Module Descriptors

The module adopts a team-based approach that involves documenting the development of a game idea via a GDD. Working in their project teams, students will propose their idea via their GDD providing relevant justifications and design decisions. The project teams will then pitch their game idea by giving a presentation to sell its feasibility and potential merits. The aim of the presentation is to provide the project teams with a real-life scenario where they are pitching their idea to a game publisher. During the module students will learn about various topics associated with game design including game design frameworks, the games development lifecycle, game, and technical design documents. Relevant soft skills of teamwork, communication and project planning are accentuated in this module.

Through the use of Aula the module is student-centred promoting a sense of community through feedback and discussion related to topics associated with games design. The module supports flexible and hybrid delivery through the use of synchronous and asynchronous online delivery allowing students to work at their own pace and in their own time. On-campus drop in sessions are also provided for students requiring face-to-face (F2F) support, feedback and guidance. Industry authenticy is adhrered to with students working together in project teams to produce, document and showcase a game idea. Inclusivity is addressed through making course material available via multiple channels (e.g., Aula, Microsoft Teams), recording of class sessions with substitles, the creation of a student Discord group, promoting a community spirit for the module on Aula.

• The module will provide students with a comprehensive overview and firm understanding of the various phases associated with the games development life cycle (GDLC).


• The module will inform students about the relevancy of formulating robust and comprehensible games design documents (GDD). The relevancy of GDDs within the context of the games development life cycle will be accentuated to the students.


• The different roles within a games development team and their interrelationship with one another in the context of the games industry will be explored. The employability skills, such as communication and team work, deemed highly relevant in the games industry are accentuated in the module.


• The importance of quality assurance (QA) in addition to testing approaches and software development methodologies will be reviewed.


• The module facilitates and supports students towards enhancing their employability skills allowing them to work collaboratively in their project roles towards critically thinking about planning, developing and pitching their game ideas.


• Throughout the duration of the module students will enhance their team working and communication skills with a view to identifying which ones to improve upon whilst working in their project teams.


• This module embeds the key “I am UWS” graduate attributes and in particular: Universal(Critical Thinker, Analytical, Culturally aware, Collaborative), Work Ready(effective communicator, motivated) and Successful (Driven, Transformational).

On successful completion of this module the student will be able to:

L1. Create, develop and maintain a games design document adhering to sound game industry processes and standards.

L2. Obtain a firm comprehension of the dynamics of a games development team and its role within the games industry.

L3. Work in a team context to produce a game idea via a design document and pitch a game idea.

L4. Present a game idea and articulate, justify and sell the merits, development feasibility and overall appeal of the proposed game.

Demonstrate a broad understanding of game design concepts and issues.
Provide a critical understanding of gameplay, mechanics, narrative, level design, immersion, balance, flow and other fundamentals of game design.
Demonstrate a broad understanding of industry standard processes and techniques used in game design regarding documentation and implementation.

Demonstrate knowledge of fundamental concepts of game design to produce original conceptual and detailed designs of a computer game.
Produce a detailed Game Design Document (GDD) which complies with recognised industry practice and standards.
Demonstrate creativity and innovation with a proposed game idea by orally communicating this via a pitch to peers.

Demonstrate enhanced communication skills and self-efficacy by presenting a game concept and justifying its merits to a panel.
Show assimilation and detailed knowledge of game design theory and practice by producing a detailed game design Document and pitching a game idea.

Create and maintain a cloud computing space to facilitate the online sharing of resources among team members for project management and version control purpose (e.g., project documentation).
Use appropriate social media technologies to support and facilitate project communication, management and dissemination.
Discuss the overall project idea, its progress and development within a presentation and a Game Design Document.

Develop ownership of a game design concept within a project team environment.
Use self-directed learning to augment the materials provided during the class sessions.
Work in a project team to develop a game concept, a detailed game design document, a presentation of a feasible game idea.
Take responsibility for your own work in addition to that of the team from a project management perspective.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to access lecture materials and other class materials (e.g., videos) through the University’s VLE and Microsoft Teams and complete the coursework and meet submission deadlines. Support is provided throughout the module both online and on-campus to students who might be struggling with their coursework. Disengagement from the module is defined as not having interacted within a 4-week period. If this happens then contact will be attempted with the student for conversation about circumstances.

2.13

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.