Course Info: CS-0144
| Course | CS-0144 Introduction to Game Design |
| Long Title | Introduction to Game Design |
| Term | 2018F |
| Note(s) |
Satisfies Distribution Textbook information |
| Meeting Info | Franklin Patterson Hall 101 on M,W from 1:00-2:20 |
| Faculty | Ira Fay |
| Capacity | 20 |
| Available | -5 |
| Waitlist | 1 |
| Distribution(s) |
Mind, Brain, and Information Arts, Design, and Media |
| Cumulative Skill(s) | Independent Work |
| Additional Info | As with most things, the more time you put into this course, the more you will get out of it. You should expect to spend at least eight hours per week (on average) doing activities outside of class, including assignments, reading, playing, playtesting, experimenting, and anything else related to the subject matter. There will be a materials fee of $20, or $0 if needed and you contact Ira in advance. |
| Description | In this course, students learned the fundamental concepts of game design and how they apply to games, any designed experience, and our daily lives. Students were exposed to many different types of games and explored the game design themes across genres. Students also developed and honed personal game design skills through practice and more practice. Frequent critiques increased students' ability to give and receive thoughtful feedback, which is a key skill for game designers (and for life). Students also had the opportunity to learn and practice the fundamental skills of a game producer (aka project manager). Assignments were intended to provide both crucial practice of skills and useful additions to portfolios. Students were assigned three large projects: create a game using dice and probability (individual), create a compelling story for a group of 3-4 players (team), and pitch an original digital game idea that would be successful in today's market to a panel of game industry professionals (team). We focused on skills like written and oral communication, revising work based on player feedback (aka playtesting), listening and observation, creative thinking, resourcefulness, and probability. Students also completed other small individual projects, such as solving challenging puzzles in MS Excel, analyzing an important collectible card game, and demonstrating a digital game of their choice. |