filmeu

Class Game Design I

  • Presentation

    Presentation

    The unit is transversal to boardgames and digital games and introduces Game Design as a fundamental component of all games and of creative work in defining, exploring, and perfecting a vision for playable experience in an original game. The unit is meant to provide students with a basic literacy of game design and related skills in specification, prototyping, and testing. Game Design is the core aspect of original creative work in games and frames the remaining disciplines in game development work. Game Design literacy and an understanding of the game development process in a game design perspective are crucial to not only game design work but also work in all the other disciplines in a game development team. The unit is therefore critical to the degree, not only in preparation of more advance game design units, but also for complementing development and art units.
  • Code

    Code

    ULHT1075-16941
  • Syllabus

    Syllabus

    1, Unit Introduction Definition of Design, Definition of Game; Game Development and Game Design; The job of the game designer; Structural Model of Games. 2, Iterative Creativity with Game Structural Elements Rules; Procedures; Player Model; Limits; Resources; Conflict; Results; Mechanics. 3, Iterative Game Design Process Specification and Level Design; Level Design and Playtesting; Pitch and Game Design Pillars; Playest and Publish; Analysis and Synthesis.
  • Objectives

    Objectives

    gaining a non-trivial understanding of the traits of games as objects and as activities; internalize iteration and experimentation as the core creative practices of Game Design work; knowing how to use basic techniques for informal user-testing; gaining an introductory-level understanding of how the design of game elements at different levels of abstraction and the relationships across elements and levels can affect the game experience; being able to carry out basic creative work in Game Design through systems thinking, including the ability to specify, prototype, iterate and test original small game concepts. being able to reliably work on games as games, given the non-trivial nature of game design and the risk of approaching game projects as other media, ignoring their nature as games.
  • Teaching methodologies

    Teaching methodologies

    The unit consists chiefly of project-based learning, where a series of individually-led micro-projects are used to convey the syllabus contents. Students work mostly in the classroom, creating small games with improvised materials and testing them on other students. Initially, the games are original modifications of existing analog games (playable with paper and pencil, dice, etc.), and then the unit moves on to digital improvisation.
  • References

    References

    BRAITHWAITE, B., & SCHREIBER, I. (2008). Challenges for game designers. Boston: Charles River Media. FULLERTON, T., SWAIN, C., HOFFMAN S. S. (2008). Game design workshop: a playcentric approach to creating innovative games, 2nd Ed. Amsterdam; Boston; Heidelberg; London; New York: Elsevier: Morgan Kaufmann. ISAAC, E. (2022). Building Blocks of Tabletop Game Design: An Encyclopedia of Mechanisms. ROUTLEDGE. HUNICKE, R., LEBLANC, M., & ZUBEK, R. (2004). MDA: A Formal Approach to Game Design and Game Research. AAAI-04 Workshop on Challenges in Game AI. SALEN, K., ZIMMERMAN, E. (2004). Rules of play: Game design fundamentals. MIT Press.
  • Assessment

    Assessment

    Descrição

    Data limite

    Ponderação

    Exercício 1

    03/10/2024

    10%

    Exercício 2

    10/10/2024

    10%

    Exercício 3

    17/10/2024

    10%

    Exercício 4

    31/10/2024

    15%

    Exercício 5

    5/11/2024

    2,5%

    Exercício 6

    10/11/2024

    5%

    Exercício 7

    12/11/2024

    2,5%

    Exercício 8

    17/11/2024

    5%

    Exercício 9

    19/11/2024

    2,5%

    Exercício 10

    24/11/2024

    5%

    Exercício 11

    26/11/2024

    2.5%

    Exercício 12

    1/12/2024

    5%

    Exercício 13

    3/12/2024

    2,5%

    Exercício 14

    8/12/2024

    5%

    Exercício 15

    10/12/2024

    2,5%

    Exercício 16

    15/12/2024

    5%

    Exercício 17

    20/12/2024

    15%

     

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    • alunos com estatuto trabalhador-estudante;
    • alunos que não reprovaram por faltas e que tenham obtido classificação em avaliação contínua.

    A segunda condição determina que alunos com estado de avaliação "Reprovado por faltas" ou "Inscrição Sem Avaliação" em avaliação contínua não são elegíveis para avaliação em exame de recurso.
     

     

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