Bachelor of Design (Hons) Creative Media

MODULE INFORMATION BOOKLET

UPDATED SEPTEMBER 2024

DST 61104/ GAMES DEVELOPMENT

School	The Design School (TDS)
Faculty	School of Architecture Building & Design (SABD)
Address	Taylor's University (Lakeside Campus)


Telephone	+603 56295000
Note: Please read and retain this Module Information Booklet for reference throughout the semester

MODULE DETAILS AND CONTACTS

DST 61104 / GAMES DEVELOPMENT

Credit Hours	4 Credits
Classification	Core
Module Duration	14 Weeks
Pre Requisite	None.
Delivery Mode	Lec 14 hr	Tut 42 hr	Prac 28 hr	Oth 76 hr
	160 hr of Total Guided Independent Learning

Facilitator

Module Coordinator

Module Co-Coordinator

Name

Razif Mohamed

razif.mohamed@taylors.edu.my

Telephone

+612 3330367

		Class Guide and Courtesy
	1	As courtesy to both facilitator and students, please refrain from using your mobile phone or set it to silent mode when class is in session.
	2	Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent.
	3	Absence from class requires a legitimate medical certificate or consent letter from parent or guardian with supportive documents.
	4	A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.

Module Coordinator

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Razif Mohamed

Date: 11/09/2024

Steam Coordinator

BDes (Hons) in Creative Media

Kamal Bahrin Sudin

Date: 13/9/2024

Programme Director
BDes (Hons) in Creative Media

Noranis Ismail

Date: 13 Sept 2024

MODULE DESCRIPTION

Module Synopsis	This module aims to introduce students to the language, principles and skills required for designing for the games industry. Students will learn how to critically analyse users' needs and define user experience through systematic research principles after which students will apply their research to a new Games Design or Prototype. The purpose of the module is to give students a basic understanding of the principles of Games Design ability to create a game in a 2D environment. This is then reflected in the design principles applied to the design of the interactive elements within 3D gaming environments.
	Refer to SOI (MQA Outline)

Module Learning Outcome (MLO)	The objectives of the module are translated into a number of Module Learning Outcomes (MLO), mapped to Programme Learning Outcomes (PLO) and Taylor’s Graduate Capabilities (TGC).

	MLO	PLO	TGC

MLO: Module Learning Outcome PLO: Programme Learning Outcome	1.1 Conceptual and Cognitive Competencies – Demonstrate and apply knowledge of design principles, technical processes, tools, and software.	1	3
TGC: Taylors Graduate Capabilities	6.1 Critical Thinking Competencies – Use creative thinking skills and methodologies to explore, generate and test a wide range of conceptual ideas	2	4
	2.2 Technical and Digital Media Competencies – Generate and communicate design concepts and solutions through manual or digital skills effectively and skillfully.	3	7
	7.1 Appraising and Valuing Competencies – Use information and communication technology to reflect on individual performances for self-improvements.	7	4
	Refer to LO-PLO-TGC table attached

Types of Assessments and Feedback	The grading will be in the form of Continuous and Final assessments. Continuous assessment involves evaluation of progress in exercises / projects / assignments / critiques and the accurate/appropriate feedback in oral / written form. Final assessment will indicate the level of knowledge and performance capabilities achieved at the end of the module.
Assessments Hurdle	Applicable for ALL modules in The Design School, except theory modules in BIA. A student who attempts but fails the Final Assessment will result in failing the module irrespective of the overall marks earned, even though the student has achieved 50% or more in the overall assessment. The student will not be eligible for resubmission.
Taylor’s Graduate Capabilities Portfolio (TGCP)	The Taylor’s Graduate Capabilities Portfolio is a document that collates all assessments produced in a module and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s Graduate Capabilities. Each student is to develop an e-portfolio (a web-based portfolio) in the form of a personal academic blog. The TDS student portfolio is developed progressively for all modules taken throughout Semesters 1–5.

		Assessments Plan	Type	MLO	Weight
		Continuous Assessment			60%
		Task 1: Game Design Document	Continuous	1	20
		Task 2: Art Asset Development	Continuous	2	20
		Task 3: Game Prototype	Continuous	3	20
		Final Project & Portfolio	Final	4	40
		Total			100%

Reading List Module Content Outline		Pedersen, R. E. (2009). Game design foundations. Sudbury, MA: Wordware Pub. Mitchell, B. L. (2012). Game design essentials. Hoboken: Wiley. Additional references supporting the module Austic, G. (2014). Game design. Feil, J., & Scattergood, M. (2005). Beginning game level design. Boston, MA: Thomson Course Technology.
Week		Topics and Sub-Topics		Delivery Methods
Sept 23	W1	Introduction to Module: Games Development Quick introduction to Games Development Setting up academic blog establishing social platform for real-time sharing Elements of Game Design Basic on the common elements of game design, character development and storytelling. Critical reviews of existing games		Lecture / Tutorial / Discussion / Critiques
Sept 30	W2	Generating Game Ideas Brainstorming Techniques.		Lecture / Tutorial / Discussion / Critiques
Oct 7	W3	Games Design Document Planning and Documenting game idea with a game design document (GDD).		Lecture / Tutorial / Discussion / Critiques
Oct 14	W4	Introduction to Game Visuals Introduction to game art development process. Consideration to various elements in planning and designing game art assets. Task 1 Discussions Task1 Milestone: Game Design Document Submission at the end of the week		Lecture / Tutorial / Discussion / Critiques
Oct 21	W5	Building the Game Prototype Basic programming concepts in Unity Implementing core mechanics and player controls		Lecture / Tutorial / Discussion
Oct 28	W6	Player Interactions Triggers and collision. Explore various ways triggers and collisions can be used in a game.		Lecture / Tutorial / Discussion
Nov 4	W7	Game Loop Creating and Managing game related states (currencies, collected items, health, bullets etc) Task 2 discussions Task 2 Milestone: Art Asset Development Submission at the end of the week		Lecture / Tutorial / Discussion
Nov 11		Independent Learning Week
Nov 18	W8	Visual Integration Creating and Implementing Game UI Game screens and navigation. HUD integration		Lecture / Tutorial / Discussion
Nov 25	W9	Visual Cues/Feedback Creating & integrating game feedback visuals Animations and Particle effects		Lecture / Tutorial / Discussion
Dec 2	W10	Game Audio Game audio planning. Integrating Sound Effects and Music Task3 Milestone: Game Prototype Submission at the end of the week		Lecture / Tutorial / Discussion
Dec 9	W11	Coding Boss Battle		Discussion / Critiques
Dec 16	W12	Final project Consultation		Discussion / Critiques
Dec 23	W13	Final project Consultation		Discussion / Critiques
Dec 30	W14	Final project Submission

	MODULE ASSIGNMENT BRIEFS

			Task 1: Game Design Document			20% Group

Timeframe			Week 01 – Week 05
Deadlines			There will be exercises or projects due each week so it will be critical to maintain the schedule, or you will fall behind quite quickly.
Description			Students are required to design and create their own 2D side scrolling/platformer game. The game design document serves as a blueprint for their game and will contain all the necessary information and visual references to develop the game. Sample GDD will be provided as a reference, but students are expected to research more on the matter to determine the necessary content items for their own GDD.

Requirements			To complete all exercises to demonstrate understanding of the technical knowledge required to develop a platformer game.

Submission			Online posts in your E-portfolio as your reflective studies Google Doc or PDF Video Presentation

Learning Goals		1	Conceptual and Cognitive Competencies – Demonstrate and apply knowledge of design principles, technical processes, tools, and software.

			Learning goals are more specific and aligned to the generic MLO
Assessment Criteria			Marking Criteria & % Distribution
			Game Design Document	20 %	MLO 1		MLO 2	MLO 3	MLO 4

			Deliver content with consideration of audience, purpose, and context surrounding the task, both orally and in written form as well as any other appropriate forms	20	✔

	Task 2: Art Asset Development			20% Group

Timeframe	Week 05 – Week 07
Deadline	Week 07
Description	Students will be given the task to produce the art asset for their games. This includes characters, environment, items, props, obstacles, power ups and HUD design.
Requirements
Submission	PDF or Google Doc. Online posts in your E-portfolio as your reflective studies

Learning Goals	Critical Thinking Competencies – Use creative thinking skills and methodologies to explore, generate and test a wide range of conceptual ideas

Assessment Criteria	Marking Criteria & % Distribution
	Task 2: Art Asset Development	20 %	MLO 1		MLO 2	MLO 3	MLO 4

	Deliver content with consideration of audience, purpose, and context surrounding the task, both orally and in written form as well as any other appropriate forms	20			✔
					✔

		Task 3: Game Prototype			20% Group

Timeframe		Week 08 – Week 10
Deadline		Week 10
Description		Students given the task to create the prototype of their game. The prototype doesn’t need to have the final art asset, and the use of grey boxing is allowed. The focus here is to quickly test out the game mechanics and to troubleshoot any technical difficulties discovered during the development. The focus should be the MVP of your game. This includes: Coding movements and actions Coding obstacles and enemies’ interactions Coding game levels (Logic of the game)

Requirements		Students are required to build the prototype using Unity Game Development software.

Submission		Video walkthrough and presentation of the game Online posts in your E-portfolio as your reflective studies

Learning Goals	1	Technical and Digital Media Competencies – Generate and communicate design concepts and solutions through manual or digital skills effectively and skilfully.

Assessment Criteria		Marking Criteria & % Distribution
		Task 3: Prototype	20 %	MLO 1		MLO 2	MLO 3	MLO 4

		Execute solution to deliver value	20				✔

		Final Project & E-portfolio			40% Individual

Timeframe		Week 09 – Week 14
Deadline		Week 14
Description		Final Project – Playable Game – 30 % Students will integrate their art asset to their game development and produce a fully functional and playable game. E-Portfolio - 10 % Students describe and reflect on their social competencies within the design studio context, supported by evidence. Reflect on how to empathize with others within group settings, interact positively within a team and foster stable and harmonious relationships for productive teamwork. The reflective writing is part of the TGCP.

Requirements		Unity Project files and Folders. Video Capture and Presentation of the gameplay walkthrough Game WebGL Build Blog post for your reflective studies.


Learning Goals	1	Appraising and Valuing Competencies – Use information and communication technology to reflect on individual performances for self-improvements

Assessment Criteria		Marking Criteria & % Distribution
		Final Project & E-portfolio	40%	MLO 1		MLO 2	MLO 3	MLO 4

		Final project Execute solution to deliver value	30					✔
		E-portfolio - Analyse success and failure	10					✔

GENERAL INFORMATION, RULES & REGULATIONS

Programme Learning Outcome (PLO)

The Bachelor of Design (Honours) in Creative Media programme has as its objectives that graduates exemplify the following Programme Learning Outcomes (PLO) that will enable them to:

	Programme Learning Outcome (PLO)	MQA Domains
1	Identify and undertake research to acquire knowledge into specific design problems or issues using the appropriate design methodologies and to demonstrate analytical ability and critical awareness of professional practice in design related industries.	Knowledge
2	Demonstrate the effective and creative use of software, technologies and digital media skills to communicate and produce design solutions at professional standards.	Practical Skills
3	Display evidence of design thinking and problem solving skills applicable in pursuit of solutions to complex design problems and issues.	Thinking and scientific skills
4	Communicate strategically, effectively and convincingly in a clean, clear and concise manner to the intended audience, using the appropriate or a variety of medias in a creative but coherent manner.	Communication skills
5	Demonstrate awareness of social norms in demeanour and deed, through personal conduct and in-group settings, and through socially responsible design and communication.	Social skills, teamwork and responsibilities
6	Display values of the highest principles in conduct, character and decision-making or through design or communication.	Value, ethics and professionalism
7	Demonstrate ability to initiate and manage self-learning, evaluate progress, form judgments’ and exercise reflective practice leading to a lifetime of personal and professional development.	Information management and lifelong learning skills
8	Identify design-based opportunities in business; formulate innovative strategies or solutions by leveraging on the design discipline.	Managerial and entrepreneurial skills
9	Communicate, delegate and lead a team while managing expectations and resolving conflicts in an amicable and constructive manner to achieve a projects’ deliverables successfully.	Leadership skills

Taylor’s Graduate Capabilities (TGC)

The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of its graduates.

		Taylor’s Graduate Capabilities (TGC)
	1	Discipline Specific Knowledge
	1.1	Able to put theories into practice
	1.2	Understand ethical issues in the context of the field of study
	1.3	Understand professional practice within the field of study
	2	Lifelong Learning
	2.1	Learn Independently
	2.2	Locate, Extract, synthesize and utilize information effectively
	2.3	Be intellectual engaged
	3	Thinking and Problem Solving skills
	3.1	Think critically and creatively
	3.2	Define and analyze problems to arrive at effective solutions
	4	Communication Skills
	4.1	Communicate appropriately in various settings and modes
	5	Interpersonal Skills
	5.1	Understand team dynamics and mobilize the power of teams
	5.2	Understand and assume leadership
	6	Intrapersonal Skills
	6.1	Manage oneself and be self –reliant
	6.2	Reflection one’s action and learning
	6.3	Embody Taylor’s core values
	7	Citizenship and Global Perspectives
	7.1	Be aware of and form opinions from diverse perspectives
	7.2	Understand the value of civic responsibility and community engagement
	8	Digital Literacy
	8.1	Effective use of ICT and related technology

Blended Learning Initiative
Online Lectures / Tutorials	Lecture Capture	Lecture Capture [Pre-recorded]	Online Quiz / Assessment	Online Discussion / Forum	Information Retrieval before Lecture and / or Tutorials	Blogs / Wikis	Video Production [Submission by Student]	Virtual Simulation and / or Gaming	Bring Your Own Device [BYOD] to classrooms	Plagiarism Checking	E-Portfolio	Online Consultation / Chat	Interactive Content / Exercises	FLIP classroom	Total Blended Learning Hours	Estimated % of Blended Learning

7	00	00	00	21	14	14	14	00	28	00	30	00	s00	7	119	74

Marks and Grading Scheme			You will be given tentative grades and necessary feedback for each submission. The grading scheme is shown below:

Grade	Marks	Grade Point	Definition	Description
A	80 – 100	4.00	Excellent	Evidence of some original thinking; demonstrated outstanding capacity to apply, analyse, synthesize and evaluate information; outstanding grasp of subject matter; evidence of outstanding command of relevant knowledge base.
A -	75 – 79	3.67	Very Good	Evidence of some original thinking; demonstrated very good capacity to apply, analyse, synthesize and evaluate information; very good grasp of subject matter; and evidence of very good command of relevant knowledge base.
B +	70 – 74	3.33	Good	Demonstrates good capacity to apply, analyse, synthesize and evaluate information, good grasp of subject matter, and evidence of good command of relevant knowledge base.
B	65 – 69	3.00	Good
B -	60 – 64	2.67	Pass	Demonstrates adequate capacity to apply, analyse and synthesize information, adequate grasp of subject matter, and evidence of adequate command of relevant knowledge base.
C +	55 – 59	2.33
C	50 – 54	2.00
D +	47 – 49	1.67	Marginal Fail	Demonstrates inadequate capacity to apply and analyse information, insufficient grasp of subject matter, and evidence of limited command of relevant knowledge base.
D	44 – 46	1.33
D -	40 – 43	1.00
F	0 – 39	0.00	Fail	Demonstrates very weak capacity to apply and analyse information; very weak grasp of subject matter; very weak command of relevant knowledge base.
WD	-	-	Withdrawn	Withdrawn from the module before census date, typically mid- semester.
F(W)	0	0.00	Fail	Withdrawn from the module after census date, typically mid semester.
IN	-	-	Incomplete	An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalise the grade by the published deadline.
IP	-	-	In Progress	An interim notation used for a module which continued for more than one semester. An “IP” grade carries with it no credit or grade until a regular grade is assigned.
P	-	-	Pass	Given for satisfactory completion of a non-graded module. Note: Non-graded module is module that is ‘graded’ with ‘pass’ or ‘fail’ without any grades such as Grade A, B, C or D
AU	-	-	Audit	Given for a module where attendance is for information only without earning academic credit.

Student Participation	Students must attend all the consultation sessions in class and constantly show individual progression until the deadline of any projects/assignments. Students will be assessed based on their performance throughout the semester. Therefore, regular attendance and active participation in class is expected. Class participation is an important component of every module. Failing to adhere to this will affect the final grade in this module. No major changes of proposal should be made after confirmation with the lecturer in-charge. Students will be considered not fulfilling the requirements of the module if the final product is not the same as stated in the proposal. Consultation with the lecturer in-charge is advised should the students face any conceptual or technical problems that the students might find difficult to solve by themselves. The academic team is always there to provide some helpful advice.

Student – Centered Learning/lectures	The module uses the Student-Centred Learning (SCL) approach. Utilization of SCL embodies most of the principles known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning strategies such as experiential learning, problem – based learning, site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the learning process.

Assignment Submission and Extensions	Assignments MUST be submitted on the given deadline, handed personally to the module lecturer or can be submitted before the deadline, with the module lecturer’s prior agreement. The school imposes a late submission penalty for work submitted late without a valid reason, e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as one (1) day. Absenteeism at intermediate or final presentation will result in zero mark for that presentation. Extensions can only be granted if a student can show adequate progress towards completion of the assessment and there are extenuating circumstances preventing them from delivering the assessment on the due date. In the case of a request of an extension due to medical circumstances, students must produce the original medical certificate. The lecturer will only give extensions for a total amount of time not exceeding the equivalent number of days the medical certificate considered valid.

Plagiarism	Plagiarism is a breach of intellectual property; the act of using or copying someone else’s idea or work and trying to present it as one’s own. It is taking and using someone else’s work without proper attribution. Intellectual Property involves: Another person’s idea, opinion, or theory Any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge Quotations of another person’s actual spoken or written words Paraphrase of another person’s spoken or written words Issues of intellectual property extend beyond the written word. Bear in mind that the use of still images, moving images, audio or any other content which is not created by oneself, and which one does not have the appropriate permission to use, is a serious offence resulting in a FAIL grade in the module. Plagiarising the work of other students into assignments includes using identical or very similar sentences, paragraphs or sections. When two students submit papers that are very similar in tone and content, both are likely to be penalized

Guide for Writing References	http://taylorslibrary.taylors.edu.my/user_skills/user_support_students - (Item E : Referencing)

Using Internet Sources	The World Wide Web has become a popular source of information for students’ papers, and many questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as for a printed source: when you refer to ideas or quote from a WWW site, you must cite that source. If you want to use visual information from a WWW site, many of the same rules apply. Copying visual information or graphics from a WWW site (or from a printed source) into a paper is very similar to quoting information, and the source of the visual information or graphic must be cited. These rules also apply to other uses of textual or visual information from WWW sites.


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