OCR LEVEL 3 CAMBRIDGE TECHNICAL

Transcription

1 Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN IT COMPUTER GAME DESIGN H/502/5671 LEVEL 3 UNIT 32 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10

2 COMPUTER GAME DESIGN H/502/5671 LEVEL 3 AIM AND PURPOSE OF THE UNIT This unit allows learners to explore the nature of the games industry and which elements make up a game concept. They will understand the history of computer games from the early versions through to the massive multiplayer games and the high end graphical games that currently exist. This will allow them to think about what the future may hold in terms of gaming. They will understand the concept of expansion packs and why these are so vital within the gaming industry in terms of additional revenue. They will understand the concepts of storyboarding a game concept which will include characters, motivations, objectives, game play and gaming environment. They will need to be taught about gaming documentation and be able to develop and use project planning methodologies. Learners will be able to present a game concept to stakeholders and understand the importance of a well planned presentation to a client. They will gain feedback from stakeholders and then use this feedback to improve their game concept. 2

3 Computer Game Design Level 3 Unit 32 ASSESSMENT AND GRADING CRITERIA Learning Outcome (LO) Pass Merit Distinction The learner will: The assessment criteria are the pass requirements for this unit. The learner can: To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: 1 Understand the principles of game design 2 Be able to generate ideas for a game concept 3 Be able to prepare game design documentation 4 Be able to present a game concept to stakeholders P1 describe visual style and elements of gameplay used in game design with some appropriate use of subject terminology P2 generate outline ideas for a game concept working within appropriate conventions P3 prepare design documents for a game with some assistance P4 present a game concept to stakeholders with some appropriate use of subject terminology M1 describe the history of computer gaming with regard to different genres of game play M2 generate a detailed plan for a game concept M3 create a project plan for the development of the game concept M4 gain feedback from stakeholders about a game concept D1 critically evaluate the use of expansion packs in game design D2 generate ideas for an expansion pack for a game concept D3 evaluate the importance of creating a high concept game document D4 improve a game concept based on feedback received from stakeholders 3

4 TEACHING CONTENT The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content. LO1 Understand the principles of game design visual style and elements of game play terrain, buildings and objects playing and non-playing characters 2D, 3D, first person, aerial, scrolling single player, multiplayer, massive multiplayer objectives of the game, (e.g. puzzles, challenges, rewards, goals) history of the genre of game play, arcade games, (e.g. space invaders, Galaxian, asteroids) PC games, (e.g. frogger, pacman) early console games, (e.g. Zelda, golden axe) later high resolution console games 3D and mobile games changes due to development of hardware and software availability of on-line games. expansion packs purpose of expansion packs - addition to existing games e.g. to provide: new game areas new weapons new objects extended storyline added revenue for game makers issues with cost of game extras that need to be purchased to continue/add to play. LO2 Be able to generate ideas for a game concept genre of computer game, (e.g. action, adventure, puzzle, role play, strategy, educational) saleability of games depending on genre game genres, overview of the game, objectives, characters, plot/script/story/environment intended interface(s) platform audience in terms of age, gender, serious verses casual gamer, playability obtaining feedback from potential audiences on what games they like and why investigation of ideas for expansion packs for the planned game use of planning methods, (e.g. storyboard, moodboard, conceptual art, script) outline game design consists of: brief description of the game genre intended audience, (e.g. age, gender) usually illustrated with images and words to walk the reader through the concept of the game should provide reader with a clear indication as to what the game is about, how it will be played and how exciting it will be detailed game design consists of: high concept, (e.g. selling point of the game) detailed game description including genre detailed description of characters number of players environment the game will be played in games platform to be used project plans consist of: purpose identification of phases and activities resources required for each phase/activity timescales review points, (e.g. milestones, checkpoints, deadlines) use of appropriate and available software. LO3 Be able to prepare game design documentation game design documentation should include: instructional design game design art programming instructional data analysis logistics types of design documentation high concept used as a sales tool communicates rapidly and clearly the idea of the game 4

5 Computer Game Design Level 3 Unit 32 should contain a hook statement to attract interest two to four pages long takes about 10 minutes to read game treatment 20 to 30 pages long contains concept art, mock up screen shots, character information brief description of the overall story analysis of competition and why this game would be better an overview of how the game will look and play spelling and grammar checking and version control within game design documentation identifying unique selling points, genre and audience, market research creation and maintenance of a project plan including timescales, milestones and contingencies legal implications, (e.g. copyright in terms of characters etc) ethical implications,(e.g. game addiction, age restrictions). LO4 Be able to present a game concept to stake holders presenting style depending on the game concept most suitable presentation method depending on size and location of audience audio visual skills clarity of speech body language feedback methods, (e.g. questionnaire, interview, opinion poll ) communication skills verbal written questioning techniques listening techniques acting on feedback gained to create improvements, (e.g. visual style, elements). 5

6 DELIVERY GUIDANCE Understand the principles of game design Learners must be taught about the visual styles of a game and the elements that make up that game. This can be using video clips of games from online screen captures (this could be from YouTube or captures that have been performed by the centre). Learners should then play various different games across different platforms, with the set objective of looking at the environment of the game play and the characters within it (this could be set as homework). They should look at the objective of the game and should look at a variety of games including single player and multiplayer and the genres of the games. If possible learners may wish to play on various different consoles and emulators can be used in order to look at old games and the graphics and game play they used from 2D, 3D first person scrolling games and aerial game play. Learners should be looking at the gaming terrains that are used and the renderings of buildings etc. They should also look at not only playing characters but non playing characters that add to the game play and design. Learners may be split into teams and given different games to look at with different objectives and look at how these objectives are achieved within the game; they may then feed back to the rest of the group. If possible a visit to The Museum of Computing could be arranged to look at the history of computer games, the genres and the graphical enhancements e.g. basic scrolling games through to present day games using 3D engines. It would also be useful to get visiting speakers or talks from older students to talk about how their experience of computer games has changed. Further work can be carried out using the Internet to research the history behind computer games. Learners can look at their own experiences in terms of the add on and expansion packs they have bought for the games they play this may include buying points or paying for monthly access to games. Learners could be split into groups and should research the cost of these in comparison to the original game and the motivation by the games industry to publish these. Groups could be given a list of games with expansion packs and points available and research using the internet or visiting game shops to obtain this information and then present it to the class to stimulate a discussion. (These expansions and points are used to keep the game fresh and expand its life span through access to extra items, characters, etc., to increase revenue over and above the original cost of the game.) Be able to generate ideas for a game concept Learners should be taught how to generate ideas for a game concept. This may be using questionnaires and interviews, which could be recorded, in order to understand what an audience wants from a game. They should carry out some research looking at sales figures for games to understand which genre sells the most units and who these players are and their social background, gender and age composition. Learners should be taught about add on and expansion packs (again it may be possible to get a visiting speaker who would show learners how much revenue can be generated from these game add ons ). They could look at games that are available and the expansions that are available for them and how this fits in with the overall game and creates more than just the basic game e.g. gaining access to better weapons, characters etc. Learners should be provided with examples of games design documentation and discuss the importance of preparing good design documentation e.g. to present to interested stakeholders to secure funding to develop their game concept. Be able to prepare game design documentation Learners should be taught how to prepare documentation appropriate to their audience as identified in the teaching content. The learners could be provided with examples of game documentation or directed to freely available examples on the Internet. They should be taught how to construct a mood board using images, colours and concepts, how to storyboard, how to produce conceptual art work (it may be possible to visit or gain access to a speaker who may show how these concepts work in real game conceptualisation). Learners could be provided with examples of project plans and then discuss why they are used and the importance of maintaining them in a class discussion. Group discussions could be used to discuss the importance of design documentation in particular the use of high concept and game treatment documents. Learners could discuss the issues surrounding legal and ethical implications as per the teaching content. Be able to present a game concept to stakeholders Learners should be taught how to present an idea,- they may be shown pitches from Dragons Den and The Apprentice (both good and bad) as examples. The group may watch an 6

7 Computer Game Design Level 3 Unit 32 individual pitch and then feedback on what is good and what can be improved in the pitch. Learners could listen to good orators from radio broadcasts in order to understand the importance of verbal communication, including listening and questioning techniques. Learners should be taught how to use technology to present e.g. constructing a good electronic presentation, but equally must understand how to present without the use of technology. Learners should be taught how to gain feedback which may be from understanding how to construct a questionnaire, opinion poll, or interview. Learners could practice this by gathering feedback on a game that they play (they should be encouraged to use differing samples in terms of age, gender, regular verses casual gamers). They should be taught how to collate and analyse feedback in order to be able to make improvements. 7

8 SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON ASSESSING THE SUGGESTED TASKS CHECK CONSISTENT USE OF CRITERIA/ CRITERION Assessment Criteria P1, M1, D1 For P1, learners must describe the visual style and elements of game play used in game design, using correct subject terminology. They could produce a report or presentation, supported by screen shots. The merit criterion M1 calls for a description of the history of computer gaming with regard to different genres of game play. Evidence must be supported by images and could be presented in the form of a report or presentation. For distinction criterion D1 learners should select a range (three or more) of expansion packs and critically evaluate them. The evidence could be presented as a video of the learner giving a presentation on their evaluation supported by copies of presentation slides or handouts. Alternatively they could produce a report or an information sheet. Assessment Criteria P2, M2, D2 For P2, learners must generate outline ideas for a game concept working within appropriate conventions. The evidence could be a video of the learner presenting their outline game ideas supported by copies of the presentation slides, a presentation document with relevant speaker notes, a promotional newsletter advertising the up and coming new game or a report. For merit criterion M2 learners must produce a detailed plan for a game concept expanding on the ideas outlined in P2. The detailed plan should include the listed items in the teaching content. The detailed plan will take the form of a written document supported by images. For distinction criterion D2 learners should expand on their detailed games plan from M2 and provide ideas for creating an expansion pack to enhance the game further. The evidence could be a video of the learner presenting their ideas for the creation of an expansion pack supported by relevant images as appropriate. Alternatively, learners could provide the presentation slides with speaker notes or produce a report. Assessment Criteria P3, M3, D3 For P3, learners must prepare design documents for a game, with some assistance. Learners should create a high concept games document and a game treatment document following the guidance within the teaching content. The actual documents will be presented as the evidence. The merit criterion M3 should be evidenced through a copy of the project plan. Learners could use project planning software; alternatively it could be paper-based. The project plan should contain the items listed in the teaching content. For distinction criterion D3, learners are required to evaluate the importance of creating a high concept game document. This could be in the form of a video of the learner presenting the evaluation supported by copies of documentation e.g. high concept game document, copies of presentation slides, handouts etc. or as a written report. Assessment Criteria P4, M4, D4 For P4, learners should present their game concept to stakeholders with some appropriate use of subject terminology. They should use the most suitable presentation method and style for the game concept. They should evidence this through their presentation which could be recorded, or supported by a witness statement. For merit criterion M4 learners must gain feedback from stakeholders about a game concept; this could be an extension of P4. They must include the feedback gained from stakeholders. For distinction criterion D4 learners must improve a game concept based on feedback received from stakeholders; this could be an extension of M4. Evidence could include a collation of the feedback and a description of the improvements made following this this would be evidenced through the revised game concept. SUGGESTED SCENARIOS Learners could create a game concept to promote healthy eating to primary school children. RESOURCES Access to research information, office software, graphic software. Homework may need to be set to research particular aspects via the Internet if the centre network restricts access to certain websites. 8

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