Game & Simulation Design #8208120
This is Level 2 of the 3-year Gaming sequence.
"This course covers fundamental principles of designing a game or a simulation application, rules and strategies of play, conditional branching, design and development constraints, use of sound and animation, design tools, and implementation issues. The content includes market research, product design documentation, storyboarding, proposal development, and presentation of a project report. Emphasis is placed on the techniques needed to develop well-documented, structured game or simulation programs. Extensive use is made of evaluating and analyzing existing games or simulations. Hands-on activities using an entry-level game development tool should be integrated into the curriculum. The culminating activity is the creation and presentation of a playable game with design documentation." (Game & Simulation Foundations." 10 August 2015. cpalms.org.)
This course is performance-based with classwork weighted at 40% and projects weighted at 60%. Most of the assignments are digital files which are uploaded for grading, and then returned electronically to the students. Most of this class will be paperless. I use a wiki to deliver and collect student work.
Click here for a link to the wiki. The assignment list will update as new assignments are due.
The standards for this course are available electronically as a pdf file here. Click the program 8208300, then Scroll down to course #8208120
The custom State standards for this course are listed below:http://www.fldoe.org/contact-us/search.stml?q=8208300
01.0 Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in[Game/Simulation/Animation Visual Design.
01.01 Key Ideas and Details
01.01.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
01.01.2Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
01.01.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
01.02 Craft and Structure
01.02.1Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
01.02.2Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
01.02.3Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
01.03 Integration of Knowledge and Ideas
01.03.1Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
01.03.2Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
01.03.3Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
01.04 Range of Reading and Level of Text Complexity
01.04.1By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
02.0 Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Visual Design.
02.01 Text Types and Purposes
02.01.1Write arguments focused on discipline-specific content.
02.01.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
02.02 Production and Distribution of Writing
02.02.1Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
02.02.2Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
02.02.3Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
02.03 Research to Build and Present Knowledge
02.03.1Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
02.03.2Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
02.03.3Draw evidence from informational texts to support analysis, reflection, and research.
02.04 Range of Writing
02.04.1Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
03.0 Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Visual Design.
03.01 Make sense of problems and persevere in solving them.
03.02 Reason abstractly and quantitatively.
03.03 Construct viable arguments and critique the reasoning of others.
03.04 Model with mathematics.
03.05 Use appropriate tools strategically.
03.06 Attend to precision.
03.07 Look for and make use of structure.
03.08 Look for and express regularity in repeated reasoning.
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science
CTE Standards and Benchmarks
18.0 Create a working game or simulation individually or as part of a team. – The student will be able to:
18.01 Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.
18.02 Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.
18.03 Using a simple game development tool, create a game or simulation.
18.04 Present the game or simulation.
19.0 Describe the game development life cycle. – The student will be able to:
SC.912.P.10.13; 10.14; 10.15; 10.18
19.01 Identify steps in the pre-production process including the proof of concept and market research.
19.02 Describe the iterative prototyping process – Alpha, Beta, RTM.
19.03 Determine platform, technology and scripting requirements.
19.04 Implement techniques of scenario development, levels, and missions.
19.05 Discuss game testing requirements and methods.
19.06 Identify and describe maintenance, upgrade and sequel issues.
20.0 Identify hardware constraints on video games including processors and I/O devices. – The student will be able to:
20.01 Identify the different control systems for video games.
20.02 Compare and contrast personal computer and video game console hardware, including display systems.
20.03 Explain the factors that can limit the game-playing ability of personal computers.
21.0 Understand the general principles of storytelling. – The student will be able to:
21.01 Identify the essential elements of a story.
21.02 Describe how creative writing is used as a game design tool.
21.03 Compare and contrast methods of delivering a story in a game.
22.0 Understand character archetypes and character design. – The student will be able to:
22.01 Research and identify common character archetypes used in computer games.
22.02 Design character prototypes to physically match archetype.
22.03 Apply symbolize and semiotic design elements within character design to convey meaning.
22.04 Create character backstory and profile.
23.0 Understand the use of storyboarding in game design. – The student will be able to:
23.01 Assess the techniques used in the gaming industry for rendering basic Game Design Art.
23.02 Describe how game layout charts are used in game design.
23.03 Describe how storyboards in the game design process can be used as a pre-development sales tool.
23.04 Analyze and compare the use of storyboards in the game design industry with regard to environmental illustrations, level designs, character designs, model sheets and GUI Designs.
24.0 Develop a game design document or cut. – The student will be able to:
24.01 Evaluate and discuss the choice of delivery system.
24.02 Evaluate and discuss choices of genre, game design software, art, digital media, and animation software.
24.03 Create a game strategy overview, character overview, and storyboard overview.
24.04 Define the rules of play and multi-player options.
24.05 Create the layout and interfaces overview and digital media overview.
24.06 Determine the gameplay interaction requirements and create the progression levels overview.
24.07 Define strategic positioning of game immersion dynamics and psychological effect.
24.08 Identify hardware and software constraints.
25.0 Understand outlining in game designs. – The student will be able to:
25.01 Assess techniques of goal design in gaming.
25.02 Describe the concept of nested victories.
25.03 Discuss the use of players as agents of change.
25.04 Compare and contrast examples of understandable context in gaming.
25.05 Discuss the principles underlying the creation of understandable rules.
25.06 Describe how skill building is used in game design.
25.07 Describe conventional techniques of positive feedback.
25.08 Discuss functional consistency as it relates to the use of interfaces.
26.0 Explore elements of puzzle design. – The student will be able to:
26.01 Describe the essential elements of a puzzle.
26.02 Identify the different types of puzzles.
26.03 Describe the basic principles of high-level puzzle design.
26.04 Describe the basic principles of low-level puzzle design.
27.0 Discuss game designer strategy considerations. – The student will be able to:
27.01 Describe the use of artificial intelligence challenges in game design and the need for giving the player rest time between challenges.
27.02 Evaluate the impact of randomness in game design especially as it pertains to pattern recognition.
27.03 Identify techniques used in the industry to help the player to navigate.
27.04 Explain the use of “just barely” victories and failures as an exciting and immersive technique.
27.05 Assess techniques used to provide a range of challenges and appeal to a wide range of abilities.
27.06 Describe the psychological cost of failure in games as it pertains to immersion and psychological effect.
27.07 Identify methods of preparing the player for greater challenge while allowing for plot development as the story serves the game.
28.0 Understand the process of creating and designing player choice. – The student will be able to:
28.01 Discuss the principles of player-centric design.
28.02 Research and correlate game complexity level to appropriate age group such that content matches user skill set required.
28.03 Examine and discuss design elements that encourage continuous active engagement both mental and physical.
28.04 Analyze design elements that maintain player interest and vary the degree of challenge.
28.05 Discuss the need for a balance of design elements for the purpose of rewarding and frustrating players.
29.0 Create and design the game flow as it relates to story and plot. – The student will be able to:
29.01 Identify techniques of introducing the story plot and beginning play.
29.02 Describe story plot development techniques for the middle of play in game design.
29.03 Analyze and discuss planning techniques for climax and finale of games.
30.0 Assess common principles and procedures in game flow design. – The student will be able to:
30.01 Assess missions and scenarios game flow techniques.
30.02 Describe common use of mission design and campaigns.
30.03 Evaluate usage of static versus dynamic campaigns.
31.0 Describe player challenge rule creation elements. – The student will be able to:
31.01 Research common design methods for clearing obstacles or series of obstacles.
31.02 Describe common design elements introducing skill, luck and combinations including escalating challenges to games.
31.03 Identify common design elements used to vary weapons, characters and tools.
31.04 Discuss the incorporation of risk reward and adaptive challenges (AI).
31.05 Evaluate industry use of boss encounters in games.
31.06 Analyze and discuss design considerations from the perspective of other players and multi-player environments.
32.0 Identify tools and software commonly used in game development. – The student will be able to:
32.01 Identify and discuss the popular game development tools currently used in the industry.
32.02 Identify and discuss popular gaming engines.
32.03 Identify and discuss popular world building tools.
33.0 Understand the technical methodologies for integrating digital media into a game or simulation. – The student will be able to:
33.01 Survey and discuss the use of naming conventions and temp sounds.
33.02 Analyze and discuss methods of matching sound effects to art assets.
33.03 Identify and categorize commonly used technology sound engine integration equipment.
33.04 Identify and discuss resources such as sound effects libraries.
33.05 Examine methods of sound implementation and associated software.
33.06 Describe how and why digital video may be integrated into a game or simulation design.
33.07 Describe how special effects differ from animation.
34.0 Identify commonly used art and animation production tools in the game design industry. – The student will be able to:
34.01 Identify, categorize and discuss art and animation tools commonly used in game design.
35.0 Understand the general concepts of environmental design. – The student will be able to:
35.01 Survey and evaluate commonly used concept art.
35.02 Create a world sketch with particular attention to maintaining continuity of style.
35.03 Describe the emotional/psychological aspects of environmental design that signify mood, facade of freedom, and resource struggling.
36.0 Describe how environmental design is used in conjunction with game level design. – The student will be able to:
36.01 Examine and evaluate examples of focus on a theme.
36.02 Describe methods of creating a purposeful architecture giving consideration to continuity and themes and taking advantage of revisiting.
36.03 Consider and discuss environmental design elements for multi-player or single player games.
36.04 Describe the history of creating shifts in game design environments and embracing novel ideas.
36.05 Identify and discuss environmental design pitfalls such as red herrings and cookie-cutter layouts.
37.0 Describe pertinent issues facing game designers. – The student will be able to:
37.01 Discuss the meaning of simulation and give examples of simulation and complexity including architecture, exposure, concealment and heuristics.
37.02 Describe applied event modeling including goal discovery, map making, event exploration, developing incentives and learning in event modeling for games.
37.03 Explain the concepts of modes of understanding, inductive and iconic logic, significance and saturation in event modeling for game design.
38.0 Describe Monte Carlo simulation as it relates to game design. – The student will be able to:
SC.912.P.8.7; 10.1; 10.2; 10.4; 10.5; 10.10; 12.3; 12.4; 12.5; 12.6; SC.912.L.14.16; 17.5; 17.15; SC.912.N.1.7
38.01 Discuss the process of specifying events including contexts of simulation, translating event models to simulations, formalizing thematic objectives, prototyping, interface design and use cases with modeling.
38.02 Discuss the process of designing entities including behavior and entity graphics.
38.03 Describe the implementation of entities including enumerating animations, playing with time, creating events, adding an entity class, and creating entity events and behaviors.
38.04 Analyze event modeling in creating a world including the creation of a world class, adding and removing entities, accessing entities, updating and rendering, adding scene hierarchies and handling world events.
38.05 Assess and discuss AI and physics issues for simulation including AI event contexts, adding intelligence and gravity, adding collision detection, updating for collisions and applying mass and force.
SC.912.P.12.3, SC.912.P.12.4, SC.912.P.12.5
38.06 Discuss environmental elements of simulation including logic, cognitive saturation, systems and interpretation, context of reality, shadows and lighting.
38.07 Discuss the simulation of physical systems such as trees and forests and related events such as fires, or insect swarms such as beehives, bird flocks or anthills.
38.08 Describe the simulation of social and economic systems including practical applications, historical precedents, modeling for community events, creation of communities including structures, states events and rendering and altering building states, population behaviors, and controlling influences.
38.09 Describe the process of testing simulations and event models including effectiveness, diagrammatic systems evaluation, context influence, path transitions and assessing messages.
39.0 Understand the use of inventory systems in game design. – The student will be able to:
39.01 Discuss the various methods of describing items in player’s inventory in contemporary game design.
39.02 Review and discuss industry methods of communicating how inventory items can have an effect on game play.
40.0 Use information technology tools. – The student will be able to:
40.01 Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.
40.02 Employ computer operations applications to access, create, manage, integrate, and store information.
40.03 Employ collaborative/groupware applications to facilitate group work.
41.0 Describe the roles within a game studio. – The student will be able to:
41.01 Describe the nature and types of business organizations.
41.02 Explain the effect of key organizational systems on performance and quality.
41.03 List and describe quality control systems and/or practices common to the workplace.
41.04 Explain the impact of the global economy on business organizations.
42.0 Describe the importance of professional ethics and legal responsibilities. – The student will be able to:
42.01 Evaluate and justify decisions based on ethical reasoning.
42.02 Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.
42.03 Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.
42.04 Interpret and explain written organizational policies and procedures.