Cambridge
TECHNICALS
OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
IT
COMPUTER GAME DESIGN
H/502/5671
LEVEL 3 UNIT 32
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
COMPUTER GAME DESIGN
H/502/5671
LEVEL 3
AIM AND PURPOSE OF THE UNIT
This unit allows learners to explore the nature of the games
industry and which elements make up a game concept. They
will understand the history of computer games from the
early versions through to the massive multiplayer games and
the high end graphical games that currently exist. This will
allow them to think about what the future may hold in terms
of gaming. They will understand the concept of expansion
packs and why these are so vital within the gaming industry
in terms of additional revenue. They will understand the
concepts of storyboarding a game concept which will include
characters, motivations, objectives, game play and gaming
environment. They will need to be taught about gaming
documentation and be able to develop and use project
planning methodologies.
Learners will be able to present a game concept to
stakeholders and understand the importance of a well
planned presentation to a client. They will gain feedback from
stakeholders and then use this feedback to improve their
game concept.
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Computer Game Design Level 3 Unit 32
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:
The learner will:
The learner can:
1 Understand the
principles of game
design
P1 describe visual style
and elements of
gameplay used in game
design with some
appropriate use of
subject terminology
M1 describe the history
of computer gaming
with regard to different
genres of game play
D1 critically evaluate the
use of expansion packs
in game design
2 Be able to generate
ideas for a game
concept
P2 generate outline
ideas for a game
concept working
within appropriate
conventions
M2 generate a detailed
plan for a game
concept
D2 generate ideas for an
expansion pack for a
game concept
3 Be able to prepare
game design
documentation
P3 prepare design
documents for a game
with some assistance
M3 create a project plan for
the development of the
game concept
D3 evaluate the
importance of creating
a high concept game
document
4 Be able to present
a game concept to
stakeholders
P4 present a game
concept to stakeholders
with some appropriate
use of subject
terminology
M4 gain feedback from
stakeholders about a
game concept
D4 improve a game
concept based on
feedback received from
stakeholders
3
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 an 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 Understand the principles of game design
• investigation of ideas for expansion packs for the
planned game
• visual style and elements of game play
-- terrain, buildings and objects
-- playing and non-playing characters
-- 2D, 3D, first person, aerial, scrolling
-- single player, multiplayer, massive multiplayer
-- objectives of the game, (e.g. puzzles, challenges,
rewards, goals)
-- history of the genre of game play, arcade games, (e.g.
space invaders, Galaxian, asteroids)
-- PC games, (e.g. frogger, pacman)
-- early console games, (e.g. Zelda, golden axe)
-- later high resolution console games
-- 3D and mobile games
-- changes due to development of hardware and
software
-- availability of on-line games.
• use of planning methods, (e.g. storyboard, moodboard,
conceptual art, script)
• outline game design consists of:
-- brief description of the game
-- genre
-- intended audience, (e.g. age, gender)
-- usually illustrated with images and words to “walk” the
reader through the concept of the game
-- should provide reader with a clear indication as to
what the game is about, how it will be played and how
exciting it will be
• detailed game design consists of:
-- high concept, (e.g. selling point of the game)
-- detailed game description including genre
-- detailed description of characters
-- number of players
-- environment the game will be played in
-- games platform to be used
• expansion packs
-- purpose of expansion packs - addition to existing
games e.g. to provide:
• new game areas
• new weapons
• new objects
• extended storyline
-- added revenue for game makers
-- issues with cost of game
-- extras that need to be purchased to continue/add to
play.
• project plans consist of:
-- purpose
-- identification of phases and activities
-- resources required for each phase/activity
-- timescales
-- review points, (e.g. milestones, checkpoints, deadlines)
-- use of appropriate and available software.
LO3 Be able to prepare game design documentation
LO2 Be able to generate ideas for a game concept
• genre of computer game, (e.g. action, adventure, puzzle, • game design documentation should include:
-- instructional design
role play, strategy, educational)
-- game design
• saleability of games depending on genre
-- art
• game genres, overview of the game, objectives,
-- programming
characters, plot/script/story/environment
-- instructional data analysis
-- logistics
• intended interface(s) platform
• types of design documentation
-- high concept
• used as a sales tool
• communicates rapidly and clearly the idea of the
game
• audience in terms of age, gender, serious verses casual
gamer, playability
• obtaining feedback from potential audiences on what
games they like and why
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Computer Game Design Level 3 Unit 32
• should contain a “hook” statement to attract
interest
• two to four pages long
• takes about 10 minutes to read
-- game treatment
• 20 to 30 pages long
• contains concept art, mock up screen shots,
character information
• brief description of the overall story
• analysis of competition and why this game would
be better
• an overview of how the game will look and play
• spelling and grammar checking and version control
within game design documentation
• identifying unique selling points, genre and audience,
market research
• creation and maintenance of a project plan including
timescales, milestones and contingencies
• legal implications, (e.g. copyright in terms of characters
etc)
• ethical implications,(e.g. game addiction, age
restrictions).
LO4 Be able to present a game concept to stake
holders
• presenting style depending on the game concept
• most suitable presentation method depending on size
and location of audience
-- audio visual skills
-- clarity of speech
-- body language
• feedback methods, (e.g. questionnaire, interview,
opinion poll ) communication skills
-- verbal
-- written
-- questioning techniques
-- listening techniques
• acting on feedback gained to create improvements, (e.g.
visual style, elements).
5
DELIVERY GUIDANCE
Understand the principles of game design
Be able to generate ideas for a game concept
Learners must be taught about the visual styles of a game
and the elements that make up that game. This can be using
video clips of games from online screen captures (this could
be from YouTube or captures that have been performed by
the centre). Learners should then play various different games
across different platforms, with the set objective of looking at
the environment of the game play and the characters within
it (this could be set as homework). They should look at the
objective of the game and should look at a variety of games
including single player and multiplayer and the genres of
the games. If possible learners may wish to play on various
different consoles and emulators can be used in order to
look at old games and the graphics and game play they used
from 2D, 3D first person scrolling games and aerial game play.
Learners should be looking at the gaming terrains that are
used and the renderings of buildings etc. They should also
look at not only playing characters but non playing characters
that add to the game play and design. Learners may be split
into teams and given different games to look at with different
objectives and look at how these objectives are achieved
within the game; they may then feed back to the rest of the
group.
Learners should be taught how to generate ideas for a game
concept. This may be using questionnaires and interviews,
which could be recorded, in order to understand what an
audience wants from a game. They should carry out some
research looking at sales figures for games to understand
which genre sells the most units and who these players are
and their social background, gender and age composition.
Learners should be taught about add on and expansion packs
(again it may be possible to get a visiting speaker who would
show learners how much revenue can be generated from
these game “add ons”). They could look at games that are
available and the expansions that are available for them and
how this fits in with the overall game and creates more than
just the basic game e.g. gaining access to better weapons,
characters etc.
Learners should be provided with examples of games design
documentation and discuss the importance of preparing
good design documentation e.g. to present to interested
stakeholders to secure funding to develop their game
concept.
Be able to prepare game design documentation
If possible a visit to The Museum of Computing could be
arranged www.museumofcomputing.org.uk to look at the
history of computer games, the genres and the graphical
enhancements e.g. basic scrolling games through to present
day games using 3D engines. It would also be useful to get
visiting speakers or talks from older students to talk about
how their experience of computer games has changed.
Further work can be carried out using the Internet to research
the history behind computer games.
Learners should be taught how to prepare documentation
appropriate to their audience as identified in the teaching
content. The learners could be provided with examples of
game documentation or directed to freely available examples
on the Internet. They should be taught how to construct
a mood board using images, colours and concepts, how to
storyboard, how to produce conceptual art work (it may be
possible to visit or gain access to a speaker who may show
how these concepts work in real game conceptualisation).
Learners could be provided with examples of project plans
and then discuss why they are used and the importance of
maintaining them in a class discussion.
Learners can look at their own experiences in terms of the
add on and expansion packs they have bought for the games
they play – this may include buying points or paying for
monthly access to games. Learners could be split into groups
and should research the cost of these in comparison to the
original game and the motivation by the games industry to
publish these. Groups could be given a list of games with
expansion packs and points available and research using the
internet or visiting game shops to obtain this information and
then present it to the class to stimulate a discussion. (These
expansions and points are used to keep the game fresh and
expand its life span through access to extra items, characters,
etc., to increase revenue over and above the original cost of
the game.)
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Group discussions could be used to discuss the importance of
design documentation in particular the use of high concept
and game treatment documents. Learners could discuss the
issues surrounding legal and ethical implications as per the
teaching content.
Be able to present a game concept to stakeholders
Learners should be taught how to present an idea,- they may
be shown pitches from Dragons Den and The Apprentice
(both good and bad) as examples. The group may watch an
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Computer Game Design Level 3 Unit 32
individual pitch and then feedback on what is good and what
can be improved in the pitch. Learners could listen to good
orators from radio broadcasts in order to understand the
importance of verbal communication, including listening and
questioning techniques. Learners should be taught how to
use technology to present e.g. constructing a good electronic
presentation, but equally must understand how to present
without the use of technology. Learners should be taught how
to gain feedback which may be from understanding how to
construct a questionnaire, opinion poll, or interview. Learners
could practice this by gathering feedback on a game that they
play (they should be encouraged to use differing samples
in terms of age, gender, regular verses casual gamers). They
should be taught how to collate and analyse feedback in order
to be able to make improvements.
7
SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON
ASSESSING THE SUGGESTED TASKS CHECK CONSISTENT USE OF CRITERIA/
CRITERION
Assessment Criteria P1, M1, D1
The merit criterion M3 should be evidenced through a copy of
the project plan. Learners could use project planning software;
alternatively it could be paper-based. The project plan should
contain the items listed in the teaching content.
For P1, learners must describe the visual style and elements
of game play used in game design, using correct subject
terminology. They could produce a report or presentation,
supported by screen shots.
For distinction criterion D3, learners are required to evaluate
the importance of creating a high concept game document.
This could be in the form of a video of the learner presenting
the evaluation supported by copies of documentation e.g. high
concept game document, copies of presentation slides, handouts
etc. or as a written report.
The merit criterion M1 calls for a description of the history of
computer gaming with regard to different genres of game play.
Evidence must be supported by images and could be presented in
the form of a report or presentation.
For distinction criterion D1 learners should select a range (three
or more) of expansion packs and critically evaluate them. The
evidence could be presented as a video of the learner giving
a presentation on their evaluation supported by copies of
presentation slides or handouts. Alternatively they could produce
a report or an information sheet.
Assessment Criteria P4, M4, D4
For P4, learners should present their game concept
to stakeholders with some appropriate use of subject
terminology. They should use the most suitable presentation
method and style for the game concept. They should
evidence this through their presentation which could be
recorded, or supported by a witness statement.
Assessment Criteria P2, M2, D2
For P2, learners must generate outline ideas for a game
concept working within appropriate conventions. The
evidence could be a video of the learner presenting their
outline game ideas supported by copies of the presentation
slides, a presentation document with relevant speaker notes, a
promotional newsletter advertising the “up and coming” new
game or a report.
For merit criterion M4 learners must gain feedback from
stakeholders about a game concept; this could be an extension of
P4. They must include the feedback gained from stakeholders.
For distinction criterion D4 learners must improve a game
concept based on feedback received from stakeholders; this could
be an extension of M4. Evidence could include a collation of the
feedback and a description of the improvements made following
this – this would be evidenced through the revised game concept.
For merit criterion M2 learners must produce a detailed plan for a
game concept expanding on the ideas outlined in P2. The detailed
plan should include the listed items in the teaching content. The
detailed plan will take the form of a written document supported
by images.
SUGGESTED SCENARIOS
Learners could create a game concept to promote healthy
For distinction criterion D2 learners should expand on their
eating to primary school children.
detailed games plan from M2 and provide ideas for creating an
expansion pack to enhance the game further. The evidence could
be a video of the learner presenting their ideas for the creation of
an expansion pack supported by relevant images as appropriate.
Alternatively, learners could provide the presentation slides with
Access to research information, office software, graphic
speaker notes or produce a report.
software. Homework may need to be set to research
Assessment Criteria P3, M3, D3
particular aspects via the Internet if the centre network
restricts access to certain websites.
For P3, learners must prepare design documents for a game,
RESOURCES
with some assistance. Learners should create a high concept
games document and a game treatment document following
the guidance within the teaching content. The actual
documents will be presented as the evidence.
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Computer Game Design Level 3 Unit 32
9
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