| EUROPEAN UNION RELATIONS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| VCD4128 | Game Studio | Spring | 2 | 2 | 3 | 5 |
| 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: | Hybrid |
| Course Coordinator : | Dr. Öğr. Üyesi İPEK TORUN |
| Course Lecturer(s): |
Dr. Öğr. Üyesi GÜVEN ÇATAK |
| Recommended Optional Program Components: | VCD4113 Interactive Arts & Design |
| Course Objectives: | Main objective of the course is to introduce video games by focusing on their current status in new media and entertainment market; analyzing them with a sociocultural and multidiscipliner perspective; and experiencing the design process for various purposes like education, advertising, social media, etc. Discussion topics start with cultural and economic effects of games on society and follow the new trends like gamification, machinima, games for change, etc. As a midterm paper, students propose research topics relating games with non-game issues and environments. Working on game design process through the adventure genre is the other focus of the course. Adventure game mechanics and dynamics are defined to lead students for developing their own game concepts and design documents which serves as the final project. |
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The students who have succeeded in this course; 1. Define the game culture and its current status in new media. 2. Recognize the video game history as an alternative guide for the digital evolution. 3. Recognize the relations of games with other disciplines. 4. Define the effects of games on society. 5. Recognize how games are used today in different areas. 6. Study the game design process through the adventure genre. 7. Identify game mechanics and dynamics through puzzle systems and visual interfaces. 8. Develop a game concept and its design document. 9. Recognize video games as a media for visual communication campaigns. |
| Course Outline The course is structured in two parts: • First part focuses on how games influence everyday life and interact with other disciplines. Besides current trends like gamification and games for change, theoretical background of games is also dicussed. Regarding those topics, students propose a subject and prepare a research paper about it. • Second part will concentrate on game development and design process through the adventure genre. Analyzing the game dynamics and mechanics of adventure games will form a basis for the students to develop their own game concepts and prepare design documents as a final project. |
| Week | Subject | Related Preparation |
| 1) | 1. introduction to course: review of the syllabus | |
| 2) | 2. screening & discussion: push the button! Part1 history of games / social effects | |
| 3) | 3. screening & discussion: push the button! Part2 history of games / current trends announcement of midterm paper | |
| 4) | 4. discussing gamification / games for change | |
| 5) | 5. discussing game art / machinima / art games | |
| 6) | 6. discussing game genres introduction to game design focusing on adventure games | |
| 7) | 7. presentation of midterms /discussion session | |
| 8) | 8. screening 'existenz' reviewing adventure genre dynamics announcement of final project | |
| 9) | 9. screening ‘making of another world’ focusing on adventure game interfaces discussing puzzle types & mechanics | |
| 10) | 10. guest lecturer | |
| 11) | 11. screening 'making of metal gear solid II' brainstorming on final project concepts | |
| 12) | 12. workshop for the final project - first drafts synopsis / characters / game world / levels | |
| 13) | 13. workshop for the final project - in progress gameplay / puzzles / audiovisual style | |
| 14) | 14. workshop for the final project - final drafts designing the concept document |
| Course Notes / Textbooks: | - Game Work: Language, Power & Computer Game Culture - The Computer Game Design Course: Principles, Practices & Techniques for the Aspiring Game Designer - Rules of Play: Game Design Fundamentals - Level Up! The Guide to Great Video Game Design - Gaming: Essays on Algorithmic Culture - The Art of Game Design: A Book of Lenses - Gamescenes: Art in the Age of Videogames - Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps - Reality Is Broken: Why Games Make Us Better and How They Can Change the World |
| References: | - Game Work: Language, Power & Computer Game Culture - The Computer Game Design Course: Principles, Practices & Techniques for the Aspiring Game Designer - Rules of Play: Game Design Fundamentals - Level Up! The Guide to Great Video Game Design - Gaming: Essays on Algorithmic Culture - The Art of Game Design: A Book of Lenses - Gamescenes: Art in the Age of Videogames - Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps - Reality Is Broken: Why Games Make Us Better and How They Can Change the World |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Midterms | 1 | % 35 |
| Final | 1 | % 45 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Project | 13 | 63 |
| Final | 3 | 21 |
| Total Workload | 126 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. | 2 |
| 2) | To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. | 2 |
| 3) | To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. | 3 |
| 4) | To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. | 2 |
| 5) | To be able to use English in written and oral communication in general and in the field of EU studies in particular. | 1 |
| 6) | To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. | 1 |
| 7) | To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. | 2 |
| 8) | To be able to evaluate the current legal, financial and institutional changes that the EU is going through. | 2 |
| 9) | To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. | 2 |
| 10) | To be able to analyze the influence of the EU on political, social and economic system of Turkey. | 2 |
| 11) | To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. | 2 |
| 12) | To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. | 3 |