In this course, we explore the fundamentals of game design. We will create non-digital (non-computer) games. This is important to understand the basic concepts involved in a game and to sharpen our understanding of games by criticizing them. While you may not feel that all the information is relevant to digital game development, rest assured that all games share the fundamentals that allow game designers to work in any medium to create games. We will discuss some digital games in our learning materials as well. Students will play and analyze video games while reading documents and articles from a variety of sources in the social sciences and industry. Students must understand what the differences are between programming and game design. The course requires regular reading, writing, and presentation exercises.
It is not required previs coneixements
GENERAL OBJECTIVES OF THE SUBJECT
Know the basics and knowledge necessary to be a game designer. Know how to define your interests, and the path you want to follow, in video game design.
SPECIFIC OBJECTIVES
Know fundamental concepts about the game, its nature, function and variants. Internalize fundamental concepts during the creation of real designs. Know and know how to apply general design concepts. Know and know how to create the elements and systems that form part of the design of a video game. Know how to create content for a specific video game design. Know the different tasks and skills of a game designer. Master the iterative design process of a game. Know how to communicate the design. Know how to work in a multidisciplinary team. Know how to design during the complete cycle of pre-production, production and post-production of a video game. Know how to design a video game as a product in the context of a market. Create and present a pitch for a video game project.
The role of the game designer and iterative design.
What are the differences between game programming and game design.
What is a game? Definition of digital games, board games, card games, hybrid games.
Games as emergent systems.
The 4 basic elements.
Idea. Iteration and game development phases. Mechanics. Space. Objects. Actions. Rules. Balance.
Game interface (UI) and heuristics. Design your game interface.
Worlds. Characters. Player types.
Documents: Game Design Document (GDD). The purpose of the documents. The documents and the phases of game development.
Create a great pitch to the client.
In this course, we explore the fundamentals of game design. We will be creating games (not computer). This is important for understanding the basic concepts that go into a game and to Sharp our understanding of games by critiquing them. All games share fundamentals that allow game designers to create any game (for mobiles, console, etc.). Students need to understand what are the differences between game programming and game design. Game designers need to have some level of creative genius to come up with new game concepts and plans. They decide how things should look and function in a game. Game designers may be more focused on the creative vision for the game, while game programmers need to focus on the practical details involved in making the game operate the way that the designers want it to. The course requires regular reading, writing and presentation exercises and a minimum of 13 class attendances.
he final grade of the subject will be calculated based on the grade of the two semesters:
FIRST SEMESTER GRADE (40%)
P1 (10%) (Moderately significant)
P2 (15%) (Moderately significant)
P3 (15%) (Moderately significant)
SECOND SEMESTER GRADE (60%)
P4 (30%) (Moderately significant)
P5 (20%) (Moderately significant)
P6 (10%) (Moderately significant)
EXTRAORDINARY RECOVERY.
JULY Continuous assessment grades cannot be recovered.
Recovery of the PRACTICE (parts 1,2,3,4,5) in a single submission.
RULES AND CLARIFICATIONS In the event of copying, the current regulations of the University will apply. Any work that uses information from third parties, regardless of the source, whether partially or totally, is considered a copy. All material submitted, unless otherwise specified in the statement, must be original to the student. If the statement allows the submission of third-party material, it must be referenced correctly. Otherwise, it will be considered a copy and will result in a zero on the record and the loss of the call according to the University's regulations. On the day of the presentation, all members of the group must be present so that the practice can be accepted. If it is detected that in a work submitted by a group, any of the members has not participated, either in whole or in part (all members must participate in carrying out all the points of the statement), the person in question will have a grade of Not Presented (NP). If there is any suspicion of this on the part of the professor, he or she may request an interview from the student to demonstrate knowledge of the subject. Submissions have a strict deadline. Submissions must be made through eStudy to the corresponding well with the correct format. It is the student's responsibility to check that the submission has been made correctly. Therefore, the student must ensure that the file is correctly uploaded to the well and that it is the correct version, the correct format and can be opened without problems. Otherwise, the practice will be considered Np Presented (NP) and no claims will be accepted in this regard.
Dedication to the subject: 5 credits at 25 hours/credits Annual dedication: approx. 30 teaching weeks Weekly dedication: 2 hours of class A minimum dedication per student of approximately 125 hours is calculated, but each student adapts the workload of the internship.
Schell, J. (2008). The art of game design: A book of lenses. Amsterdam: Morgan Kaufmann.
Salen, K., & Zimmerman, E. (2003). Rules of Play: Game Design Fundamentals. MIT Press.
Rogers, S. (2014). Level Up! The Guide to Great Video Game Design (2nd ed.). John Wiley & Sons.
Contreras Espinosa, R.S., Eguia Gómez, J.L., Lozano, A. (2014). Juegos Multijugador, el poder de las redes en el entretenimiento. Barcelona: Editorial UOC,
S.L. Koster, R. (2005). A theory of fun for game design. Scottsdale: Paraglyph Press.
Contreras Espinosa, R.S. (2017). Experiencias de Gamificación en las aulas. https://ddd.uab.cat/pub/llibres/2018/188188/ebook15.pdf