| BIOMEDICAL ENGINEERING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GAD3026 | Tabletop Game Design | 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: | Face to face |
| Course Coordinator : | Assoc. Prof. GÜVEN ÇATAK |
| Course Lecturer(s): |
Assist. Prof. BATU BOZOĞLU Instructor ERTUĞRUL SÜNGÜ |
| Course Objectives: | This course focuses on games played around a table. It essentially aims the students to understand analog game design processes, but also to acquire information on how to integrate game design and create links with all the other aspects of analog game production. It involves the students in various and numerous workshops and group activities. The course relies on pragmatic reasoning and professional experiences rather than academic informations and ultimately aims to widen prespectives and open a creative mind on the analog game design subject. |
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The students who have succeeded in this course; 1) Will comprehend the scale of use for game mechanics 2) Will be understanding tabletop game mechanics 3) Will be using pragmatic reasoning and professional perspective for analog game design 4) Will be able to analyze tabletop game making techniques 5) Will integrate game design and creativity on all analog projects |
| This course will cover the creation of a game from the very first game idea to the production documents needed by factories, including creating and respecting a policy, brain storming a game, pitching, writing game design documents, writing rules documents, prototyping, playtesting and finalizing documents for production. Learning Methods: Lecture, Implementation, Case Study, Educational Game, Project, Collaborative Learning |
| Week | Subject | Related Preparation |
| 1) | Historical approaches to desktop games and design processes | |
| 2) | Defining the types of games and examining game concepts | |
| 3) | Game pacing, management of dynamics and mechanics. | |
| 4) | The formal and dramatic elements of the tabletop games | |
| 5) | Measuring the tabletop gaming experience and iterative development | |
| 6) | Concepts of competition, talent and luck in tabletop games | |
| 7) | Desktop game components: mechanics, narration and dynamics | |
| 8) | From idea to prototype: playable prototyping | |
| 9) | Gameplay testing and playability, game analysis | |
| 10) | Applicable game production and game production stages I | |
| 11) | Applicable game production and game production stages II | |
| 12) | Presentation and decision making for projections | |
| 13) | Final project preperation & revision | |
| 14) | Final project presentation |
| Course Notes / Textbooks: | Parlett, D. (2009). Oxford history of board games. Oxford University Press. Litorco, T. (2016). The civilized guide to tabletop gaming: Rules every gamer must live by. Adams Media. Fullerton, T. (2018). Game design workshop: A playcentric approach to creating innovative games (4th ed.). A K Peters/CRC Press. Adams, E., & Rollings, A. (2014). Fundamentals of game design (3rd ed.). New Riders. Brathwaite, B., & Schreiber, I. (2008). Challenges for game designers. Charles River Media. |
| References: | Xu, Y., Poole, E. S., Miller, A. D., Eiriksdottir, E., Catrambone, R., & Mynatt, E. D. (2011). Chores are fun: Understanding social play in board games for digital tabletop game design. In Proceedings of the Digital Games Research Association Conference (DiGRA). Whalen, T. (2003). Playing well with others: Applying board game design to tabletop display interfaces. In Proceedings of the 16th annual ACM symposium on user interface software and technology (pp. 377–380). ACM Press. https://doi.org/10.1145/964696.964743 Wigdor, D., Forlines, C., Baudisch, P., Barnwell, J., & Shen, C. (2006). Under the table interaction. In Proceedings of the 19th annual ACM symposium on user interface software and technology (pp. 259–268). ACM. https://doi.org/10.1145/1166253.1166294 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Presentation | 1 | % 5 |
| Project | 9 | % 25 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 35 | |
| PERCENTAGE OF FINAL WORK | % 65 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 1 | 14 |
| Application | 14 | 3 | 42 |
| Study Hours Out of Class | 8 | 8 | 64 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 126 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Adequate knowledge of subjects specific to mathematics (analysis, linear, algebra, differential equations, statistics), science (physics, chemistry, biology) and related engineering discipline, and the ability to use theoretical and applied knowledge in these fields in complex engineering problems. | |
| 2) | Identify, formulate, and solve complex Biomedical Engineering problems; select and apply proper modeling and analysis methods for this purpose | |
| 3) | Design complex Biomedical systems, processes, devices or products under realistic constraints and conditions, in such a way as to meet the desired result; apply modern design methods for this purpose. | |
| 4) | Devise, select, and use modern techniques and tools needed for solving complex problems in Biomedical Engineering practice; employ information technologies effectively. | |
| 5) | Design and conduct numerical or physical experiments, collect data, analyze and interpret results for investigating the complex problems specific to Biomedical Engineering. | |
| 6) | Cooperate efficiently in intra-disciplinary and multi-disciplinary teams; and show self-reliance when working on Biomedical Engineering-related problems. | |
| 7) | Ability to communicate effectively in Turkish, oral and written, to have gained the level of English language knowledge (European Language Portfolio B1 general level) to follow the innovations in the field of Biomedical Engineering; gain the ability to write and understand written reports effectively, to prepare design and production reports, to make effective presentations, to give and receive clear and understandable instructions. | |
| 8) | Recognize the need for life-long learning; show ability to access information, to follow developments in science and technology, and to continuously educate oneself. | |
| 9) | Having knowledge for the importance of acting in accordance with the ethical principles of biomedical engineering and the awareness of professional responsibility and ethical responsibility and the standards used in biomedical engineering applications | |
| 10) | Learn about business life practices such as project management, risk management, and change management; develop an awareness of entrepreneurship, innovation, and sustainable development. | |
| 11) | Acquire knowledge about the effects of practices of Biomedical Engineering on health, environment, security in universal and social scope, and the contemporary problems of Biomedical Engineering; is aware of the legal consequences of Mechatronics engineering solutions. |