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:

DGD058

Course Name:

Board Game Design

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:

During the course of this semester, we will: discuss and define board game design and development terms and principles; relate key developments in the history and theory of board game design including the game industry's market outlook; explore and describe various game genres, game engines, and media parameters; draft design plans, character sketches, documentation, and storyboards for proposed board games; discuss business standards, market research, legal principles, ethical concerns and development processes in the game design and development industry.

Course Content:

This course covers the foundation of game design with an emphasis on concept, planning and creation of game prototypes. Students in this course will explore various aspects of gaming, including but not limited to: game history and culture, theme, genre, rules, tools, goals, mechanics, systems, level design, narrative, player types, educational games and serious games.

Learning Outcomes

The students who have succeeded in this course;
1) To establish an understanding of the basic processes involved in creating digital and non-digital games
2) To explain the elements, principles, structure, and mechanics of game design and learn how to design game mechanics and dynamics.
3) To recognize various genres of game design
4) To discuss the importance of rules and playability in board game design
5) To learn how to prototype a board game and how to document the process.

Course Flow Plan

Week	Subject	Related Preparation
1)	Introduction to the Course. Defining “Game.” History of Games and Game Design
2)	Formal Elements of Game Design
3)	The Genres of Games
4)	Game Dynamics
5)	Game Mechanics and Components
6)	Player Types and Player Motivation Models & Archetypes
7)	Midterm
8)	Dramatic Elements of Game Design: Story and Challenge
9)	Dramatic Elements of Game Design: Setting and Characters
10)	Methods of Prototyping
11)	Playtesting
12)	Presenting your ideas to the game industry
13)	Physical Prototypes for the Final Project and Writing a Game Design Document
14)	Finals

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

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.	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.	2
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.	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.	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.	1

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	1	% 10
Project	3	% 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	Workload
Course Hours	14	28
Laboratory	14	28
Project	12	36
Final	1	8
Total Workload		100