Assessor Resource

ICAGAM524A
Integrate multiple data sources into interactive 3-D environments

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.

This unit describes the performance outcomes, skills and knowledge required to integrate multiple data sources into interactive 3-D environments.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

integrate multiple data sources into a working interactive 3-D environment

manage design requirements with technical requirements

deliver an interactive 3-D environment with working interactions that implements the external data sources.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of:

response to fault-finding exercises

simulated workplace activities

working interactions of 3-D environments

written or verbal questioning to evaluate knowledge of:

data sources

interactive 3-D environments

integration

review of candidate’s:

presentations

reports of completed 3-D environment

documentation of 3-D environment specifications.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

analytical skills to:

analyse multiple data sources to inform integration into interactive 3-D environment

interpret briefs, work instructions, and technical and conceptual information

communication skills to:

catalogue, check and confirm data sources

collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists

communicate clearly using speech and text

communicate technical requirements related to integration tools to supervisors and other team members

contribute to and work collaboratively

provide practical advice, support and feedback to colleagues and management

learning skills to accept peer feedback and make improvements

planning and organisational skills to:

refer decisions to a higher project authority for review and endorsement

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required game development outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

prioritise work and meet critical milestones and deadlines

problem-solving skills to recognise and address potential quality issues and problems at prototype and completed stages

research skills to undertake practical, technical and desktop research into multiple data sources

technical skills to:

integrate data sources into the 3-D environment

resolve basic hardware, software and other technical issues associated with game production

use correct file formats and archiving procedures.

Required knowledge

budgeting and scheduling considerations

capabilities and constraints of game engines

computer game development, including specific terminology

current game-play hardware and software products

human resources required in the process of creating a game and their respective skills and technology requirements

technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Data sources may include:

3-D models

databases

images

music

particle libraries

scripts

sounds

text

textures.

Game design may include:

concept illustrations or graphics that enhance the comprehension of the document

design for all level missions

game mechanics that affect level design decisions

illustrations of level with all significant points of interest

introduction and overview (one page synopsis)

key selling points, including intended audience, genre and platforms

production details

scripts required for level

synopsis and scripts for each level

synopsis of level

title and cover art (art must be colour and of a reasonable resolution for high quality printing)

walk through for at least one mission or level.

Game genre may include:

adventure

alternative reality

ancient

casino

cyberpunk

educational

edutainment

fantasy

first person shooter

flight shooter

flight simulation

futuristic

god simulation

massively multi-player online game

massively multi-player online role-playing game

medieval

modern

multi-player

post-apocalyptic

puzzle

racing shooter

racing simulation

real-time strategy

role-playing game

science fiction

side-scrolling shooter

single player

sports

strategy, including:

action strategy

turn-based strategy

tactical combat.

Game mechanics may include:

lists and illustrations of:

actions of a particular object (object dynamics)

environment actions (environment dynamics)

game objects organised into classes of object

possible environment and object interactions

possible object-to-object interactions

specific game-play elements that provide uniqueness and key point of difference

overview of the key factors influencing core game-play experience.

Game-play elements may include:

buildings

game flow

switches

terrain objects

transformations

transportation

traps.

Level specifications may include:

level-specific components:

allies

base building and location

cinematic (cut scenes)

colours

enemies

graphics

health

lighting

non-player characters

resources and their harvesting

sounds and music

weapons

location

stages

transportation devices:

buttons

doors

keys

teleporters

tunnels and passageways.

Tools and libraries may include:

Audierre

bass library

direct sound

FMOD

image importer libraries

LUA script

Open_AL

particle libraries

particle universe

SDL_Mixer

sound libraries

XML libraries.

Creating prototypes may involve:

developing a comprehensive design for missions and levels, including concept visuals

developing a walkthrough for at least one mission or level

developing story synopsis and scripts for each level

knowledge of games as dynamic systems, such as:

applying game-tuning strategies in light of feedback from actual play

characteristics of a balanced game

working with quality assurance and understanding play-test feedback

use of appropriate tools and skills for fast, interactive development.

Personnel may include:

animators

concept artists

game-play designers

graphic designers

instructional designers

modellers

motion capture technicians

other specialist staff

other technical staff

producers

programmers

project manager

sound engineers

team members

technical director

writers.

Feedback may involve:

accepting and responding to comment, critique and suggestions from:

clients

colleagues

target audience representatives.

Evaluate completed 3-D environment may involve:

examining and analysing the impact of decisions, after the fact, such as:

integration decisions

methodology and process decisions

product ‘post-mortems’, reviewing actual use of resources to achieve outcomes against initial project plan and schedule.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Research and identify data sources that can be integrated into interactive 3-D environments 
Identify data sources that will be integrated to suit the environment, game design, game genre, game mechanics, game-play elements, and level specifications 
Obtain or create data sources for the interactive 3-D environment 
Identify tools and libraries for integration of identified elements into the 3-D environment 
Review and document how the tools work 
Create prototypes and integrate elements into the interactive 3-D environment using the identified tools 
Test the integration of the elements 
Ensure the elements’ integrity during implementation is maintained 
Present the interactive 3-D environment to appropriate personnel 
Review feedback from presentation 
Evaluate and justify implementation using tools for the data sources 

Forms

Assessment Cover Sheet

ICAGAM524A - Integrate multiple data sources into interactive 3-D environments
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessment Record Sheet

ICAGAM524A - Integrate multiple data sources into interactive 3-D environments

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: