Course outline. Code: SGD213 Title: Professional Game Programming

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1 Course outline Code: SGD213 Title: Professional Game Programming Faculty of: Arts and Business School of: Communication and Creative Industries Teaching Session: Semester 1 Year: 2016 Course Coordinator: Vikram Saran vsaran@usc.edu.au 1. What is this course about? 1.1 Course description In this course, you will apply the programming skills learnt in SGD203 to Unity, and the C# programming language. Unity is a professional game development environment, used widely in the industry, and C# is one of the most commonly used programming languages within and beyond game programming. Concurrently, you will begin to develop the essential soft skills required to excel as a game programmer within a multi-disciplinary development team. 1.2 Course content The Unity/MonoDevelop development environment The C# programming language Debugging, formatting and commenting code to a style guide Implementing a character controller, collision detection, and basic animation in Unity. Communicating technical programming concepts with programmers and non-programmers. Writing a technical specification, including architectural diagrams. Working from a technical specification. Using (game) programming patterns appropriately. 2. Unit value 12 units

2 Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: Analyse, evaluate, and develop programs in the C# language. Work in a structured and modular manner, consistent with the needs of a team development environment. Communicate programming concepts with simplicity and precision when collaborating with non-programmers, both verbally and in the form of a technical specification. Develop code to specification within the Unity Development Environment. You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: 3 Creative and critical thinkers. Empowered. 1, 2 and 3 Engaged. 2 Empowered. Engaged. 3 Creative and critical thinkers. Empowered. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions 4.2 Pre-requisites SGD203 or ICT Co-requisites 4.4 Anti-requisites 4.5 Specific assumed prior knowledge and skills N/A 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 Page Assessment tasks Task Assessment Tasks No. Individual or Group Weighting % What is the duration / length? When should I submit? 1 Code clean-up Individual 30% N/A Friday, Weeks 4,6,8,10 & 12, 5pm 2 Developing a Client Requirements Specification 3 Implementing the Client Requirements Specification Group 30% 1500 Words & Architecture Diagrams Individual 40% 500 Words & Code Artefacts 100% Friday, Week 7, 5pm Friday, Week 13, 5pm Where should I submit it? Blackboard Blackboard Blackboard Assessment Task 1: Code clean-up Goal: When working in a structured team environment, you will inevitably work on programs written by other programmers, and they will work on yours. Poorly written code results in inefficiency and confusion. In this task, you will evaluate and debug flawed code, follow a specified style, and provide useful comments where necessary. Product: You will debug, format, and comment the 5 pieces of flawed C# implementations of game programming patterns provided. Format: Each piece of debugged code must be submitted separately to Blackboard, by the end of weeks 4, 6, 8, 10 and 12, respectively. Each sub-task is weighted evenly, and worth 6% of the total weighting for the course. This is an individual task. Criteria: Adherence to the provided coding standards. Functioning of code. Clarity of commenting. Efficiency of code. Generic skill assessed Skill assessment level Problem solving Introductory Communication Introductory Assessment Task 2: Developing a tech spec Goal: Product: Format: Miscommunication within a team, especially between programmers and nonprogrammers, often leads to inefficiency, confusion, and programs which do not perform as expected. In this task, you will develop a client specification document, which simply and precisely translates "client-speak" into "programmer-speak". You must not only distil the client's expectations, you must also describe the technical requirements of the project, adding structure to the process (architecture) and reducing the likelihood of miscommunication. You will communicate with a game designer, and produce a technical specification document, outlining the inputs, outputs and essential processes of a module of code, which meets their expectations and needs. The specification document should be as descriptive as necessary, but as concise as possible, 3-4 pages, including relevant architecture diagrams (in any consistent format

4 Page 4 of your choice, such as UML). Examples will be provided in class. This is a group assessed task. Criteria: Verbal and written communication of development requirements. Specifically: Accuracy of communication. Clarity of communication. Brevity of communication. Generic skill assessed Skill assessment level Communication Developing Organisation Introductory Assessment Task 3: Implementing a tech spec Goal: Developing a client requirements specification clarifies the expectations of the client as well as the technical requirements of the project. In this task, now implement a portion of C# code accordingly, within the Unity 3D Game Engine. Product: You will produce C# code in a Unity project as a group, however individuals will allocate themselves specific functionality within the requirements. Format: This is a group task with individual assessment. You will work with the rest of your group from Assessment Task 2 to ensure that your sections of code interact with the rest of the project as expected. Submit the project as a group, and each individual will also be required to submit their own self-assessment. Criteria: Functioning of code. Adherence to the provided coding standards. Clarity of commenting. Efficiency of code. Critical self-evaluation. Generic skill assessed Skill assessment level Problem solving Developing Organisation Developing 5.3 Additional assessment requirements SafeAssign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day

5 Page 5 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus computer lab: 3 hours per week 6.2 Teaching semester/session(s) offered Semester Course activities Teaching What key concepts/content will I Week / learn? Module What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities 1 Course overview and the Unity development environment 2 Modular programming and the C# programming language 3 How to code like you have OCD (and why you should) debugging, commenting and formatting code Communicating programming concepts with non-programmers 4 Friday, 25 th March Good Friday Public Holiday Unity a brief run through Scripts in Unity C# Variables, conditions, loops and comment. Reading a tech spec. Role-play activity Mid Semester Break 5 Software design patterns Examining some common patterns 6 Real world abominations applying modularity and design patterns 7 Implementing a character controller in Unity Working from a technical specification 8 Monday, 25 th April ANZAC Day Public Holiday 9 Monday, Implementing collision detection in Unity Global and persistent variables in Unity C# code for character controller Working from a tech spec, 1st Debugging Task, 2nd Debugging Task, 3rd Debugging Task C# code for collisions, 4th Debugging Task

6 Page 6 2 nd May Labour Day Public Holiday 10 Coding interactions with animations in Unity C# code for interacting with animations 11 Development workshop Development workshop 12 Development workshop Development workshop 13 Development workshop Development workshop Please note that the course activities may be subject to variation., 5th Debugging Task Independent development Independent development Independent development 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Game Programming Patterns by Robert Nystrom is required, with a free version available online at: Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. Whenever using computers for prolonged periods, take regular breaks and work in an ergonomic environment. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct

7 Page 7 Students with a Disability Faculty specific information LOCATING JOURNAL ARTICLES If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed. ASSIGNMENT COVER SHEETS The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. HELP: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible. DIFFICULTIES: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries and student support Student Central Building C Tel: Fax: studentcentral@usc.edu.au