This unit applies to concept artists, games designers, games programmers, animators and other personnel working in the game development industry.
Not applicable.
1. Analyse and document methodology relating to various computer game genres | 1.1 Review game-play elements in an example of a chosen or given game genre 1.2 Identify objectives of play in an example of a chosen or given game genre |
2. Interpret consumer demographics for various games products | 2.1 Identify the target markets for various types of games 2.2 Interpret the choices and patterns of buyers and players 2.3 Review social, emotional, and cognitive aspects of contemporary interactive game play |
3. Review historical aspects of game-play and game design | 3.1 Review and describe the history of the games industry 3.2 Review game play and design for non-computer based games 3.3 Review the uses of games in commercial, industrial, education, military training, and therapeutic and assessment contexts |
4. Identify industry game-design principles | 4.1 Research and identify current industry game-design principles 4.2 Identify game-design principles for a chosen or given game |
5. Outline the development of a computer game | 5.1 Outline game design and play strategies 5.2 Outline technical limitations and constraints of current hardware and software |
Required skills
communication skills to:
collect, interpret and communicate in visual and written forms
communicate clearly using speech and text
communicate complex designs in a structured format drawn from industry standards, styles and techniques
communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members
initiative and enterprise skills to exercise a high level of creative ingenuity in game design and innovation
literacy and numeracy skills to read briefs, work instructions and technical and conceptual information
research skills to:
analyse quantitative and qualitative data
identify relevant information
obtain information
sort and summarise information
undertake practical technical desktop research into game design and game-play principles
use a range of sources of materials and information
technical skills to:
develop concepts and use visualisation skills
resolve basic hardware, software and other technical issues associated with games production.
Required knowledge
procedures and processes for computer game development, including specific terminology
current game-play hardware and software products
technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.
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: differentiate game genres differentiate game design and play principles. |
Context of and specific resources for assessment | Assessment must ensure access to: computer hardware, software, games engines and file storage internet access for research purposes 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 work samples or simulated workplace activities verbal questioning concerning aspects of game design and game-play principles, including: industry standards for game design game genres design of non-computer based games history of games industry. |
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. |
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.
Game-play elements may include: | buildings command cooperation core game play damage states edge enemies fight game flow player activity shoot special talents: magic power steer switches terrain objects transportation transformations traps weapons. |
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 games massively multi-player online role-playing games medieval modern multi-player post-apocalyptic puzzle racing shooter racing simulation real-time strategy role-playing games science fiction side-scrolling shooter single player sports strategy, including: action strategy turn-based strategy tactical combat. |
Target markets may include: | age-specific consumer segments: children adolescents adults educational market segments gender-specific consumer segments. |
Games industry may include: | Australian games international games. |
Non-computer based games may include: | board games card games non-computerised arcade games, such as Pinball table-top games. |
Research may include: | contact with industry associations game play reading newspapers, books, magazines, conference papers, industry organisation papers, and other references research on audience, including research on attitudes toward game play from various viewpoints, including cultural, societal, national, and age group talking and listening to experts use of the internet user surveys. |
Game-design principles may include: | closed environments complexity management and slow bullets constant positive feedback with sporadic negative feedback discovery and exploration movement versus animation player control third-person presentation use of ‘weenies’ use of maps. |
Technical limitations and constraints may include: | current technology future technology and release date pixels platforms polygon count software capability. |
Game development
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement but users should confirm requirements with the relevant federal, state or territory authority.