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Learning outcomes |
Objectives (Game Balance):
Game balance component aims to introduce the theme of balancing digital games, studying different problems inherent to a digital game in terms of the different dimensions of balancing, how to identify them, and possible solutions and approaches that can be taken to solve them . At the end of UC, students should be able to identify balancing problems in a digital game, in its various dimensions, and propose different approaches to solve them.
Objectives (Monitoring):
Monitoring component aims to present flexible product development models such as Lean Startup and Agile, which allow a given artifact (in this case video games) to be tracked and improved over time. In a complementary way, frameworks and techniques will also be introduced regarding metrics so that they are applied in videogames’ real context.
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Main Bibliography |
Bibliografia (Balacing):• Schell, Jesse (2008). The Art of Game Design – A Book of Lenses. Morgan Kaufmann, California, USA.• Sylvester, Tynan (2013). Designing Games: A Guide to Engineering Experiences. Published by O’Reilly Media, Inc., Sebastopol,California, USA.• Koster, R. (2013). A Theory of fun for game design. Paraglyph Press, Scottsdale, Arizona, USA.• Adams, Ernest (2013). Fundamentals of Game Design, New Riders, California, USA.• Rollings, Andrew and Adams, Ernest (2003). on Game Design, New Riders, California, USA.Game Balance Concepts, by Ian Schreiber Jogos digitais no contexto escolar, por Felipe Fros A proposal for an advanced strategic MMOG, by Pedro de Almeid
(Monitoring):• Osterwalder, A., & Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. JohnWiley & Sons.• Croll, A., & Yoskovitz, B. (2013). Lean analytics: Use data to build a better startup faster. " O'Reilly Media, Inc.".• Schwaber, K
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Teaching Methodologies and Assessment Criteria |
The assessment items will be as follows:
1. Theoretical group work (20% of the final grade): commercial game evaluation
2. Theoretical-practical group work (30% of the final grade): planning and analysis of authorial games
3. Individual seminar (40% of the final grade): presentation of a seminar on pre-defined topics related to Balancing and Monitoring
4. Participation (10% of the final grade): quality of interventions and participation in UC contact points sessions
Each assessment item will have equal proportions and weights for the Balancing and Monitoring components.
In order to improve its grade, the student must obtain a minimum of 8 values in the teaching-learning phase.
As a grade improvement, a new theoretical-practical work will be proposed, which will be calculated on an arithmetic average with the classification of the teaching-learning phase, ie final grade = (Teaching-learning grade + Improvement grade) / 2
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