BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| PERFORMING ARTS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SEN4551 | Gamification | Spring Fall |
3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Instructor BARIŞ YÜCE |
| Course Lecturer(s): |
Prof. Dr. ADEM KARAHOCA |
| Recommended Optional Program Components: | None |
| Course Objectives: | Students will learn the basics of Gamification with a highly practical approach. Course focuses on how to design gamified experiences in real life areas such as game design, psychology, management, or education. The main goal of the course is to understand the principles of gamification to design experiences that make things more fun and engaging. |
Learning Outcomes
|
The students who have succeeded in this course; 1. Identify basics of gamification. 2. Analyze gamified experiences in real life. 3. Identify principles of gamification. 4. Define game mechanics. 5. Identify systems for tracking in-game changes. 6. Describe critical elements on online experiences. |
Course Content
| This course will teach students the trends, and the frameworks of gamification, how it may be used to apply in IT projects, and how to use it effectively. The course allows students to develop a set of practical skills in using game elements using industrial case studies. Students will understand practical ways for designing a game. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | What is Gamification? | |
| 2) | Games | |
| 3) | Game Thinking | |
| 4) | Game Elements | |
| 5) | Psychology and Motivation I: Behaviorism | |
| 6) | Psychology and Motivation II: Beyond Behaviorism | |
| 7) | Gamification Design Framework | |
| 8) | Midterm Exam | |
| 9) | Design Choices | |
| 10) | Enterprise Gamification | |
| 11) | Social Good and Behavior Change / Midterm Exam | |
| 12) | Critiques and Risks | |
| 13) | Beyond the Basics | |
| 14) | Final Exam |
Sources
| Course Notes / Textbooks: | For the Win: How Game Thinking Can Revolutionize Your Business Kevin Werbach, Dan Hunter, 2012, 978-1613630235 |
| References: | Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps Gabe Zichermann and Christopher Cunningham, 2011 978-1449397678 |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Laboratory | 2 | % 10 |
| Quizzes | 2 | % 10 |
| Midterms | 2 | % 40 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 6 | 84 |
| Homework Assignments | 2 | 5 | 10 |
| Quizzes | 2 | 2 | 4 |
| Midterms | 2 | 3 | 6 |
| Final | 1 | 3 | 3 |
| Total Workload | 149 | ||
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). | 2 |
| 2) | They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | 2 |
| 3) | They are aware of national and international values in performing arts. | 2 |
| 4) | Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. | 1 |
| 5) | They have the sensitivity to run a business successfully in their field. | 3 |
| 6) | Develops the ability to perceive, think, design and implement multidimensional from local to universal. | 3 |
| 7) | They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. | 2 |
| 8) | They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | 3 |
| 9) | They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | 1 |
| 10) | They follow English language resources related to their field and can communicate with foreign colleagues in their field. | 1 |
| 11) | By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | 3 |
| 12) | They can produce original works within the framework of an interdisciplinary understanding of art. | 2 |
| 13) | Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | 3 |
| 14) | Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. | 2 |
| 15) | They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. | 3 |