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Presentation
Presentation
This curricular unit approaches game engines as integrative technological architectures of interactive simulation systems, physics, rendering, game logic, and audio. Embedded in a multidisciplinary and broad-spectrum curriculum, this unit enables students to understand the functional structure, specific features, and operational logic of various game engines (e.g., Unity, Godot, Unreal Engine, GameMaker). The practical methodology based on rapid and iterative prototyping (inspired by game jam formats) allows students to conceptually apply engine architecture to solve real interactive development challenges, fostering technical autonomy, adaptability, and the technological versatility required by the industry.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 3
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULP2533-16951
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
Introduction to game engines: overview, features, and operational logic of various tools (Unity, Unreal, Godot, GameMaker). Comparative study of game engines and systems: matching tools to production needs and project specifics. Rapid prototyping and Game Jam methodologies: exploring ideation dynamics, creative constraints, and game loops under tight deadlines. From concept to playable build: implementing mechanics, rules, scope control, and playtesting. Prototype communication and presentation: descriptive documentation, gameplay experience analysis, and portfolio building.
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Objectives
Objectives
The main objective of this curricular unit is to challenge students to develop, in a short period of time, small playable prototypes that seek to explore proposed themes. The main idea is to recreate an environment and work methodology very similar to a Game Jam to prepare students to look for solutions and overcome challenges in a more autonomous and independent way. Three projects will be proposed with three different themes and each project will have its restriction (ex: developing in a certain game engine or exploring a new game engine for the first time, creating a video game with only one mechanic, etc.) to oblige the students to look for alternatives and effective solutions to respond to the proposed challenges. The groups will be small (2-3 students) and the working time between each project short (1-2 weeks). The prototypes of the three projects will have to be playable in order to enrich their portfolios.
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Teaching methodologies
Teaching methodologies
The course is based on Project-Based Learning, inspired by the game jam format. It runs over half a semester: 4 weekly hours in the first 7 weeks and 2 hours in the last, keeping an intense pace and tight deadlines. In groups of 2 to 3 students, three prototypes are developed, each with its own theme and constraint, requiring creative solutions. Each exercise's theme and constraint are partly generated by a physical card deck created in the course (mechanics, dynamics, aesthetics, emotions, target audience, restrictions, among others). Each group draws a mechanics card and the teacher draws a restriction card, creating unexpected combinations (e.g., "punch" + "no enemies"), which push students out of their comfort zone. Classes are theoretical and practical, devoted to guiding the groups. Each project ends with a playable build and a descriptive document, presented and discussed in class, with peer feedback. The prototypes become part of the students' portfolios.
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References
References
Aurava, R., Meriläinen, M., Kankainen, V., & Stenros, J. (2021). Game jams in general formal education. International Journal of Child-Computer Interaction, 28, Article 100274. https://doi.org/10.1016/j.ijcci.2021.100274 Baron, D. (2021). Game development patterns with Unity 2021 (2nd ed.). Packt Publishing. Bradfield, C. (2023). Godot 4 game development projects (2nd ed.). Packt Publishing. Gregory, J. (2018). Game engine architecture (3rd ed.). CRC Press. Marques, G., et al. (2022). Elevating game experiences with Unreal Engine 5 (2nd ed.). Packt Publishing. Meriläinen, M., Aurava, R., Kultima, A., & Stenros, J. (2020). Game jams for learning and teaching: A review. International Journal of Game-Based Learning, 10(2), 54-71. https://doi.org/10.4018/IJGBL.2020040104. Nystrom, R. (2014). Game programming patterns. Genever Benning. Zubek, R. (2020). Elements of game design. MIT Press.
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Assessment
Assessment
Avaliação contínua
Três exercícios práticos (100%): Realização de três exercícios em grupo durante a aula e em casa, com apresentação obrigatória na sala de aula e posterior discussão. Em cada exercício é pedido aos estudantes a criação de uma build jogável e de um pequeno documento descritivo baseado num determinado tema dado pelo professor. Cada exercício é avaliado de 0 a 20 valores sendo a média aritmética das três notas correspondente à avaliação final da UC.
Assiduidade
Frequência de, pelo menos, 70% das aulas lecionadas. Em 8 aulas (7 de 4 horas e 1 de 2 horas), corresponde a 6 presenças, pelo que a 3.ª falta injustificada implica reprovação por faltas. Os trabalhadores-estudantes não têm dever de assiduidade, estando apenas obrigados à presença nos momentos definidos como de avaliação (apresentações e discussões).
Sem avaliação por exame de recurso/época especial
A realização de Exame de Recurso e de Época Especial não está contemplada nesta Unidade Curricular por não ser compatível com a sua natureza específica, tendo por isso sido definido em Conselho Científico que vigorará apenas o regime de avaliação contínua.
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Mobility
Mobility
Yes
