| MATHEMATICS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GAD5204 | Playful Experience Design | Fall Spring |
3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. ÇAKIR AKER |
| Course Objectives: | In order to understand how game works and how the concept of play is and can be integrated to our lives, students must understand the fundamentals of gamification and business applications of gamification and game design. The course will give a hands-on approach to play theory, and an academic understanding of the practice of playful design. |
|
The students who have succeeded in this course; 1) Understand the fundementals of game and play 2) Define, measure and evaluate the different metrics and key performance indicators for applications that provide playful experience across a range of dimensions 3) Design, develop, and evaluate a playful interaction concept project for a real-world case 4) Percieve fundemental methods and theory related to player experience 5) Understand game design and game studies, as well as user experience perspectives for interaction design, and human computer interaction 6) Apply behaviour analysis via playful interaction 7) Form relation between game elements and personal motivations for gamification projects |
| In order to understand how game works and how the concept of play is and can be integrated to our lives, students must understand the fundementals of game experience approaches, business reflections and applications of game design. The course will give a hands-on approach to play theory, and an academic understanding of the practice of playful experience design. Teaching Methods: Lecture, Group Work, Individual Studies, Readings, Discussions, Projects |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Game and Play | |
| 3) | Sociology of Games | |
| 4) | Meaningful Game Mechanics | |
| 5) | Draft Project Assignment | Preliminary Gamification Idea Generation Assignment |
| 6) | New Approaches in Playful Interactions and Player Experience I | |
| 7) | New Approaches in Playful Interactions and Player Experience II | Preparing the Hero’s Journey of a Game |
| 8) | Midterm Project | |
| 9) | Case Studies and Motivation | |
| 10) | Persona & Activity Cycles | |
| 11) | Gamification Frameworks | Persona Assignment |
| 12) | Flaneur & Gameur | |
| 13) | The End game of Gamification | |
| 14) | The Final Project | The final projects are discussed and presented |
| Course Notes / Textbooks: | |
| References: | Best, J. (1998). Too much fun: Toys as social problems and the interpretation of culture. Symbolic Interaction, 21(2), 197-212. De Certeau, M., & Rendall, S. F. (2004). From the practice of everyday life (1984). The city cultures reader, 3(2004), 266. Davis, M. S. (1977). Beyond Boredom and Anxiety: The Experience of Play in Work and Games. Games, W. W. P. (2004). Four Keys to More Emotion Without Story. Hodent, C. (2017). The Gamer’s Brain: How Neuroscience and UX Can Impact Video Game Design. Boca Raton, FL: CRC Press. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Homework Assignments | 2 | % 30 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 4 | 3 | 12 |
| Study Hours Out of Class | 14 | 8 | 112 |
| Presentations / Seminar | 3 | 3 | 9 |
| Project | 2 | 6 | 12 |
| Homework Assignments | 2 | 3 | 6 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 199 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
| 2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
| 3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
| 4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | 4 |
| 5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
| 6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
| 7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
| 8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | 4 |
| 9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
| 10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
| 11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
| 12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |