Level Design

Explain the key principles to consider when developing an engaging level.

Explanation should include examples from existing games and consider five different principles in their answer. Students could consider: goals and objectives, pace, obstacles, difficulty level, plot, setting, characters, game balancing, theme, layout, player choices, actions and mechanics, navigation.

Analyse the use of visual cues when developing an engaging level.

Analyse existing games and consider at least three cues. Students could consider: lighting, animations, colour, orientation, textures, scale.

Explain how lighting can be used to enhance level design.

Using examples, students could consider: light sources, shadows, reflections, atmosphere and mood, supporting gameplay, progression of time. Students should discuss how the lighting complements and enhances the level in relation to the player experience.

Explain how effects can be used to enhance level design.

Using examples, students could consider: music, sound effects, particles, different types of sound, animation, post-processing effects. Students should discuss how the effects complement and enhance the level in relation to the player experience.

Produce a design document for a new level that meets client requirements.

Students should use appropriate techniques to meet the needs of a brief, providing enough detail to understand the new level design. This could include: mood boards, sketches, flowcharts, layouts, concept art, event scripting, blockout/white box level design, level outline.

Using appropriate testing strategies to gather feedback on the level design.

Students need to test their design ideas 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.

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.