Game Development Fundamentals

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1 Game Development Fundamentals Levels: 9-12 Units of Credit: 0.5 CIP Code: Core Code: , , Prerequisite: recommended Computer Programming 1, Digital Media1 Skill Test: 896 Game Development Fundamentals Industry Certifications: MTA: Gaming Development Fundamentals Course Description This course is designed to provide students with knowledge and project based experience of fundamental gaming development concepts relating to STEM. These concepts include game design, scripting, creation of digital assets, graphic resources, animations, understanding hardware, problem solving, critical thinking, collaboration, and project management. Standard 1: Video Game History Students will understand the relevant history of video games. Objective 1: Relevant History -- The student will be able to discuss the relevant history of gaming including; arcade, console, computer, mobile, and modern devices. a. Identify Key figures and designers in the history of gaming (Ralph Baer, Nolan Bushnell, etc.) b. Identify early games (Pong, Pacman, Donkey Kong, Space Invaders) c. List important milestones in gaming Objective 2: Game Ratings -- Students will be familiar with the ESRB ratings categories. a. Understand child and youth ESRB ratings: ec - early childhood, E - Everyone, E Everyone 10 and up, T - Teen b. Understand what makes the adult ratings: M - Mature, AO - Adults only, RP - Rating pending Standard 2: Communication Features and Game Interface Design Students will be able to apply communication features and game interface design. Objective 1: Game Design and Functionally -- Students will understand the design concept and importance of game functionality. a. Understand game feedback to user (defeating enemies, earning points, reducing health, specific sounds, winning screen, points earned, life lost, etc.) b. Understand game control for user (moving, implementing power-up, jumping objects, switching view, collecting objects, etc.) Objective 2: Design Feedback -- Students will understand the design feedback concepts. a. List game strategies b. Understand duration c. Describe game success Revised August 2015 Page 1

Development Fundamentals 98-374 Course Description This course is designed to provide students with knowledge and project based experience of fundamental gaming development concepts relating to STEM.

2 Objective 3: Design Control -- Students will understand the design control concepts a. Understand design functionality b. List usability in design control c. Describe accessibility d. Understand immersion e. Describe design aesthetics Objective 4: Player View -- Students will understand the importance of "Player View" in game design a. Understand the following view options: Two dimensional Isometric First Person Third Person Top down Objective 5: Interface Elements -- Students will understand the classifications of interface elements a. Understand diegetic & non-diegetic elements b. Understand spatial elements c. List meta Standard 3: Game Platforms Students will be able to identify various gaming platforms and develop at least one game on one of those platforms. Objective 1: Consoles and Generations -- Students will be able to identify console and console generations. a. Describe Atari and its generations b. Describe Nintendo and its generations c. Describe Sega and its generations d. Describe Playstation and its generations e. Describe Microsoft and is generation Objective 2: Computer Platforms -- Students will be able to identify computer platforms and features. a. Identify Windows features b. Identify Macintosh features c. Identify Linux features Objective 3: Mobile Platforms --Students will be able to identify and describe mobile platforms and features. a. Identify phones and describe features (Android, ios, Windows) b. Identify tablets and describe features (Android, ios, Windows) c. Identify Nintendo and describe features (Gameboy, DS, 3DS) d. Identify Playstation and describe features (PSP, Vita) Revised August 2015 Page 2

Understand the following view options: Two dimensional Isometric First Person Third Person Top down Objective 5: Interface Elements -- Students will understand the classifications of interface

3 Standard 4: Game Genres and Types Students will review and identify various game genres and types and develop at least one game using a game genre. Objective 1: Game Genres -- Students will be able to identify the following game genres: Action, Adventure, Role playing (RPG), Simulation, and Strategy. Objective 2: Game Types -- Students will be able to identify the following game genres: single player, two player, multiplayer competitive, multiplayer cooperative, team based. Standard 5: Game Design Production Cycle Students will be able to create a Game using the Game Design Production Cycle Objective 1: Implement Project Management -- Students will be able to implement project management (such as Agile, Scrum, etc.). a. Create an analog or digital prototype version of a game. b. Create a game using the design production process (Concept, Pre-production, production, postproduction) c. Work in a team (designer, programmer, project manager, graphic artist, etc.) d. Utilize project management skills (Personal needs match group goals, roles for leaders and members are well structured, social interaction is a positive thing, goals are clear and focused, group members get along and support each other, etc.) e. Develop a concept with considerations for plan, cost, and time Objective 2: Game Concept Development -- Students will be able to develop a game concept. a. Create a game proposal - "Pitch Document" (components include: goal, characters, environment, obstacles) b. Create storyboards c. Sketch and plan characters d. Build an overall blueprint Objective 3: Pre Production (Design) -- Students will be able to design documents as part of the Pre- Production (Design) of the game. a. Write a script - writing the storyline script b. Design the game, including rules c. Game Design Document (components include: game title, genre, game type, brief description, character sketches, level layouts, game mechanics) d. Select a game engine (possible engines Sploder, Unity, Construct 2, Game Maker, Game Salad, MineCraft, Scratch, etc.) e. Determine gameplay mechanics (Game play is defined as the challenges presented to the player and the actions they player is permitted to take.) f. Put together a comprehensive design document detailing the game's goals g. Design levels and rooms h. Create a prototype of game Revised August 2015 Page 3

Objective 2: Game Types -- Students will be able to identify the following game genres: single player, two player, multiplayer competitive, multiplayer cooperative, team based.

4 Objective 4: Production (Create) -- Students will be able to create the assets and incorporate them in a game. a. Create art and text b. Develop sounds for the game c. Implement scripting as needed d. Create game animations e. Design user interface (UI) (components could include inventory, score, health bar, lives, navigation, powerbar, text indicators, maps, level, sound on/off, etc.) Standard 6 Post Production - Game Testing and Release Students will implement game testing and release the game after it has been developed. Objective 1: Alpha Testing -- Students will alpha test games a. Find and repair bugs and glitches b. Make needed adjustments Objective 2: Beta Testing --Students will beta test games a. Implement beta testing b. Receive feedback from beta testers c. Make needed adjustments Objective 3: Game Release -- Students will publish/release games. Objective 4: Game Maintenance Students will provide for maintenance of the game Standard 7: Understanding Careers Students will explore careers and training in the game design and production world. Objective 1: Career Awareness Students will develop career awareness related to working in the gaming industry. a. Identify personal interests and abilities related to Gaming, such as: 1) Identify personal creative talents 2) Identify organizational and leadership skills 3) Identify special interest areas b. Identify the members of the Gaming industry's job titles, such as: Lead Programmer, Lead Designer, General Game Designer, Mechanics Designer, Level Designer/World Builder, User Interface (UI) Designer, Writer, Audio Director, Art Director, Project Manager, etc. c. Investigate career opportunities, trends, and requirements related to Gaming Industry careers. Objective 2: Educational Pursuits Students will develop a realistic Student Education Occupation Plan (SEOP) to help guide further educational pursuits a. Identify factors for employability and advancement in the gaming industry. b. Survey existing Game Development businesses to determine what training is required. c. Survey universities and colleges to determine programs, degrees and training availability. d. Identify which state universities have gaming degrees. (University of Utah, Utah Valley University, other may add some in the future. Keep checking what is offered.) Revised August 2015 Page 4

) Standard 6 Post Production - Game Testing and Release Students will implement game testing and release the game after it has been developed.

5 e. Develop employability competencies/characteristics: responsibility, dependability, ethics, respect, and cooperation. f. Achieve high standards of personal performance with a positive work ethic and attitude. Revised August 2015 Page 5

Evolution of Video Games

Evolution of Video Games First Game 1961: Steve Russell, a student at Massachusetts Institute of Technology, creates Spacewar, the world's first computer game It was programed on the DEC PDP-1 at MIT.