Digital Game Design (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | SWE106 | ||||
Course Name: | Programming with C++ | ||||
Semester: | Spring | ||||
Course Credits: |
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Language of instruction: | English | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Compulsory Courses | ||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||
Course Coordinator: | Dr. Öğr. Üy. MUHAMMED DAVUD | ||||
Course Lecturer(s): | Dr.Handan Kulan | ||||
Course Assistants: |
Course Objectives: | After successfully completing this course, students will be able to: 1. Understanding about object oriented programming 2. Understanding the process of exposing the essential data to the outside of the world and hiding the low level data 3. Incorporate pointers and/or arrays to manipulate data; and create programs using classes and objects 4. Create and process data in files using file I/O functions |
Course Content: | Week 1- Basic Elements of C++ Week 2- Program Structure Week 3- Compound Data TypesI (Arrays, Pointers) Week 4- Compound Data TypesII (Dynamic Memory, Data Structures) Week 5- Functions, Recursion Week 6- Classes and Objects Week 7- MIDTERM Week 8- Inheritance, Overloading Week 9- Polymorphism, Abstraction Week 10- Encapsulation, Interfaces Week 11- Files and Streams Week 12- Type Conversions, Exceptions Week 13- Preprocessor Directives Week 14- Operator Overloading and Templates |
The students who have succeeded in this course;
1) Understanding about object oriented programming 2) Incorporate pointers and/or arrays to manipulate data; and create programs using classes and objects 3) Create and process data in files using file I/O functions |
Week | Subject | Related Preparation |
1) | Basic Elements of C++ | |
2) | Program Structure | |
3) | Compound Data Types (Arrays, Pointers) | |
4) | Compound Data Types II (Dynamic Memory, Data Structures) | |
5) | Functions, Recursion | |
6) | Classes and Objects | |
7) | MIDTERM | |
8) | Inheritance, Overloading | |
9) | Polymorphism, Abstraction | |
10) | Encapsulation, Interfaces | |
11) | Files and Streams | |
12) | Type Conversions, Exceptions | |
13) | Preprocessor Directives | |
14) | Operator Overloading and Templates |
Course Notes / Textbooks: | C++ How to Program, Deitel |
References: | C++ İle Programlama - Paul Deitel |
Course Learning Outcomes | 1 |
2 |
3 |
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Program Outcomes | ||||||||
1) Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | ||||||||
2) Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | ||||||||
3) Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | ||||||||
4) Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | ||||||||
5) Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | ||||||||
6) Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | ||||||||
7) Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | ||||||||
8) Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
No Effect | 1 Lowest | 2 Average | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | |
2) | Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | |
3) | Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | |
4) | Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | |
5) | Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | |
6) | Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | |
7) | Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | |
8) | Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 2 | % 20 |
Midterms | 1 | % 30 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 13 | 26 |
Application | 13 | 26 |
Homework Assignments | 2 | 4 |
Midterms | 1 | 2 |
Total Workload | 58 |