Overview
Qualification Grading Type
Graded
Unit Learning Outcomes
1.
Know the fundamentals of worldbuilding.
Assessment Criteria
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1.1.
Explain the concept of worldbuilding in gaming.
Students should use examples in their explanation. Could include: high-level concept, designing the setting and history of the game world, its characters and/or mechanics, the backstory, lore.
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1.2.
Explain the main elements of worldbuilding in gaming.
Students should use examples in their explanation. Could include: geography, climate, infrastructure, maps, terrain, characters within the world, social structures, how characters relate to one another, technology within the world, fashion, the culture, currency, backstories of the characters, storytelling, politics, timelines.
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1.3.
Explain how worldbuilding impacts on player experience.
Students should pick at least three elements from 1.2 and consider how they impact on the player experience. Students should include positive and negative impacts. Could include: lore consistency, drawing the player into the game, believability, level design, designing too much too soon, costs, resources
2.
Be able to generate ideas for a computer game world.
Assessment Criteria
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2.1.
Produce a design document for a computer game world that meets client requirements.
Students should use appropriate techniques to meet the needs of a brief, providing enough detail for a high-level understanding of the world. This could include: mood boards, sketches, flowcharts, layouts, concept art, event scripting, storytelling.
3.
Be able to review a computer game world in response to a brief.
Assessment Criteria
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3.1.
Using appropriate testing strategies to gather feedback on the level design.
Students need to test their computer game world to determine whether they meet the needs of the brief. This can be through self-evaluation, interviews, questionnaires, focus groups. Students must use more than one source of information to test their designs.
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3.2.
Evaluate and refine the level design based on testing.
Students should evaluate the feedback received, establishing the enhancements and improvements suggested that they will implement. Students should not be afraid to reject feedback received where they feel necessary, giving reasons for this. Evidence of how and where necessary amendments have been made should be included.