EDTC0560 Assignment 2: Problem Statement

Enhancing the Fundamentals of Game Design and Development Course with Educational Technologies

Program

Interactive Game Design program offered at Market Driven Training, Red River College.

Course

Fundamentals of Game Design and Development

Course Overview

Topics:

  • Design within the framework of an overall narrative structure to create plots, subplots and gameplay for an area or level
  • Evaluate and development game design environments and area or level design
  • Evaluate user choice, engagement and experience
  • Development of an area of level design from initial design to working demo
  • Manage the production of a level design, allocating resources and developing an effective and efficient schedule and milestone plan
  • Employ professional skills and techniques used in the design, development and documentation of computer games

Course delivery:

The course is delivered within a classroom and a computer lab.

­Technology currently used:

  • Computer and projector for in class presentations and discussion
  • Computers in a lab setting for game play, presentation and discussion character and area or level design using 3D modeling software and a game design engine

Description of the students

The Game Design program students are college students between the ages of 18-21.

Description of current teaching and learning

  • Lecture with discussions
  • Game play in computer lab with discussion
  • Students prepare presentations on game play choice, environment (area or level) design

Why the course needs enhancement with the use of educational technology

The course, which I taught in 1999, was situated in class and in a computer lab. There were no online components or tools for communicating outside of the classroom with the exception of email. The students operated individually in the design and development of their game demos. The only interaction between students involved discussion during and after presentations and game play demonstrations.

The students could benefit from a more constructivist approach with greater emphasis on problem solving, collaborative interactions and group work rather than working in a high degree of isolation. This would also make the course more situated and contextualized, as game designers and developers in the real world work in roles in collaborative teams with a shared vision and processes in the development of video games.

Educational technologies can be integrated into the course to support a collaborative model to increase communication and collaboration amongst group members by providing an online learning environment for that provides:

  • Asynchronous and synchronous communication and discussion
  • Repository for sharing ideas, links, documents and objects for prototypes and builds
  • Content creation tools for rapid development of idea and prototyping
  • Online role based project management tool for setting milestones

References

Akcaoglu, M., & Kale, U. (2016). Teaching to Teach (With) Game Design: Game Design and Learning Workshops for Preservice Teachers. Retrieved from: http://www.citejournal.org/volume-16/issue-1-16/general/teaching-to-teach-with-game-design-game-design-and-learning-workshops-for-preservice-teachers/

 

  1. Masuch, & M. Rueger (2005). Challenges in collaborative game design developing learning environments for creating games. Retrieved from: http://ieeexplore.ieee.org/abstract/document/1419790/

 

Falstein, N., & Fox, D. (1997) Collaborating in Game Design. Retrieved from: http://www.gamasutra.com/view/feature/131617/collaborating_in_game_design.php

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