OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

IT

DEVELOPING COMPUTER GAMESY/601/3348

LEVEL 2 UNIT 22

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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DEVELOPING COMPUTER GAMES Y/601/3348

LEVEL 2

AIM AND PURPOSE OF THE UNIT

This unit aims to give learners the opportunity to design, test and document a computer game. If learners are considering game development as a career path, the unit will provide an awareness of the types of games currently available and an understanding of their impact on society.

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Developing Computer Games Level 2 Unit 22

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know the different types of computer game

P1 describe the features of different genres of computer games

2 Understand the impact of computer games on society and individuals

P2 explain the impact of computer games on society and individuals

3 Be able to design a computer game

P3 produce a design specification for a computer game

M1 create a working level for a designed game

D1 using design software, create objects/characters for a specified computer game

4 Be able to test and document a computer game

P4 test a computer game, suggesting possible refinements

M2 implement a change to the computer game based on suggested refinements

P5 produce basic documentation for a working game

D2 produce detailed technical documentation for a working game

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows the i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1 Know the different types of computer game

• genres - different types of games e.g.

• role-playing games (RPGs) • adventure games• strategy• sports • massively multiplayer online (MMO) • multi-user domain – object orientated (MOO)• puzzle• racing• simulation• fighting.

- features• action• excitement• educational• competitive, (high scores, timing, other players).

• games development areas - technology e.g.

• graphic • control method (standard controller, motion

sensing)• audio gameplay (what the player does)• scripting• interaction design this could be using graphical

user interfaces (GUI).

• gaming platforms - devices e.g.

• personal computer • smart phones• tablets

- other e.g.• browser • network • emulators.

LO2 Understand the impact of computer games on society and individuals

• games in society - concerns e.g.

• excess playing time• social isolation• cost• separation from reality• impact on education.

- benefits e.g.• hand-eye coordination • brain training - thinking and strategy skills• future impact • impact on ‘mainstream’ app development• aid to education.

• individuals: - psychological factors e.g.

• use of sound to enhance the game • competitive games• peer pressure• fun• educational value• expectations.

- health e.g. • repetitive strain injury • games to encourage exercise routine • eye strain.

LO3 Be able to design a computer game

• design - elements e.g.

• graphics• host platform• genre• story• control method.

- tools e.g.• storyboards • pseudo code• narratives• graphical tools • concept art • choice of programming.

- language e.g. • VB.NET • VBA

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Developing Computer Games Level 2 Unit 22

• Java • Visual C++ • Integrated Development Environments (IDE).

- working levels• locales• stages• missions• levels provide players with:

• an enjoyable experience• overall goals for achievement.

• program - choice of development environment - choice of language e.g.

• object oriented • procedural or event driven.

- other e.g.• development facilities• menus • editing techniques • saving files• building or compiling code• built-in help facilities.

- good programming practise e.g. • suitable comments • small unitary code blocks• suitable name for variables and other identifiers.

• coding - syntax rules for the language - operators - input/output statements.

LO4 Be able to test and document a computer game

• testing - test for functionality - test plan structure e.g.

• test• date • expected result • actual result • corrective action

- error messages - specialist software tools e.g.

• debugging.

• presentation of documentation - design - implementation - professional standards e.g.

• contents page

• sections • headers and footers.

• user documentation - specified game applications - purpose of the game - operation of the game - FAQs.

• documentation - basic e.g.

• user interface method design • playing guide • fault instructions • installation guide

- detailed e.g. • design• implementation• control methods (selection, iteration) data

dictionary• other e.g.

• action charts• input-process-output tables

• fault instructions • installation guide.

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DELIVERY GUIDANCE

Know the different types of computer game

Learners should research a variety of different platforms and consider the different genre of games that are on each platform. These experiences could then be discussed in a group situation.

Research into games development should also take place. For example finding out what new games have been released, any new technology used to create graphics, control methods, audio, gameplay and interaction, etc.

Understand the impact of computer games on society and individuals

Learners should research news reports into the impact of computer games on society. They could participate in a group discussion and obtain feedback from each other on how computer games impact on themselves and society as a whole.

Be able to design a computer game

Learners should be taught how to design computer games linked to the teaching content. They should be able to prepare a design specification to include the working levels. The learners could create their designs using software or other resources e.g. paper-based, computer based etc.

Be able to test and document a computer game

Learners could be provided with a test plan which can be used to test the games they have designed. As a minimum, this should include; test, date, expected result, actual result and any error messages. They could be given real examples of how testing should be documented and how suggested improvements should be recorded. As a practical exercise they could then go on to test each other’s’ games and provide written feedback suggesting possible refinements.

Learners must be taught how to create game design documentation. It is important that they know how to create user documentation and technical documentation. They should be taught that technical documentation should contain sufficient detail to enable another technical person to carry out amendments, improvements, adjustments to the game.

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Developing Computer Games Level 2 Unit 22

SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON ASSESSING THE SUGGESTED TASKS

Assessment Criteria P1,P2

P1 Learners must describe the features of different genres of computer games. Evidence could be video of a presentation or take the form of a guide in either report or presentation.

P2 The evidence could be an extension of P1 with learners producing a report or presentation on the impact of computer games on society and individuals. They could extend their descriptions about the different genres and explain how these genres impact on society and individuals.

Assessment Criteria P3, M1, D1

P3 Learners must produce a design specification for a computer game. The design should show initial ideas which could be in the form of annotated drawings, spider diagrams and then show a storyboard and pseudo codes of their final design.

For merit criterion M1 learners must create a working level for a designed game. The evidence will be the working level of the game and should reflect either the locale, mission or goal of the game.

The distinction criterion D1 is an extension of P3 and M1. Learners will need to show they have created objects/characters for use in a computer game using appropriate design software as identified in the teaching content. Evidence could be presented by making the actual game available as opposed to using screenshots of development.

Assessment Criteria P4, M2, P5,D2

P4 Learners could use the game they designed for M1 or be given a prototype from the tutor. Learners must produce a test plan for the computer game, which details what they expect to happen and carry out the test, logging all the results of the tests. The learners must identify possible refinements to the game design based on the results of the tests. The evidence should be a copy of the completed test with their suggestions for possible refinements.

For merit criterion M2 learners must provide evidence of making changes to their game based on the suggested refinements for P4. The evidence will be the actual game which must clearly confirm that the changes have been made. This could be supported by annotated screenshots if appropriate.

P5 Learners must produce basic documentation for a working game, which could be the game used in P4, to include the components as identified in the teaching content.

For distinction criterion D2 learners must produce detailed technical documentation for a working game, which includes the components identified in the teaching content.

SUGGESTED SCENARIOS

You have been asked to prepare either a report or presentation which gives a guide to the different type of genres of games and platforms then discusses their effect on society and individuals for a job interview.

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Developing Computer Games Level 2 Unit 22

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