turkey. Copyright 2010 ACM /10/06...$ high growth sector has seen a surge in the development of new games and game technologies. Academic institutions have become aware of this trend and are responding with degree programs and course revisions to meet the increased interest of students who want to pursue careers in game development. Though the literature on game curriculum continues to grow, only a handful of peer-reviewed articles discuss game degree program curriculum as either a case study or an analysis of a collective set of game degree programs [2][4][5][6][11][14]. Morrison and Preston reviewed material beyond formal peer reviewed articles and reported 22 full undergraduate game degree programs within the US [7]. Less than half of these programs are mentioned in formal literature and the majority has been created by or are housed in computer science departments [2][11][14]. At Bradley University, the Department of Computer Science and Information Systems (CS/IS), housed in the College of Liberal Arts and Sciences, and the Department of Interactive Media (IM), housed in the College of Communications and Fine Arts, have worked collaboratively to create two cross-disciplinary game minors, one in and one in Computer Technology. These minors have been carefully crafted to blend and nurture the growth of both designers and software developers while simultaneously providing experiences for the students to develop games together in multi-disciplinary teams. The purpose of this paper is to highlight the innovative nature of the curriculum and how the curriculum meets the specific needs of the different learner groups. The author first explains how the curriculum content was structured on the Curriculum Framework established by the Special Interest Group on Education for the International Developers Association (IGDA) [13]. This is followed by a description of the program, including how the process created opportunities for the two departments to contribute their expertise in planning and sharing resources. It concludes with a synopsis of several issues and concerns that were encountered during the curriculum planning process. This insight and analysis into the curriculum planning process can benefit post-secondary institutions that are considering adding collaborative game degree programs to their curriculum or expanding their software development focused programs to include a design track. 2. IGDA CURRICULUM FRAMEWORK The Special Interest Group on Education for the International Developers Association (IGDA) has developed a Curriculum Framework for institutions that are seeking to create a game program [13]. The most recent version, 3.2beta, was released in February This section highlights its 259

2 key components, then provides a brief description of how the minors map back to this framework. 2.1 Framework Recommendations This framework has two sets of guidelines that were used in the program creation, the core topics area and a section that defines the components of a strong program. The curriculum framework consists of nine core topic areas and a description of components of a strong program. Each are briefly summarized here to provide insight into the curriculum planning process Core Curriculum Topics The nine core topics as defined by the framework include the following: Critical Studies - criticism, analysis & history of electronic and non-electronic games. (p. 7) It includes two major subareas, Criticism and Media Studies. s and Society - Understanding how games reflect and construct individuals and groups, as well as how games reflect and are constructed by individuals and groups. (p. 9) - principles and methodologies behind the rules and play of games. (p. 12) This topic has the most breadth and depth of all the core topics. Programming - aspects of traditional computer science and software engineering modified to address the technical aspects of gaming. (p. 18) Visual - designing, creating and analyzing the visual components of games. (p. 21) Audio is defined as designing and creating sound and sound environments. (p. 23) Interactive Storytelling is defined as the traditional storytelling and the challenges of interactive narrative. (p. 25) Production - practical challenges of managing the development of games, (p. 27) Business of gaming - Economic; legal and policy aspects of games. (p. 30) Components of a Strong Program The framework also states that a strong post-secondary game program will consist of these additional components. An advisory board, and the advisory board should consist of local professionals, if they are available. Portfolio development for students to present their works to prospective employers and clients. Opportunities for students to intern with studios, companies and community organizations Extracurricular student groups for students to develop (not just play) games A speaker program to bring game professionals onto campus. Faculty with game industry experience. Dedicated labs and libraries for students to have access to hardware, software, and games Courses that require team-based projects comprised of both programmers and artists 2.2 Curriculum Development During the curriculum planning process, topics from the IGDA curriculum framework were emphasized. The topics were considered in light of two primary criteria: 1) the goal of creating a meaningful game program with a limited number of courses (fewer than seven) and 2) limiting the course load on faculty by leveraging existing resources. In light of these goals, the most critical components of game design that both the IM and CS/IS departments could effectively support were included in the curriculum. Table 1 highlights the primary topics from the framework that are included in the courses. Students in each minor will be taught and be able to apply the most critical components of each of the nine topic areas in the Computer course and in the Capstone course. The minor will cover topics in Visual, Audio, and Interactive Storytelling, while the Computer Technology minor will cover topics in Programming. The additional components of a strong program, as recommended by the framework, are also being considered to create additional opportunities for students. Several components are already in place for students, like portfolio development and a forum for demonstrating their work. Additionally, a new game development student organization has been created. 3. DUAL GAME MINOR At the onset of the curriculum planning process, the goal was to create a single minor consisting of courses that both CS/IS and IM majors could take simultaneously. With each department equally represented throughout the curriculum planning process, it became increasingly clear that only the rare student would be multi-talented in a way that would allow them to excel in both the design of the media and in the development of the software. For example, it would be difficult (but not impossible) for CS/IS students to have the art skills required to create 3D game art and it would be difficult (but not impossible) for IM students to have the programming skills required for game engine programming. It would also be unreasonable for faculty to instruct courses that required them to be skilled in both of these areas. Due to limited faculty resources, an option of having two instructors per course to meet the needs of these differently skilled students could not be considered. Two minors were then conceived with an emphasis on meeting the needs of both sets of students within interdependent and intertwining courses. The minor has also been crafted in a way that allows the multi-talented student with both media and software skills to have choices in their coursework. Each minor consists of 5 courses. Both minors begin with CS/IS and IM students together in the Computer course, and both culminate in students working in teams in the Computer Capstone Project course. The required, collaborative, bookend courses are the most significant component of the program. The Computer course introduces students to key aspects of the program, including the terminology, expected workload, and other foundational concepts that are critical for success in future courses. Students are also informed about the content of the final capstone project, which is to create a working game on collaborative teams. 260

3 Critical Studies s & Society Programming Visual Audio Interactive Storytelling Production Business of Gaming Computer Storytelling & Concepting for 2 1 Sound 2 1 Digital Animation I 2 1 Computer Graphics 1 1 Computer Mod 1 Engine Programming 1 Computer Capstone Table 1. Content of each course as it relates to the IGDA Curriculum Framework. The priority of topics covered and emphasized within each course is represented by a ranking of 1 through 3, with 1 representing major emphasis in the course and 3 representing less emphasis in the course. The program is designed as a three-semester sequence, and students start the program in the spring semester of their junior (third) year. Each minor has a unique set of prerequisites necessary for students to succeed. The minors are specifically designed for students who are already CS/IS or IM majors. However, it is possible for students majoring in other fields to meet the prerequisites and complete the minor. Figure 1 shows the course hierarchies for the minors. A description of each minor is provided in this section Entry Requirements The minor will be granted and controlled by the IM department and, due to limited faculty resources, will be limited to CS/IS students. Prerequisites for the program include two IM courses, Introduction to Interactive Media Authoring and Introduction to Interactive Media Development, and one art course, Two-Dimensional. Additional related courses (such as graphic design, theatre arts, or music composition) are also encouraged Minor Requirements As shown in Figure 1, minors are required to take three courses, Computer, Concepting and Storytelling for, and the capstone project course. Computer must be taken the first semester in the sequence and the Storytelling and Concepting course can also be taken concurrently or in the following semester. After completion of the and Storytelling courses, minors then choose from five courses. If a student meets the prerequisites for the programming courses, he or she can choose to take the Computer Modification, Computer Graphics or Engine Programming course offered by Computer Science. If a student would rather focus on, he or she can take the Audio and the Digital Animation I course if the prerequisites are met. Upon completion of the courses, students take the Capstone project with the Computer Technology students Coursework IM faculty will be responsible for teaching these five courses. A brief summary of the courses in this minor include: Computer : Understanding the atomic parts of the game (rules, mechanics, dynamics, etc), play mechanics, approaches to game design, creating ideas and fun, interface design, and some psychological design considerations. Spatial design, item and item manipulation, play testing, training, game tuning, and game player analysis will also be covered. Concepting and Storytelling for : Literary theory and narratology, theatre, story creation, discourse, and narrative in interactive media. This includes theory, branching trees (narrative and dialogue), and collaborative storytelling. Visual concepting of games will also be emphasized. Sound : Theoretical and practical audio design with an emphasis on music composition, field sound recording, studio tracking, aesthetic analysis of music, and electronic sound generation for games. Audio relating specifically to digital game technologies, such as 3D sound processing and generative audio structures, is included. Digital Animation I: Visual asset generation including 2D graphics and pixel art, 3D modeling, textures, character design and skeletal animation. Additional topics include procedural shading, lighting, and effects, optimizing art for game play and integrating game art. Computer Capstone Project: Advanced game development, including advanced design and game production concepts, integration of audio, visual, storytelling, programming, and design. Projects are developed within multi-disciplinary teams. Within this minor, students in this course are heavily involved in asset creation and integration, storytelling, and scene development. 261

4 Figure 1. Paths for degree completion for and Computer Technology minors. 3.2 Computer Technology Entry Requirements The Computer Technology minor will be granted and controlled by the CS/IS department. Prerequisites for the minor include Introduction to Programming (Java), Data Structures (Java), and Programming in C++, a one credit hour transitional course for transitioning students from Java to C Minor Requirements Like the students, students in the Computer Technology minor will first take the Computer course. One course, the Computer Modification course, can be taken concurrently with the Computer course. Minors then choose between the same four courses from which the minors choose with the same flexibility. Students in this minor will likely choose to take the Engine Programming course and the Computer Graphics course. A student could choose, however, to replace one or both of these with the Storytelling and Concepting for, Sound and/or Digital Animation I courses based on their own interests and based on whether or not the requirements for the course have been met. Upon completion of these courses, students take the Capstone project with the Coursework Computer is described in A brief summary of each of the three courses in this minor that the CS/IS faculty are responsible for teaching include: Computer Modification: Tools and techniques for programming interactive games and virtual reality simulations, development and modification of computer game engines. Event loops and execution threads, collision detection, multi-threading, performance analysis, multi-user games and networking are also covered. Engine Programming: Advanced tools, techniques and technologies for development of computer games and virtual reality simulations and modification of computer game engines. Computer Graphics: Introduction to the theory and implementation of computer graphics with applications in Computer Gaming. 2D and 3D graphics primitives and attributes, computer graphics software, and 3D object representations. As part of the Computer Capstone Project, the minors provide the software development skills and knowledge for their teams. 4. ISSUES AND CONCERNS One of the major issues that arose during this process was that there were no cross-disciplinary minors across colleges in place at the University. As the curriculum planning process ensued, there were no examples of how to create dependent minors or ensure that the minors would pass through the University approval process subcommittee. In advance of this process, conversations were held with the Provost about the initiative and the Provost was given progress reports. This did not eliminate the many issues that arose within the approval process. Additional pressure to pass the programs was provided by the division responsible for student enrollment. This proved to be a dual-edged sword, as many faculty on the approval committee felt pushed to rush through the approval process. Clear communication and support from both college deans proved to be the most critical tools in gaining approval. A taxonomy issue arose early in the process. The term development was interpreted as software development by some in the CS/IS department, while the IM faculty used development to define the entire creation of a game, including 262

5 game design, media design, and software development. This created some confusion at first. Additionally, terms often used by IM, like imaging, meant something different to the faculty in CS/IS. An effort was made to clarify these terms and avoid them altogether by agreeing to an alternative terminology that did not interfere with each field s taxonomy. The Computer Capstone Project course is an intense, authentic experience for both sets of minors. Both IM and CS/IS require their majors to participate in capstone projects. Students will be advised not to take both capstone projects during the same semester. Students who are IM or CS/IS majors and Minors will need to schedule their senior year with their advisor in a manner that eliminates the possibility for this conflict. An issue arose concerning the requirements for related minors. The CS/IS department also offers a CS minor. As it turns out, if a student who is not a CS major chose to minor in Computer Technology, by default the student would complete the requirements for a CS minor. This holds true for the minor and the IM minor. The duplicitous nature of the minors will be reevaluated annually. Finally, the ACM/IEEE CS2008 does not provide guidelines for game programs [12]. The CS/IS department has used CS2008 and other Computing Curricula guidelines in the past for the revision of their entire curriculum in an effort to create a solid program. It was difficult for some faculty to recognize that the IGDA is a legitimate professional organization and that the Curriculum Framework was a standard developed by leaders in both academia and industry. This issue was resolved by relying on the IGDA as appropriate and in context with the few sections of the CS2008 that mentions games. 5. LESSONS LEARNED AND FUTURE RESEARCH Beyond obvious political issues that arise in development of cross-disciplinary programs, issues arose specific to the development of the game minors. Many of these areas require extra time and effort to establish the programs successfully. Both departments must have a vested interest in the program, take a long-term view, and have committed faculty. Taxonomy, faculty and lab resources, platforms and environments, curriculum guidelines and framework are all issues that need to be considered. Convincing the University administration that the process is advantageous to both colleges is important, and the admissions department can play an important role in advancing the program. A spirit of collaboration (not competition) is necessary for initial and continued program success. Once the program is established, constant communication between departments will ensure that the success of the students remains a key priority. Future research includes a full assessment of the programs that is currently undergoing development. In addition to this, an inventory of the demographics, the number of students that the program attracts, and industry placement is being measured. 6. ACKNOWLEDGEMENTS The author wishes to recognize members of the program committee: Steven Dolins, Jim Ferolo, Jim Miller, Alexander Uskov, and Vladimir Uskov, with an additional thanks to George Brown, Theatre Arts, for his early involvement in the process and continued support, and to CFA Dean Jeffrey Huberman and LAS Dean Claire Etaugh for their exhaustive support. 7. REFERENCES [1] ABIresesarch (2006). Video Business to Double by 2011, Driven by Online and Mobile Gaming. [Research Release]. Retrieved on August 26, 2009 from [2] Coleman, R., Krembs, M., Labouseur, A., & Weir, J. (2005). design & programming concentration within the computer science curriculum. 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Paper presented at the Proceedings of the 3rd international conference on development in computer science education 263