Experimental Game Design (11688.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
South Bank, QLD |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Arts And Design |
| Discipline | Study level | HECS Bands |
| School Of Design And The Built Environment | Level 3 - Undergraduate Advanced Unit | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Deconstruct and evaluate a range of games design strategies from a variety of genres and development generations;
2. Evaluate contemporary games development methodologies;
3. Design and create rapid prototypes that explore and test a variety of design theories;
4. Discuss and explain methods used to enhance experimental process; and
5. Critique own design prototypes and reflect on experience.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
Prerequisites
NoneCorequisites
None.Incompatible units
NoneEquivalent units
9750 Experimental Game DesignAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | South Bank, QLD | Semester 2 | 28 July 2025 | On-campus | Mr Dominic Crisci |
| 2026 | South Bank, QLD | Semester 2 | 10 August 2026 | On-campus | Mr Enrique Klein |
Required texts
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Adams, E. (2014). Fundamentals of game design (Third edition. ed.). New Riders.
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Adams, E., & Dormans, J. (2012). Game Mechanics: Advanced Game Design (1st edition ed.). New Riders.
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Fullerton, T. (2024). Game Design Workshop : A Playcentric Approach to Creating Innovative Games (Fifth edition. ed.). CRC Press.
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Heussner, T. (2019). The advanced game narrative toolbox. Taylor & Francis, a CRC title
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Schell, J. (2019). The art of game design (Third edition ed.). A K Peters/CRC Press.
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Sellers, M. (2017). Advanced Game Design (1st edition ed.). Addison-Wesley Professional.
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Hodent, C. (2018). The Gamer's Brain : How Neuroscience and UX Can Impact Video Game Design (First edition. ed.). Taylor and Francis.
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Bromley, S (2021). How To Be A Games User Researcher: Run better playtests, reveal usability and UX issues, and make videogames better (1st edition). Independently Published.
Submission of assessment items
Extensions & Late submissions
Artificial Intelligence
Students are permitted to use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit, as well as Studiosity Writing Feedback Plus.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
- the Unit Convener has authorised GenAI use for that assessment
- the student uses GenAI in the way that the assessment instructions allow
- the student fully acknowledges their use of GenAI, with proper citations, references and a GenAI Acknowledgement Statement in line with the assessment instructions.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not permitted for that assessment. Students must still provide the required GenAI Acknowledgement Statement to indicate whether GenAI has or has not been used in the preparation of the assessment. If unsure, students should seek advice from the Unit Convener.
The GenAI for Students Library Guide provides further information, including how to reference GenAI.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
Required IT skills
Students require intermediate to advanced skills in game development and game specific software (e.g. game engines) to succeed in this unit.
Work placement, internships or practicums
None
