Games Design and Development

Overview

Framework:
RQF
Level:
Level 2
Unit No:
T/618/3684
Credits:
6
Guided learning hours:
48 hours

Aim

In this unit, learners will develop an initial idea into a 2D or 3D game. They will create visuals to show what the game will look like, as well as a design specification that documents all aspects of the game. They will then create the assets for the game engine and add interaction to make a playable game. This unit also allows learners to obtain feedback on their work for review and further development.

Unit Learning Outcomes

1

Be able to understand different types of computer games.

Assessment Criteria

  • 1.1

    Describe different types of computer games and their features.

    1.1: Describe different types of computer games and their features, for example:

    • different types of computer games: simulations, adventure, puzzle, action, combat, sports, educational
    • features: gameplay, difficulty, feedback, multiplayer, challenges, online games
  • 1.2

    Explain how different components are used in the design of a computer game.

    1.2: Explain how different components are used in the design of a computer game, for example:

    • components: AI, graphics, audio, controller, motion sensing, GUI, fundamentals, characters, connectivity of elements, how character interacts with game
    • platforms: consoles (Xbox, Playstation, Switch), PC/Mac, handheld devices, smartphones, tablets, TV, in relation to speed, connectivity, appropriateness for game, benefits/limitations
    • visual style: terrain, architecture, objects, characters, non-playing characters (NPC), feedback interface, perspectives (2D, 3D, first-person, third-person, scrolling, aerial, context-sensitive), full motion video (FMV)
    • game play (what the player does):goals, e.g. what the player needs to achieve in the game, challenges, e.g. what the player must overcome, rewards, e.g. what the player will receive for completing goals or challenges, player actions, e.g. run, jump, rules, e.g. valid moves, how high the player can jump, game mechanics, e.g. inventory, scoring, win condition
2

Be able to design a computer game in response to a client brief.

Assessment Criteria

  • 2.1

    Design a computer game with storyline, characters and gameplay.

  • 2.2

    Produce a design specification in an appropriate format.

    2.2: Produce a design specification in an appropriate format, for example:

    • design specification must include a proposal, concept imagery and asset list to demonstrate ideas and provide detailed information on the game, what that game is about, information about the avatar used by the player, e.g. character, vehicle, cursor, what the game is about (story or context), maps of the levels, objectives, encounters, navigation, pickups, details of the game play (what the player actually does)
    • learners should ensure their proposal is realistic and achievable with regards to time constraints, available resources, technical knowledge, skills and limitations and include details about target audience, genre, working title, purpose, inspiration, content, research, timeline, resources, platform, storyline, gameplay
  • 2.3

    Create an asset list.

    2.3: Create an asset list, for example:

    • character, locations, vehicles, creatures etc, concept art examples for primary assets, storyboard, moodboard, narrative
3

Be able to develop and test a computer game.

Assessment Criteria

  • 3.1

    Edit game assets considering file formats, types and naming conventions.

    3.1: Edit game assets considering file formats, types and naming conventions, for example:

    • experiment with a variety of visual styles for primary assets to produce a visual concept for the game. The types of visual assets produced will vary depending on the type of game and the intended platform, and will depend on whether the game is 2D or 3D. Learners should show consideration of copyright and attribution for third party assets
    • assets to include in 2D games: sprites (characters/avatar), matt paintings or pixel tiles for background, sprites (buildings and organic environment assets), graphics for interactive objects, e.g. doors, pickups, buttons, lifts, etc
    • assets to include in 3D games: 3D character models, 3D environment art assets – buildings, organic, e.g. trees, rocks, interactive objects, e.g. doors, vehicles, buttons/lifts, etc, textures for 3D assets and environment
    • sound assets: ambient sound, music, sound effects
    • animated assets: animated sprites, walk cycles
  • 3.2

    Render and import assets into game engine.

    3.2: Render and import assets into game engine, for example:

    • edit assets as appropriate for game and platform, appropriate file size and poly/pixel counts (target platform specifications), appropriate file types: jpeg, psd, bmp, ase, obj, wav, mp3, appropriate naming conventions (each game engine will have specific rules on naming files), alpha channels for textures and sprites (correctly rendered), checking normals for 3D models (correct direction), for 3D engines only
    • import assets into the engine: 2D engines, e.g. GameMaker, RPG maker, IWGame and 3D engines, e.g. UnrealSDK, Unity, CryEngine
  • 3.3

    Develop a computer game for a specific platform using a game engine.

    3.3: Develop a computer game for a specific platform using a game engine, for example:

    Although 2D and 3D games will require different methods to create the game environment, the process is the same and should include:

    • setting up the level (initial settings, screen resolution/FPS (frames per second)/world size/additive or subtractive 3D world)
    • creating the environment:
    1. 2D engines - interface, background imagery, e.g. fixed appearance, side scrolling
    2. 3D engine - BSP (binary space partitions), grey box
    3. lighting - 2D transparency effects, 3D light placement, lighting effects
    4. atmospheric/decorative animation - swaying foliage, water surfaces, weather effects, fire and smoke, computer screens and machinery
    • add scripts to create interactivity: scripted animation, e.g. cursor animation, adding triggers and events, scripted movers, e.g. animating doors, platforms , scripting buttons, e.g. actions, settings, to provide information, e.g. to obtain facts and statistics/interactive characters, dialogue/cursor information, mouse rollover states, movement, e.g. navigation keys, steering, weapon movement, player actions, e.g. run, jump, using colliders as triggers, text instructions, e.g. walk north, get key, pickups, scripting game mechanics, e.g. inventory, scoring, win condition
  • 3.4

    Test a computer game obtaining feedback from others.

    3.4: Test a computer game obtaining feedback from others, for example:

    • test game, the scripts, interactivity and gameplay functionality, make any necessary changes, optimise settings and publish the game for a specific platform, e.g. as an app for tablet and smartphones, exe for PC, etc, refine the game based on feedback
4

Be able to review a computer game.

Assessment Criteria

  • 4.1

    Review how the game meets the client brief, making recommendations for further improvements.

  • 4.2

    Describe how own performance could be developed.

    4.2: Describe how own performance could be developed, for example:

    • learner should include reflections on the quality and fitness for purpose of the design specification and game (strengths and areas for development), taking into account user feedback, own self-assessment, and feedback from others (peers, tutors)
    • more efficient or effective ways of working, ways to improve the design and prototype, develop own digital skills (graphics, animation, game engines, etc)