University of Bolton eLearning Portal

This module develops an understanding of the professional and legal constraints within which computing specialists operate. The module operates using a ‘discursive’ environment where you will be confronted with the social and ethical issues of using technology, considering both regional and global trends and perspectives. Skills learnt will include how to communicate your work effectively keeping in line with the process and standards to be adhered to as a Professional in Computing Field. The module helps to develop a mature attitude to working as an ethical, sustainability aware, computer or information systems professional as well as build upon your undergraduate research skills through the introduction and application of advanced techniques to support you in your professional practice.

This module develops an understanding of the professional and legal constraints within which computing specialists operate. The module operates using a ‘discursive’ environment where you will be confronted with the social and ethical issues of using technology. The module develops and consolidates your ability to undertake a major research project. The two main approaches, quantitative and qualitative, will be explicated, exemplifying how data is collected and analysed within each of these areas, looking at the different conceptual frameworks and tools available. Skills learnt will include: how to manage your project in terms of time, workload, and record-keeping; how to undertake an effective literature search including the use of digital resources; and, lastly, how to communicate your work effectively. The module helps to develop in you a mature attitude to working as an ethical, environmentally aware, computer or information systems professional.

The Major Project module is undertaken by all the undergraduate students in the faculty in their final year. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole. The range of projects will vary but the following features will be common to all: You will be allocated a member of academic staff to act as a supervisor once your area of study is agreed; Before work on the major project can commence, you will define the projects terms of reference as a document which will include: Aims and objectives consistent with the “SMARTER” notion (Specific, Measurable, Achievable, Realistic, Timed, Extending, Relevant); Appropriate consideration of research ethics and health and safety practice in line with University policy. 

• Aim

  To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.

• Unit Abstract

  What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.

  Learning outcomes

  On successful completion of this unit a learner will:

  • LO1. Critically assess the types, practices, principles and skills used in the design of games.
  • LO2. Analyse the concepts and elements required for the production of a Games Design Document.
  • LO3. Evaluate the game design process with regards to game development and production.
  • LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.

• Aim

  To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.

• Unit Abstract

  What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.

  Learning outcomes

  On successful completion of this unit a learner will:

  • LO1. Critically assess the types, practices, principles and skills used in the design of games.
  • LO2. Analyse the concepts and elements required for the production of a Games Design Document.
  • LO3. Evaluate the game design process with regards to game development and production.
  • LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.