Cambridge
TECHNICALS
OCR LEVEL 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
IT
DEVELOPING COMPUTER GAMES
Y/601/3348
LEVEL 2 UNIT 22
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
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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2
Developing Computer Games Level 2 Unit 22
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The assessment criteria are
the pass requirements for
this unit.
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
D1 using design software,
create objects/
characters for a
specified computer
game
The learner will:
The learner can:
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
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 CONTENT
The 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
• excess playing time
• social isolation
• cost
• separation from reality
• impact on education.
-- b
enefits e.g.
• hand-eye coordination
• brain training - thinking and strategy skills
• future impact
• impact on ‘mainstream’ app development
• aid to education.
• 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).
• 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.
• g
ames 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).
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
• 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
• g
ames in society
-- concerns e.g.
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4
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.
• s ections
• 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.
• 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.
• c oding
-- 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.
• p
resentation of documentation
-- design
-- implementation
-- professional standards e.g.
• contents page
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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
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.
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.
For distinction criterion D2 learners must produce detailed
technical documentation for a working game, which includes the
components identified in the teaching content.
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.
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.
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.
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Developing Computer Games Level 2 Unit 22
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