Course syllabus for Technology-driven experimental game design

Course syllabus adopted 2019-02-21 by Head of Programme (or corresponding).

Overview

  • Swedish nameTeknikdriven experimentell speldesign
  • CodeDAT380
  • Credits7.5 Credits
  • OwnerMPIDE
  • Education cycleSecond-cycle
  • Main field of studyComputer Science and Engineering, Software Engineering
  • DepartmentCOMPUTER SCIENCE AND ENGINEERING
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language English
  • Application code 23117
  • Maximum participants30
  • Block schedule
  • Open for exchange studentsYes

Credit distribution

0118 Project 7.5 c
Grading: TH		 7.5 c

In programmes

Examiner

  • Marco Fratarcangeli
Go to coursepage (Opens in new tab)

Course round 2

  • Teaching language English
  • Application code 99213
  • Maximum participants20
  • Open for exchange studentsNo
  • Only students with the course round in the programme overview.

Credit distribution

0118 Project 7.5 c
Grading: TH		 7.5 c

    Examiner

    • Marco Fratarcangeli
    Go to coursepage (Opens in new tab)

    Eligibility

    General entry requirements for Master's level (second cycle)
    Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

    Specific entry requirements

    English 6 (or by other approved means with the equivalent proficiency level)
    Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

    Course specific prerequisites

    To be eligible for this course, students must have successfully completed the following courses, or equivalent:
    - CIU175 Prototyping in interaction design
    - TDA492 Graphical interfaces
    - TDA497 Interaction design methodology"

    The courses DAT385 Introduction to Game Research, TDA580 Gameplay Design, and TDA572 Game Engine Architecture or equivalent are recommended.

    Aim

    Advances in computer game and game development are often tied intrinsically to the develop of new technology. However, the potential use of new technology is typically easier to identify regarding graphics, sound, networking, and even business aspects than regarding the core of a game, its game mechanics or gameplay. The course technology-driven experimental game design focuses upon developing skills for understanding and applying new technologies specially towards enabling new forms of gameplay.

    Learning outcomes (after completion of the course the student should be able to)

    • list potential for new game mechanics and gameplay of two different technologies
    • state creativity methods and techniques for applying new technologies to gameplay
    • develop and explore new gameplay produced by using new technologies
    • present new aspects of a game's gameplay based upon the new technology used
    • apply creativity methods on a new technology for creating new gameplay
    • analyse potential advantages and disadvantages of various new technology-driven gameplay possibilities given the context of specific user groups
    • asses ethical and societal issues of wide-spread adaptation of new technology-driven gameplay

    Content

    Two currently relevant new technologies are introduced in the course (which technologies vary between years). Creativity methods are taught in the courses as a preparation for applying these methods during the work on the specific technologies.

    Organisation

    The course is divided into two major modules and a smaller introductory module. The two major modules each focus on a technology which is on the cusp of being able to influence game development significantly within a couple of years. Each module introduces a technology through lectures, literature, and practice along with tools to allow gameplay experiments. The two major modules each contain a group submission and an individual submission. Group work usually takes place in groups of 5-6 students. The smaller introductory module goes through concepts and creativity methods for use in the other modules.

    Examination including compulsory elements

    The smaller introductory module consists of an individual written submission. Each of the two major modules consists of a group submission, an individual written submission and an oral presentation in a group.
    The report in the introductory module and the oral presentations are either failed or passed. The group reports and the individual reports in the two major modules use a grading scale for correction.