Digital Game Design (English) Preview
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code:

DGD057

Course Name:

Gamification

Semester:

Spring

Course Credits:

ECTS

Language of instruction:

English

Course Condition:

Does the Course Require Work Experience?:

Type of course:

Departmental Elective

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator:

Dr. Öğr. Üy. BELGİN YAZICI

Course Lecturer(s):

Dr. Öğr.Üyesi Belgin Yazıcı

Course Assistants:

Course Objective and Content

Course Objectives:

1. To differentiate between games and gamified systems.
2. To identify dynamics and mechanics of gamified systems and how they are used to motivate players.
3. To distinguish gaming models and methods as they relate to academic theories and psychological methods.
4. To recognize the ethical implications of gamification.
5. To generate a solution to a problem using gamification strategies.

Course Content:

Gamification is the method of using game elements that motivates people in non-game areas. Thus, a gameful environment is provided to the target audience in order for them to show the desired behaviors. The main topics of this course include, but are not limited to; what gamification is, how to form a behavioral change by using factors which motivates people in non-game areas, the models where game and gamification utilizes, the most effective models of gamification design that exist and how to design a gamification from scratch

Learning Outcomes

The students who have succeeded in this course;
1) Students can understand the use of the games in non-game areas.
2) Students can understand the similarities and differences between life & company structures and the games.
3) Students can understand the reasons in the background that the games are motivating.
4) Students can learn the most effective gamification design models
5) Students can discuss gamification designs through case studies.
6) Students can make a gamification design from the beginning to the end

Course Flow Plan

Week	Subject	Related Preparation
1)	Introduction to the Course. Defining play and game. History of Games, Games in social life
2)	Introduction to Gamification
3)	The Psychology behind Gamification
4)	Gamification models
5)	Player Motivation, Player Types
6)	Game Mechanics, Dynamics and Aesthetics
7)	Mid-term
8)	Game Elements
9)	Rewards
10)	Storytelling and Narrative
11)	Serious Gmes and Gamification Case Studies
12)	Gamification Design
13)	GDD (Game Design Document)
14)	Final Project Presentations

Sources

Course Notes / Textbooks:	There are no resources for the course
References:	There are no resources for the course

Course - Program Learning Outcome Relationship

Course Learning Outcomes	1	2	3	4	5	6
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	2	3	1	2	2
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	2	1	1	1	3
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.	2	1	1	1	2	3
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.						3
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.	3	1	2	1	2	3
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.	3	2	2	1
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.	1		1		3	2
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.		2		3

Course - Learning Outcome Relationship

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.	3
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.	1
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.	1
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.	3
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.	2
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.	2
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.	3
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.	1

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	1	% 10
Project	1	% 40
Final	1	% 50
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

Workload and ECTS Credit Calculation

Activities	Number of Activities	Preparation for the Activity	Spent for the Activity Itself	Completing the Activity Requirements	Workload
Course Hours	14	2			28
Laboratory	14	2			28
Homework Assignments	12	3			36
Final	1	8			8
Total Workload					100