Print View: MMDS3300 - Sem 2 2008 - St Lucia

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

This course is an introduction to the critical and practical issues of understanding, creating, and critiquing games. It is designed to give students an insight into the game design and development process as well as experience in applying theoretical knowledge to a practical exercise in game development.

2.2 Learning Objectives

After successfully completing this course you should be able to:

1  Define, discuss and analyse principles of game design.
2  Write lucidly and comprehensively on game design issues.
3  Raise, articulate and debate issues and perspectives of game design.
4  Prototype, and evaluate, improve on, or recommend solutions.
5  Create a well-structured project proposal.
6  Define and adhere to team roles and responsibilities.
7  Present effective diagrams, drawings, and illustrations appropriate to the game design process, and to the audience.
8  Outline innovative and engaging game play.
9  Resolve technical, logistic, and user-based issues of a game level prototype.
10  Test, analyse and compare other groups’ level design projects.
11  Design a game level that impresses, intrigues and engages an audience.

2.3. Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Undergrad Pass) graduate attributes:

GRADUATE ATTRIBUTE	LEARNING OBJECTIVES
*A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A1. A comprehensive and well-founded knowledge in the field of study.	1, 8, 10, 11
A4. An understanding of how other disciplines relate to the field of study.
A5. An international perspective on the field of study.
*B. EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.	1, 3, 5, 7, 8, 11
B2. The ability to interact effectively with others in order to work towards a common outcome.	1, 3, 5, 8, 11
B3. The ability to select and use the appropriate level, style and means of communication.	1, 3, 4, 5, 7, 8, 9, 10, 11
B4. The ability to engage effectively and appropriately with information and communication technologies.	1, 3, 4, 5, 9, 10
*C. INDEPENDENCE AND CREATIVITY*
C1. The ability to work and learn independently.	2, 3, 10
C3. The ability to generate ideas and adapt innovatively to changing environments.	2, 3, 8, 10, 11
C4. The ability to identify problems, create solutions, innovate and improve current practices.	2, 6, 8, 9, 10, 11
*D. CRITICAL JUDGEMENT*
D1. The ability to define and analyse problems.	1, 2, 3, 4, 8, 9, 10, 11
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.	1, 2, 3, 4, 8, 9, 10, 11
D3. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions.	1, 2, 3, 4, 8, 9, 10, 11
*E. ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.	3, 6, 8, 10, 11
E2. An appreciation of the philosophical and social contexts of a discipline.	3, 6, 8, 10, 11
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.	3, 6, 10, 11
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.	3, 6, 10

5. Assessment

5.1 Assessment Summary

This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5 Assessment Detail below.

Assessment Task	Due Date	Weighting	Learning Objectives
Design A1: Game Design Documentation (Groups of 4)	29 Jul 08 09:00 - 25 Aug 08 16:00	30%	5, 7, 8, 11
Project A2: Game Level (Groups of 4)	12 Sep 08 09:00 - 6 Oct 08 12:00	30%	4, 6, 7, 9, 11
User testing and evaluation A3: User Testing and Evaluation(Groups of 2)	7 Oct 08 09:00 - 7 Oct 08 16:00	20%	4, 10
Report A4: Re-design and reflection (Individual)	7 Oct 08 16:00 - 3 Nov 08 12:00	20%	1, 2, 3, 4, 10

5.2 Course Grading

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: Given to work marked 0% to 19%.

Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: Given to work marked 20% to 44%.

Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: Given to work marked 45 to 49%.

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: Given to work marked 50% to 64%.

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: Given to work marked 65% to 74%.

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: Given to work marked 75% to 84%.

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: Given to work marked at 85% or higher.

5.3 Late Submission

No extensions will be granted except in exceptional personal circumstances (documented medical reason or family emergency). Personal hardware or computer failures are not grounds for extension.

5.5 Assessment Detail

A1: Game Design Documentation (Groups of 4)

Type: Design
Learning Objectives Assessed: 5, 7, 8, 11
Due Date:
29 Jul 08 09:00 - 25 Aug 08 16:00
Weight: 30%
Task Description: Design documentation for a game level to be produced as assignment 2, evaluated as assignment 3, and re-designed and reflected upon as assignment 4.
Criteria & Marking: Criteria sheet via course website.
Submission: Online submission.

A2: Game Level (Groups of 4)

Type: Project
Learning Objectives Assessed: 4, 6, 7, 9, 11
Due Date:
12 Sep 08 09:00 - 6 Oct 08 12:00
Weight: 30%
Task Description: Implementation of game level designed in assignment 1, with accompanying documentation and test plan.
Criteria & Marking: Criteria sheet via course website.

A3: User Testing and Evaluation(Groups of 2)

Type: User testing and evaluation
Learning Objectives Assessed: 4, 10
Due Date:
7 Oct 08 09:00 - 7 Oct 08 16:00
Weight: 20%
Task Description: Testing and critical evaluation of 2 game levels, based on test plan.
Criteria & Marking: Criteria sheet via course website.
Submission: Online submission.

A4: Re-design and reflection (Individual)

Type: Report
Learning Objectives Assessed: 1, 2, 3, 4, 10
Due Date:
7 Oct 08 16:00 - 3 Nov 08 12:00
Weight: 20%
Task Description: Re-design of game level, and reflection on game design process.
Criteria & Marking: Criteria sheet via course website.
Submission: Online submission.

6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For further details on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures.

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).

Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.

Plagiarism
The University has adopted the following definition of plagiarism:

Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.

Feedback on Assessment
Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment. For a detailed explanation of the feedback you are entitled to, you should consult the policy on Student Access to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=25109)

As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.

There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)

School of Information Technology and Electrical Engineering Assessment Guidelines

Misconduct

Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).

Late Arrival or Non-attendance at Examinations

The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.

The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.

In the case that a student requests a special exam for a School-controlled exam, the request will be considered and, if allowed, the timing shall be determined by the course coordinator, in consultation with the School's Chief Examiner where necessary, and in accordance with HUPP 3.30.5. Unless otherwise indicated in the Course Profile, applications must be made in writing to the Head of School no later than one week after the exam. Late applications will not be accepted.

Examination Feedback

In addition to the advice above, students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 217, General Purpose South Building [78], St Lucia; Room 218, Building 1, Ipswich) regarding arrangements. The ITEE policy on exam script viewing is available at http://study.itee.uq.edu.au/current_students/exam_script_viewing.html.

Supplementary Assessment

If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or your program rules for details. You should note that even though you may be eligible for supplementary assessment under these rules, in some circumstances there may be no practical assessment that can be offered to allow you to meet the minimum passing requirements. These circumstances may include failure based on:

group or team based assessment;
attendance or class participation requirements;
laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
progressive assessment, where subsequent assessment items build on earlier assessment items; or
multiple assessment items, where it is impractical to offer multiple supplementary assessment items.

If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
Students on a placement course – also known as a work placement, internship, industry study, industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork, teaching practice – should refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/index.html?page=25120) for detailed information.

Working with Children
Students whose studies include a professional/work placement, internship, clinical practice, teaching practice or other similar activity which involves them in regular contact with children should refer to the University policy, Working with Children Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=25004) to find out how to apply for a ‘blue card’.

Students with a Disability
Any student with a disability who may require alternative academic arrangements, including assessment, in the course/program is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services. Refer to the University policy, Students with a Disability (Disability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=25122) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111

Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.

Occupational Health and Safety
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057) should be familiar with the University policies on occupational health and safety in the laboratory.

Other School of Information Technology and Electrical Engineering Guidelines

Ethical Clearance

If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/orps/index.html?page=5064&pid=5256.

Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.

Learning Objectives

After successfully completing this course you should be able to:

Assessment & Learning Activities

	Learning Objectives
	1	2	3	4	5	6	7	8	9	10	11
Learning Activities
L1: Course overview, game lifecycle, the core idea (Lecture)
L2: Narrative Development (Lecture)
L3: Interactivity 1 (Lecture)
L4: Interactivity 2 (Lecture)
L5: Interactivity 3 (Lecture)
L6: Interactivity 4 (Lecture)
L7: Interactivity 5 (Lecture)
L8: Prototyping and Testing (Lecture)
L9: Reflection and Analysis (Lecture)
L10: Game Development Communities (Lecture)
L11: Presentations (Lecture)
L12: Marketing, release, evolution, community (Lecture)
L13: Exploration of advanced topics (Lecture)
Assessment Tasks
A1: Game Design Documentation (Groups of 4)
A2: Game Level (Groups of 4)
A3: User Testing and Evaluation(Groups of 2)
A4: Re-design and reflection (Individual)

Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Undergrad Pass) graduate attributes:

	Learning Objectives
	1	2	3	4	5	6	7	8	9	10	11
Graduate Attributes
*A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A1. A comprehensive and well-founded knowledge in the field of study.
A4. An understanding of how other disciplines relate to the field of study.
A5. An international perspective on the field of study.
*B EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.
B2. The ability to interact effectively with others in order to work towards a common outcome.
B3. The ability to select and use the appropriate level, style and means of communication.
B4. The ability to engage effectively and appropriately with information and communication technologies.
*C INDEPENDENCE AND CREATIVITY*
C1. The ability to work and learn independently.
C3. The ability to generate ideas and adapt innovatively to changing environments.
C4. The ability to identify problems, create solutions, innovate and improve current practices.

MMDS3300 - Sem 2 2008 - St Lucia - Internal

1. General Course Information

1.1 Course Details

1.2 Course Introduction

1.3 Course Staff

1.4 Timetable