PSYCHOLOGY | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SEN4515 | Introduction to Game Programming | Spring | 2 | 2 | 3 | 6 |
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 : | Instructor BARIŞ YÜCE |
Recommended Optional Program Components: | None |
Course Objectives: | This course aims to help students explore the game programming world by combining basic design and programming skills and to introduce the frequently used terms, techniques and algorithms in game development projects. |
The students who have succeeded in this course; 1. Describes the vocabulary, environments, theories and methodologies used in game design. 2. Analyze game designs in terms of user interface design 3. Design data structures and algorithms. 4. Prepare the prototype. 5. Design educational games. 6. Analyze game development phases and project them. 7. Use basic game development environments and apply algorithms 8. Describes the stages of testing. |
This course will support students the emerging trends, and frameworks of game design and development, why it has a great potential to apply in IT projects, and how to use it effectively. The course allows students to understand game design fundementals, develop practical skills in using game elements using industrial case studies. There is no strict design and development environment for this course. |
Week | Subject | Related Preparation |
1) | Introduction | |
2) | What Is a Game? | |
3) | Design Components and Processes | |
4) | Game Programming: Languages And Architecture | |
5) | Mechanics and Dynamics | |
6) | Data structures and algorithms in game development | |
7) | Design a board game* | |
8) | Prototyping* | |
9) | Designing User Interfaces | |
10) | Design of instructional games | |
11) | Design of Instructional Games II | |
12) | Games as a Teaching Tool | |
13) | Game Production And The Business Of Games | |
14) | Project presentation |
Course Notes / Textbooks: | Beginning Java Game Programming, Jonathan S. Harbour Cutting-Edge Java Game Programming, Bartlett, N., et. al. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 4 | % 30 |
Project | 1 | % 10 |
Midterms | 1 | % 30 |
Final | 1 | % 30 |
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 |
Study Hours Out of Class | 4 | 8 | 32 |
Project | 1 | 3 | 3 |
Homework Assignments | 6 | 6 | 36 |
Midterms | 1 | 12 | 12 |
Final | 1 | 13 | 13 |
Total Workload | 138 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. | |
2) | To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. | |
3) | To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). | |
4) | To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). | |
5) | To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. | |
6) | To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. | |
7) | To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. | |
8) | To gain the basic knowledge and skills necessary for psychological assessment and evaluation. | |
9) | To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. | |
10) | To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. | |
11) | To have problem solving skills and to be able to develop the necessary analytical approaches for this. | |
12) | To be able to criticize any subject in business and academic life and to be able to express their thoughts. |