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:

DGD018

Course Name:

Interface and Interaction 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:

Öğr. Gör. SAKIP EFE ERDOĞAN

Course Lecturer(s):

Lecturer S.Efe Erdoğan

Course Assistants:

Course Objective and Content

Course Objectives:	This course will present the video game medium to students beyond the merely technical and practical approaches. The course will provide the necessary theoretical framework in order to establish why and how video games are envisioned, designed, produced and played. The course will also focus on how video games are received by the public and how they are situated in the spectrum of new media.
Course Content:	Interface and interaction design is a course to forward understanding of user interface and user experience of interactive assets and materials of digital games.

Learning Outcomes

The students who have succeeded in this course;
1) Creating basic sketches and developing those basics into more advanced video presentations with detailed deconstructed assets.
2) Creative aspects, and making anew/modifying existing interactive flow charts, icons, and interfaces by creating basic sketches and developing those basics into more advanced video presentations with detailed deconstructed assets.

Course Flow Plan

Week	Subject	Related Preparation
1)	Introduction to the course and topics, meeting the students	Prepare for class.
2)	Discussion on selected games, asking questions on why interface/interactions needs rework on menus and what can be changed. Examples of menus in games. Class discussion.	Examples of flawed game menu's.
3)	Presentation on selected menus, revisions will be given on presentations needs developing. Selected flawed game menu's. Class discussion.	Examples of flawed game menu's
4)	Menu flow chart presentation, revisions will be given if necessary. Menu flow chart discussion in class.	Menu icon reworks
5)	Menu icon reworks, discussion on iconography. Revisions will be given if necessary. Class discussions on menu icons	Menu icon reworks
6)	Menu icon reworks, revisions. Class discussions on menu icons.	Prepare for mid-term presentation.
7)	MID-TERM PRESENTATIONS
8)	Discussion on selected games inventory system, asking questions on why interface/interactions needs rework on inventory system. Class discussion on inventory systems and interfaces.	Inventory system reworks
9)	Presentation on selected inventory systems, revisions will be given on presentations needs developing. In class discussions on selected inventory systems.	Continue on inventory system presentations
10)	Inventory system presentation, revisions will be given if necessary. Class discussions on presented inventory interfaces.	Inventory system flow charts
11)	Inventory system flow chart presentation, revisions will be given if necessary. Class discussions on presented flow charts.	Inventory systems iconography
12)	Inventory system iconography, reworks on icons, revisions will be given if necessary. Class discussions on presented iconography.	Inventory system reworks
13)	Inventory system reworks presentation. Class discussion.
14)	Consultation and revisions for final presentations for finals.	Prepare for final presentation.

Sources

Course Notes / Textbooks:	The course has no book. The students will follow theoretical presentations in class. These presentations will be shared freely with students.
References:

Course - Program Learning Outcome Relationship

Course Learning Outcomes	1	2
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.

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)	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.

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 50
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	4	0			0
Application	2	0			0
Midterms	1	0			0
Final	1	0			0
Total Workload					0