NUTRITION AND DIETETIC (ENGLISH) | |||||
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. |
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 use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. | |
2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | |
3) | To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) | |
4) | To use healthcare, information technologies for Nutrition and Dietetic practice and research. | |
5) | To communicate effectively with advisee, colleagues for effective professional relationships. | |
6) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | |
7) | To use life-long learning, problem-solving and critical thinking skills. | |
8) | To act in accordance with ethical principles and values in professional practice. | |
9) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | |
10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | |
11) | To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. | |
12) | To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. |