Information Package / Course Catalogue
| Architecture | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | ARC 451 | ||||
| Course Title in English | Game Design | ||||
| Course Title in Turkish | Oyun Tasarımı | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
ARC 202 - Architectural Design IV | INT 202 - Interior Design II ARC 202 - Architectural Design IV | INT 202 - Interior Design II |
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| Co-requisites | None | ||||
| Expected Prior Knowledge | 4 semesters of design studio | ||||
| Registration Restrictions | Only Undergraduate 3rd and 4th year Students | ||||
| Overall Educational Objective | To enhance one’s design skills to a higher level by focusing on user-oriented design thinking and hyper-casual game design | ||||
| Course Description | Game design process is similar to architectural design in many aspects such as; context relations, conceptual thinking, storytelling, structure, etc… The course focuses on hyper-causal games design. A software structure will be designed as a collective work. For this purpose, we will use Unity Engine and Playmaker plugin to convert hands on mockups to the digital world. The course also explores essentials of level design. Finally the game demos will be created within the context of digital world. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) comprehend the power of the game engines in architecture; 2) design and represent virtual environments; 3) develop game/software/program structures. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 |
|---|---|---|---|
| 1) An ability to conceptualize, develop, and implement creative and innovative design solutions across varying scales and complexities, integrating both theoretical and practical aspects of architectural services. | |||
| 2) An ability of evaluating, applying, and synthesizing technical, aesthetic, and ethical dimensions of architectural knowledge with a scientific and critical approach, ensuring feasible and sustainable outcomes. | |||
| 3) A competence to analyze historical, cultural, and theoretical contexts of architectural works and environments while fostering an intellectual perspective for critical engagement with global and local issues. | |||
| 4) A skill in effectively utilizing analog and digital tools, including freehand sketches, digital modeling, and graphical representation techniques, to clearly articulate architectural ideas and processes to a range of audiences. | |||
| 5) An awareness of and commitment to ethical principles and professional responsibilities by addressing societal needs, promoting environmental sustainability, respecting cultural diversity. | |||
| 6) An ability to conduct rigorous research, analyze and synthesize data, and apply theories, methods, and intellectual frameworks on design subjects. | |||
| 7) A commitment to collaborate effectively in interdisciplinary and multicultural environments, showcasing leadership and coordinating efforts among professionals involved in shaping the built environment. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | An ability to conceptualize, develop, and implement creative and innovative design solutions across varying scales and complexities, integrating both theoretical and practical aspects of architectural services. | N | |
| 2) | An ability of evaluating, applying, and synthesizing technical, aesthetic, and ethical dimensions of architectural knowledge with a scientific and critical approach, ensuring feasible and sustainable outcomes. | N | |
| 3) | A competence to analyze historical, cultural, and theoretical contexts of architectural works and environments while fostering an intellectual perspective for critical engagement with global and local issues. | H | HW |
| 4) | A skill in effectively utilizing analog and digital tools, including freehand sketches, digital modeling, and graphical representation techniques, to clearly articulate architectural ideas and processes to a range of audiences. | H | HW |
| 5) | An awareness of and commitment to ethical principles and professional responsibilities by addressing societal needs, promoting environmental sustainability, respecting cultural diversity. | S | HW |
| 6) | An ability to conduct rigorous research, analyze and synthesize data, and apply theories, methods, and intellectual frameworks on design subjects. | N | |
| 7) | A commitment to collaborate effectively in interdisciplinary and multicultural environments, showcasing leadership and coordinating efforts among professionals involved in shaping the built environment. | S | HW |
| Prepared by and Date | , April 2022 |
| Course Coordinator | AKTS1 |
| Semester | Spring |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction |
| 2) | Game Design Presentation |
| 3) | First Game! (Workshop) |
| 4) | Introduction to Unity |
| 5) | Introduction to Playmaker |
| 6) | UX / UI Design Skype Presentation |
| 7) | Create ideas for the final project |
| 8) | Final Project Student Presentations |
| 9) | Content creation tool: 3Ds Max |
| 10) | Desk crit and technical support |
| 11) | Desk crit at a game studio |
| 12) | Desk crit and technical support |
| 13) | Desk crit and technical support |
| 14) | Final Presentations and demos |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Recommended Reading: http://8kindsoffun.com Jesse Schell, The Art of Game Design Edward Casey, The Fate of Place: A Philosophical History | |||||||||||||||
| Teaching Methods | The methodology unfolds the use of Game Design to a conceptual experience design should engage from the earliest stages of the design process. Through the use of game engines and content creation tools, game design also studies user-oriented products and experiences. | |||||||||||||||
| Homework and Projects | 3 Assignments and a Final Submisson | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | Yes | |||||||||||||||
| Other Activities | - | |||||||||||||||
| Assessment Methods |
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| Course Administration |
narderelie@mef.edu.tr - Attending both submissions including the Final Submission are crucial elements in the final grade. Late submissions will not be accepted. 70% attendance are compulsory for a successful outcome. Academic Dishonesty and Plagiarism: YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 14 | 4 | 56 | ||||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||