- CUFDIG504A - Design games
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG504A Mapping and Delivery Guide
Design games
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CUFDIG504A - Design games |
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Description | This unit describes the performance outcomes, skills and knowledge required to design games and document the process for developing them.Game design requires a high degree of collaboration between script writers, programmers and graphic designers.Low-end games can be constructed using interactive authoring tools, but for video game productions, designers need to work with high level programmers to ensure that designs are technically feasible.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | A lead designer typically applies the skills and knowledge described in this unit, which relate to generating and then working on a game idea until the mechanics and design of the game are fully documented. A lead designer communicates the vision for a game to the rest of the team, takes ideas submitted during design meetings and analyses them to ensure they fit the game's intended objectives. This vision is captured in the game design document.Depending on the size of an enterprise, a lead designer may supervise assistant or level designers and would typically report to a design or creative director.Skills associated with story-telling are covered in:CUFWRT402A Write extended stories. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Visual communication - digital content and imaging |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify project requirements |
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Element: Research games and generate ideas |
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Element: Select a game genre |
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Element: Draft game design document |
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Element: Finalise game design document |
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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 following is essential: development of original and innovative concepts for games design of game play methods that are compelling for the user and technically feasible production of clear and well-presented game design documentation ability to work effectively as a member of a design team. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the design of a variety of games for at least two platforms access to game proposals or briefs on which designs can be based access to a range of games for viewing access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of game designs documented by the candidate and of their quality in terms of meeting creative briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop designs for different types of games. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards BSBCRT501A Originate and develop concepts. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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Required skills |
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present game design ideas for discussion and feedback from team members document game design specifications clearly and concisely initiative, enterprise and creativity in the context of: generating innovative ideas for game designs thinking laterally when developing concepts undertaking background research into game ideas maintaining design integrity technical skills sufficient to create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of game mechanics self-management skills sufficient to: meet deadlines provide appropriate and timely documentation |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of game theory, including traditional games broad range of game genres and styles technical parameters of various games platforms issues and challenges that arise in designing games research methods for staying abreast of the latest changes and design enhancements requirements of game play design documents typical formats and techniques for documenting game designs intellectual property rights and copyright clearance procedures OHS standards as they relate to working for periods of time on computers |
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. | |
Relevant personnel may include: | art director client designers director graphic artist head of department producer programmer publisher script writer software engineer other technical and creative staff. |
Factors may include: | availability of personnel availability of resources available budget complexity of proposed game intellectual property need to attract finance production schedule production values technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines user and audience. |
Delivery platforms may include: | CD/DVD digital television set games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
State of the art games may include: | best selling games games that show unique and innovative approaches. |
Game literature may include: | game design books game post-mortems magazine, newspaper and journal articles previews and reviews strategy guides user manuals walkthroughs other online game resources. |
Game genres may include: | adventure arcade first person shooter massively multiplayer online mazes platforms puzzles racing rhythm role playing simulation sport strategy third person shooter. |
Design techniques may include: | drawing flow chart scanning storyboard using image and background generating tools. |
Game mechanics may include: | environment and object interactions environment dynamics game objects game play elements that may include: skill levels judgements choices decisions codes rules levels of progression goals actions events levels of difficulty scoring calculation of scoring user control user interaction options for single player or multiplayer customisation key systems object actions object to object interactions. |
Criteria may include whether the prototype: | can be demonstrated to a specialist target group can be used for promotional purposes can demonstrate the full potential of the game can sell a concept to potential investors is appropriate for the chosen genre and style. |
Testing the effectiveness of the prototype may include: | comparing game design with original objectives group discussion techniques identifying any logical inconsistencies in: design game timing story-lines measuring the levels of user satisfaction paper and pencil techniques (dry running). |
Game assets may include: | animations audio, including: sound effects dialogue narration music cut scenes titles video sequences. |
Game design document may include: | agent architectures artificial intelligence asset register background story comprehensive designs for each mission and level decision-making systems game mechanics game tools graphics inventories overview production specifications scripts spatial design storyboard and flow chart synopsis title user interface walkthroughs. |
Production specifications may include: | budget intellectual property levels of staff expertise production schedule production values size and composition of the development team technology constraints testing strategies timelines. |
Testing strategies may include: | alpha beta completion continuous milestone prototype staged. |
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 |
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Confirm the objective and desired outcomes of a game proposal or brief in consultation with relevant personnel | |||
Identify factors that may have an impact on how a game is designed | |||
Clarify target audience to determine format and delivery platform of the game through discussion with relevant personnel | |||
Select state of the art games from different genres to play as a source of inspiration | |||
Search game literature for each game and identify the games' objectives | |||
Generate range of ideas for game designs that are technically feasible, respond to the proposal or brief, and provide creative solutions to design issues | |||
Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to initial concepts | |||
Identify and present a range of game genres to relevant personnel for consideration in terms of their characteristics, differences and ability to meet requirements of proposal or brief | |||
Consult with relevant personnel to ensure that a full range of genres has been identified and sourced | |||
Select the game genre that best meets the creative, technical and production requirements of proposal or brief | |||
Establish the game strategy outcomes | |||
Use design techniques to develop the structure of a game ensuring that all elements, including style and game mechanics, are fully documented | |||
Use a range of criteria to determine the scope of a prototype to be used in the development phase | |||
Ensure that the prototype selected is capable of testing the effectiveness of the proposed game | |||
Include a register of game assets in consultation with relevant personnel | |||
Present draft game design document for discussion with and feedback from other team members | |||
Re-evaluate game design objectives on the basis of feedback on the prototype and draft game design document | |||
Discuss and confirm additional requirements or modifications to the game design with relevant personnel | |||
Specify the game production specifications, including appropriate testing strategies | |||
Write final game design document to reflect all additional requirements or modifications |
Forms
Assessment Cover Sheet
CUFDIG504A - Design games
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Assessment Record Sheet
CUFDIG504A - Design games
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