Below are the learning outcomes of this module and how they were covered in my work. Links to examples are embedded in the explanations.
| Learning Outcome | Explanation/Examples |
|---|---|
| A1: Contemporary contexts and issues in the theory and practice of games design and art | These were always taken into consideration when both researching my topics and game ideas, for example, my chosen topic of rave culture and my prototypes/ideas explore themes such as creative expression under government oppression and law enforcement vs. youth culture. |
| A2: how to creatively integrate and employ a range of research approaches and technologies to realise your ideas | For my prototype I have taken on learning a new game engine, Godot, as well as used music software like Ableton to generate audio assets for my prototype. Godot Prototyping 3 Extra Week – More Prototyping |
| A3: Industry processes, roles, and methods of games development and design thinking | As well as rapid prototyping, my project proposal contains multiple examples of industry methods for stucturing and scheduling the project, including kanban boards and gantt charts. |
| A4: A research informed approach to games design and art practice; social, environmental and ethical dimensions of games design and art | For all of my topics I researched their background and surrounding social issues deeply: 90s Rave Culture Research Virtual Pets Research Kei Cars Research |
| A5: Social, environmental and ethical dimensions of games design and art | My rave culture topic, and particularly my second game idea that was more narrative-focused, tried to focus on social issues such as youth alienation and clashes with authority in government, as well as drug culture. I also detailed and acknowledged the history of the genre rooted in black/minority ethnic groups and the queer community. My kei cars topic also touched on environmental concerns surrounding personal vehicles which have given them recent popularity. |
| A6: How to apply commercial and professional skills to a range of contexts | I already have commercial and professional skills in programming, game design and music which can be seen throughout my prototyping devlogs: Godot Prototyping 1 Godot Prototyping 2 Godot Prototyping 3 |
| B1: Generate ideas, concepts and proposals independently or collaboratively | This can be found throughout my blog posts during Phase 2 and 3, for example my game ideas or prototype work: Game Idea – Pusher Game Idea – Breakmasher Godot Prototyping 1 |
| B2: Apply methods of enquiry and reflection to critically evaluate your ideas | I have evaluated and iterated upon my ideas and prototypes through both peer feedback as well as those from tutors: Week 11 – Presenting the Game: Feedback |
| B3: Challenge the conceptual and technical boundaries of your discipline | My prototype tries to innovate on the rhythm game formula of testing the players ability to perform to the rhythm, and instead encourages them to break this boundary by going off-beat. Game Idea – Pusher |
| B4: Show independent judgments and self-critique in the selection of ideas, materials, tools, techniques and processes | As well as peer feedback I often use my own judgement as a game designer to help shape further ideas when prototyping: Godot Prototyping 3 |
| B5: Inform your practice through reflection on relevant theories | In my research I touched on several relevant theories that helped me flesh out my ideas and game mechanics, for example in my Virtual Pets Research where I touched on how they can be used to tackle artificial general intelligence and theories of existentialism (as well as how other games have approached this) |
| B6: Question, review and evaluate personal strengths within industry roles and practices | As someone who is already experienced with graphic design and sound/music, I chose the game ideas that I could easily apply my skills to. Examples include Week 8 – Working on Game Ideas |
| C1: Communicate and present ideas in a variety of oral, written, technological and visual formats | This can be seen in all my blog posts as I have used both writing, videos and images to present my ideas. |
| C2: Identify and draw upon a wide range of sources to inform and challenge your thinking | I have used both news articles and documentaries to inform my research: Virtual Pets Research 90s Rave Culture Research |
| C3: Employ digital literacies to support your learning | Throughout my blog I have used both online articles and videos to back up my work as well as used a range of tools. |
| C4: Manage your time effectively as an independent learner | I have used all my time in the blog to create updates and devlogs independently. |
| C5: Demonstrate innovation in the application of knowledge to practice | I have innovated on the rhythm game genre and used up and coming new technologies in the game sector such as the Godot engine: Godot Prototyping 1 |
| D1: Undertake and evaluate user testing of games prototypes | I have shown my prototype to both peers and tutors and written down relevant feedback, as well as improved my work as a result: Extra Week – More Prototyping Week 10 – Prototype Review |
| D2: Develop innovation through practical intelligence and experimentation | As well as using brainstorming techniques in class to find research topic ideas, I also experimented with prototyping to help find game ideas: Week 1 – Introductions Godot Prototyping 1 |