The aim of this module is to introduce key underpinning game production practices, including consideration of the key theories used in the development of video games, and planning using industry-standards. Students will present game concepts and develop their ideas into prototypes.

Through this module, students will begin to link the creative processes of game design with the practical skills required to translate these into working game prototypes. Through the acquisition and application of these skills, students will be able to continue with game development projects of increasing complexity and creativity

Topics included in this module are: game developer roles, game definitions and genres, types of interaction, platforms, design theory, planning, project management, engine selection, production, prototyping and presentation.

1.5 Hour Lecture per week
1.5 hour Workshop per week

1. Explain the key theories and practices used in the development of video games Knowledge and Understanding
2. Produce a project development plan for a computer game, using industry standard processes and procedures Learning
3. Present an idea and development plan for a computer game, highlighting the development process and key milestones Communication
4. Develop a computer game prototype, using industry-standard tools and techniques. Application

creativebloq.com/ Creative Bloq All sections (Tutorials/General Reference)
cryengine.com Cryengine All sections (General Reference)
gamasutra.com Gamasutra All sections (Tutorials/General Reference)
gamedev.net GameDev.net All sections (General Reference)
Unity3d.com Unity 3D All sections (General Reference)
unrealengine.com Unreal Engine All sections (General Reference)
80.lv 80 Level All sections (Tutorials/General Reference)

ADAMS, E. (2012) Game Mechanics: Advanced Game Design. Berkeley: New Riders.
GIBSON, J. (2014) Introduction to Game Design, Prototyping, and Development. Boston: Addison Wesley.
HIWILLER, Z. (2015) Players Making Decisions: Game Design Essentials and the Art of Understanding Your Players. Berkeley: New Riders.
JANER et al. (2002) Lessons Learned in Software Testing: A Context Driven Approach. Hoboken, NJ: John Wiley & Sons. KOSTER, R. (2013) Theory of Fun for Games Design. 2nd ed. Sebastopol, CA: O’Reilly Media.
MACKLIN, C. & SHARP, J. (2016) Games, Design and Play: A Detailed Approach to Iterative Game Design. Boston: Addison Wesley.
MADIGAN, J. (2015) Getting Gamers: The Psychology of Video Games and Their Impact on the People Who Play Them. Lanham, MD: Rowman & Littlefield.
ROGERS, S. (2014) Level Up!: The Guide to Great Video Game Design. 2nd ed. Hoboken, NJ: John Wiley & Sons.
SCHELL, J. (2014) The Art of Game Design: A Book of Lenses. 2nd ed. Boca Raton, FL: A K Peters/CRC.
SCHULTZ, C.P. & BRYANT, J. (2016) Game Testing All in One. Herndon, VA: Mercury Learning & Information.

The advent of a large range of digital games platforms has enabled games to become part of our culture, being played by all ages across all parts of the world. There is a huge range of game genres and experiences available to casual and ‘hard-core’ gamers alike. The rapid increase in the availability of mobile devices and smart phones has released digital gaming from the PC and console to be a form of entertainment that can be found in almost any location.

Being able to develop compelling game experiences based on industry practices is essential for entry into a rapidly-growing sector of the media economy. Through this unit, students will begin to link the creative processes of game design with the practical skills required to translate these into working game prototypes. Through the acquisition and application of these skills, students will be able to continue with game development projects of increasing complexity and creativity

Game Development Blueprint – GDD and discussion of game design theories (LO1 &2): This gives learners the chance to develop their knowledge of game design theories and project management. They will develop and document ideas in the GDD and how theories can be applied to the creation of the game. Weighting 50%

• Game Prototype and Pitch (LO3 & 4): Learners are required to create a vertical slice of a game based upon the planning work produced in the GDD. This should showcase use of UE5 and something functional to present in the final pitch. The pitch will highlight the processes used and game design theories implemented. Weighting 50%