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:

UNI151

Course Name:

Introduction to Serious Gaming

Semester:

Fall

Course Credits:

ECTS

Language of instruction:

English

Course Condition:

Does the Course Require Work Experience?:

Type of course:

University Elective

Course Level:

Bachelor

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

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

E-Learning

Course Coordinator:

Dr. Öğr. Üy. IŞIK ATEŞ KIRAL

Course Lecturer(s):

Asst. Prof. Dr. Işık Ateş KIRAL

Course Assistants:

Course Objective and Content

Course Objectives:	The main aim of this course is to nurture discussions on what computer games are about, how games can be used in teaching / learning, and how games affect players. This course will help students build a solid foundation that will help them understand the basic problems of computer games and simulations.
Course Content:	Bu ders, ciddi oyun oynamanın temel kavramlarına ve tanımına kapsamlı bir giriş sağlar. Şu konular işlenir: oyunlaştırma, oyunlaştırma ve davranış, ciddi oyunlar ve oyunlaştırma yoluyla davranışı geliştirme, ciddi oyun tasarım belgesi geliştirme, öğrenme teorilerini ciddi oyunlara entegre etme.

Learning Outcomes

The students who have succeeded in this course;
1) Learning the definition of serious gaming, differences from gamification
2) Learning basic definitions, concepts and theories surrounding gamification.
3) Learning how the behavior can be influenced by gamification.
4) Learning how to develop a serious game design
5) Learning how to implement learning theories into the serious game design

Course Flow Plan

Week	Subject	Related Preparation
1)	Orientation, Introduction
2)	Introduction to Gamification Foundation and Underlying Theories - Part 1
3)	Introduction to Gamification Foundation and Underlying Theories - Part 2
4)	Introduction to Gamification Foundation and Underlying Theories - Part 3
5)	Introduction to Gamification Foundation and Underlying Theories - Part 4, Gamification and Behavior - Part 1
6)	Gamification and Behavior - Part 2
7)	Serious Game Design Document – Requirements Specification - Part 3, System Design
8)	Serious Game Design Document – Requirements Specification
9)	Serious Game Design Document – Technical Architecture
10)	Serious Game Design Document – Game Design Part 1
11)	Serious Game Design Document – Game Design Part 2
12)	Serious Game Design Document – Programming, Asset Acquisition and Development
13)	Integrating Learning Theories Part 1
14)	Integrating Learning Theories Part 2
15)	Integrating Learning Theories Part 3

Sources

Course Notes / Textbooks:

• Bergeron, B. (2005). Developing serious games (game development series). Charles River Media, Inc.
• Brockmann, T., Zarnekow, R., Robra-Bissantz, S., Lattemann, C., Stieglitz, S. (2017). Gamification: Using Game Elements in Serious Contexts. In Progress (pp. 19-29). IS Springer.
• Dörner, R., Göbel, S., Effelsberg, W., Wiemeyer, J. (2016). Serious Games. Springer International Publishing.
• Michael, D. R., Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
• Loh, C. S., Sheng, Y., Ifenthaler, D. (2015). Serious games analytics. Edited by Christian Sebastian Loh, Yanyan Sheng, and Dirk Ifenthaler. Cham: Springer International Publishing. doi, 10, 978-3.

References:

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) 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
Homework Assignments	4	% 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	15	0	2		30
Project	1	0	50		50
Homework Assignments	7	0	6		42
Total Workload					122