In this unit, learners will develop an initial idea into a game prototype. They will create visuals to show what the game will look like, as well as a design proposal that outlines aspects of the game. They will then present their game prototype and review their performance.
For the full unit details, please download the latest version of the qualification specification. This is available for download on the relevant qualifications page.
Unit Learning Outcomes
To view the assessment criteria and any additional content, please expand the relevant learning outcome below.
1 — Know about the purpose, types and platforms for computer games.
Assessment Criteria
1.1: Describe computer game types and platforms, for example:
types: card games, board games, puzzles, maze, fighting, action, adventure, strategy, stealth, survival, sports and simulation games
platforms: consoles, PCs, handheld devices, smartphones, tablets, TV
1.2: Identify aspects to consider when designing computer games, for example:
2 — Be able to generate ideas and plan a game design.
Assessment Criteria
2.1: Use a range of information sources to research computer game design ideas, for example:
primary sources (for example, observation drawings, photographs, visits)
secondary sources (for example, practitioner research, books, websites, blogs)
existing products (for example, 2D games, 3D games, websites, apps, interactive TV)
2.2
Create a game design proposal and concept imagery.
2.2: Create a game design proposal and concept imagery,
2.3 Create an asset list of primary elements, for example:
the game design proposal should demonstrate ideas and provide basic information on the game, what that game is about and include details about target audience, genre, working title, purpose, inspiration, content, research, timeline, resources, platform
concept imagery and assets for primary elements (for example, characters, vehicles etc)
3 — Be able to develop and present a game prototype.
Assessment Criteria
3.1: Use tools and techniques to create a game prototype, for example:
learners will include their planned assets into a suitable format and create some basic animation and interaction for a game prototype which should include theme, visualisation, experimentation, script, storyboard, technical notes, annotated screenshots, use of sound
3.2: Present a game prototype using a suitable format, for example:
presentation formats: group/individual presentation, group critique, using visual aids, effective communication, collation of research, demonstration of prototype, audience interaction/feedback, meeting requirements
4 — Review the computer game design and prototype.
Assessment Criteria
4.1
Outline strengths and weaknesses in design documents and game prototype.
4.1: Outline strengths and weaknesses in design documents and game prototype and 4.2: Suggest improvements to own work and performance, for example:
learner should include reflections on how well they worked to produce the design and prototype (strengths and areas for development)
they should take into account: user feedback, own self-assessment, feedback from others (peers, tutors)
suggested improvements to own work and performance: more efficient or effective ways of working, ways to improve the design and prototype, develop own digital skills (for example, graphics, presentation, etc)
