| ECONOMICS | |||||
| 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 | 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. |
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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) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
| 2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
| 3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
| 4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
| 5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
| 6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
| 7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
| 8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
| 9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
| 10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
| 11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |