The development process is one that requires collaboration. While the size of the team can have an impact on the development process, it is important to ensure that the process is managed effectively.

Through this module, students will develop the skills necessary to work effectively as an individual games developer and as part of a team. In addition to the activities associated with the game design and development aspects, students will engage in the planning and project management aspects required to drive achievable games to market.

Market research Essay to an identified market, to define the concept for a video game, based on research and analysis 25% LO 1
Design Doc/Trello to plan and manage a game development process 25% LO 2
Pitch a video game, using industry-standard tools and techniques, based on a defined project development plan 25% LO 3
UE4 Game prototype 25% LO 4

1 Hour Lecture
2 Hour Workshop per week

1. Evaluate an identified market, to define the concept for a video game, based on research and analysis Analysis
2. Plan and manage a game development process, applying industry-standard systems and practices for project planning and management Knowledge and Understanding
3. Develop a video game, using industry-standard tools and techniques, based on a defined project development plan Learning
4. Present the marketing and promotion strategies for a video game for a specific market. Application

creativebloq.com (Tutorials/General Reference)
cryengine.com (Software/Research/General Reference/Discussion Forum/Tutorials)
gamasutra.com (Tutorials/General Reference)
gamedev.net (General Reference/Article/Discussion Forum)
Unity3d.com (Software/Research/General Reference/Discussion Forum/Tutorials)
Unrealengine.com (Software/Research/General Reference/Discussion Forum/Tutorials)
80.lv (Tutorials/General Reference)

ADAMS, E. (2012) Game Mechanics: Advanced Game Design. Berkeley: New Riders.
FULLERTON, T. (2014) Game Design Workshop: A Playcentric Approach to Creating Innovative Games. 3rd ed. London: CRC Press.
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.
KEITH, C. & SHONKWILER, G. (2017) Gear Up!: Advanced Game Development Practices. CreateSpace Independent Publishing Platform.
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. London: Rowman & Littlefield.
NORMAN, A.D. (2002) The Design of Every Day Things. New York: Basic Books.
NYSTROM, R. (2014) Game Programming Patterns. Genever Benning. 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. London: A K Peters/CRC.
SCHULTZ, C.P. & BRYANT, J. (2016) Game Testing All in One. Herndon, VA: Mercury Learning & Information.
VAN VERTH, J.M. & BISHOP, L.M. (2015) Essential Mathematics for Games and Interactive Applications. 3rd ed. London: A K Peters/CRC Press.

The achievement of successful games requires more than an appealing concept. Games succeed through being brought to market, completing development on time and shipping to the intended audience. Understanding the audience and working towards an achievable development goal require the application of both creative and practical planning skills.

This module is intended to provide Centres with a framework to support students to develop in-depth knowledge and skills associated with the specialist subject. As a 30- credit unit, delivered over an extended period, there will be the option to provide consideration of broad areas of the subject followed by greater specialisation, based on either local needs or student areas of interest