Unit 12 – Game Development DELIVERY GUIDE Version 1

Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIA Unit 12 – Game development DELIVERY GUIDE Version 1

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(LO1) Outcome Learning (LO2) Outcome Learning (LO3) Outcome Learning (LO4) Outcome Learning Introduction3 Activities Related Key Terms Misconceptions7 Activities: Suggested CONTENTS

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 33 http://www.ocr.org.uk/qualifications/ 2016Suite New for suite firstteaching September2016 content Externally assessed Eligible Stage for 5 performance Key points from 2018 Designed meet to DfE the technical guidance • • • • Be able to develop a concept for a new digital game a new digital a concept for develop Be able to game a new digital for plan a level Be able to game a new digital for a level create Be able to game a new digital for a level test Be able to LO1 LO2 LO3 LO4 Unit 12 Game development UNIT AIM UNIT the gaming industry is growing in size and revenue. the gaming industry in size is growing It of experience or working in a quality years takes team, assurance test few a in project the skills have a person would and knowledge a full develop to management, before By will gain practicalunit, you completing this game. skills by in games development including the a functional game, of a new level planning and producing computer of elements. creation cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma- diploma-05843-05846-2016-suite Games are constantly evolving from the simple early games like Pong to massive massive to early the simple like games from evolving constantly Games Pong are with Now, role-playing time. the market games multiplayer over has changed significantly devices, as Apps on mobile of games and the development platforms gaming different To find out more about this qualification, go to: about this qualification, go to: find out more To

. be used for be used for MUST NOT [email protected] . of this Delivery version latest The from Guide can be downloaded relate to the Guided Learning Hours (GLHs) for each unit. for Hours (GLHs) the Guided Learning to relate

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www.ocr.org.uk the OCR website. assessment purposes. The timings for the suggested activities the suggested in this Delivery timings for The assessment purposes. Guide from within the Unit document available found guidance can be Assessment Please note note Please activitiesThe this Delivery in suggested Guide INTRODUCTION MATHS SKILLS DEVELOPMENT AND WORK WORK AND DEVELOPMENT SKILLS MATHS EXPERIENCE OPPORTUNITIES FOR ENGLISH AND AND ENGLISH FOR OPPORTUNITIES Work learners. your for deciding what is most appropriate Maths English English and maths skills practice within this resource. We have also identified any potential potential also identified any have We English and maths skills practice within this resource. guidance for suggestions are These work experience opportunities within the activities. subject own knowledge your replace and expertise to not designed are They in only. We believe that being able to make good progress in English and maths is essential to in English and maths is essential to make that being able to believe good progress We help you To learners in both of these contextson a range of learning and programmes. opportunities signposted for have we in these subjects, learners progress to enable your If you have any feedback on this Delivery Guide or suggestions for other resources you you Delivery on this other resources feedback any for Guide or suggestions If have you please email like develop, would OCR to impact on practitioners’ creativity to deliver excellent learning opportunities.excellent deliver creativity to impact on practitioners’ find hope you we an experienced practitioner are the sector, or newWhether you to learning opportunities. excellent deliver to which will help you something in this guide outcome so you can see how each activity helps you cover the requirements of this unit. each activity the requirements see how can so you cover outcome helps you them what works knowledgeable that practitioners for to are in relation appreciate We should not restrict or produced have we resources the Therefore, and their learners. as you plan your lessons. lessons. plan your as you that the ideas put forward in practitioners with current ensure OCR has collaborated to learning by Guide is structured The this Delivery dynamic. and realistic practical, Guide are This Delivery Guide has been developed to provide practitioners with a variety of provide to Delivery GuideThis been developed has Guide The support practical and ideas to delivery the creative of this qualification. helpful find may activities, which you is a collection associated of lesson ideas with

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 4 LO1 Know existing graphic design products in the media Know design graphic existing LO1 audiences of media products target Understand the LO4 audience considerations and target client requirements interpret Be able to LO2 a new pre-production and evaluate media product documents for create Be able to LO4 media product pre-production an original plan and develop Be able to materials for LO2 a client briefto client brief a for characters plan 3D modelled 3D environment and a Be able to LO2 a client brief for plan 3D modelled characters and a 3D environment Be able to LO2 media product a planned interactive create Be able to LO3 a client brief to character a 3D modelled and a 3D environment create Be able to LO3 media product a planned interactive create Be able to LO3 a client brief to character a 3D modelled and a 3D environment create Be able to LO3 media product a planned interactive create Be able to LO3 a client brief to character a 3D modelled and a 3D environment create Be able to LO3 the new media product interactive test Be able to LO4 LO4 Understand the target audiences of media products audiences the target Understand LO4 Unit 13 Graphic design for digital digital for Unit 13 Graphic design media products Unit 1 Media and products audiences and planning Unit 2 Pre-production and planning Unit 2 Pre-production a media product Unit 3 Create modelling Unit 11 3D digital modelling Unit 11 3D digital Unit 4 Interactive media product modelling Unit 11 3D digital Unit 4 Interactive media product modelling Unit 11 3D digital Unit 4 Interactive media product modelling Unit 11 3D digital Unit 4 Interactive media product Other units/LOs Unit 1 Media and products audiences Test plans Test Character planning for the game concept the game Character planning for the game concept planning for Environment Character modelling modelling environment Background modelling Prop Title of suggested activity of suggested Title Game principles – research (DLC) content Expansion packs/downloadable planning process The a game Planning

LO4 LO3 LO2 LO1 This unit (Unit 12) This RELATED ACTIVITIES RELATED delivery multiple parts learners planning and enable cover to units. of The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with could This (LOs). Outcomes Media units/Learning in Digital Technicals Cambridge other to Activities in this Delivery related also been Suggested The have below listed Guide

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 5 . Although lag may be caused by high be caused by . Although lag may ). video game ). screen-lag in real time, based on the player’s ability, in order to avoid them becoming bored (if the game is too easy) easy) is too (if the game bored them becoming avoid to in order ability, based on the player’s time, in real https://www-users.cs.york.ac.uk/~pcairns/papers/Immersion.pdf video game , lag is a noticeable delay between of the server and the reaction the action, lag is a noticeable delay of players in a , it may also occur due to insufficient processing power in the client ( power insufficient processing also occur due to , it may online gaming This is the engagement in the game that the player feels towards it. It is argued that there are three levels of immersion; these are basic engagement with the of immersion; these are levels three it. It are that there is argued towards feels game that the player is the engagement in the This (see: immersion and finally total engrossment game, In latency of challenges that every sequence with a fixed same sequence. sees in the player the player presents Linear gameplay behaviour is performed testing determine a system’s Load to computing device of putting demand on a and measuring its response. is the process testing Load handling multiple players. under both normal peak load conditions e.g. and anticipated three-dimensional of any a mathematical representation surface of developing modeling) is the process (or 3D modelling In of an object graphics, 3D computer software. or living) via specialised inanimate (either a particular show to pieces of text, intended etc style materials, is an arrangement or concept. images, of A mood board sees only some of the challenges player Each sequences. in a number of different with challenges that can be completed players presents Nonlinear gameplay each player. by order in a different be played and the same challenges may possible, etc. PlayStation Xbox, PC, a game: e.g. play to you that allows actualThe hardware or frustrated (if it is too hard); for example F.E.A.R. and Revenge of the Titans. and Revenge of the example F.E.A.R. for hard); (if it is too or frustrated and/or an extended objects, storyline add-ons weapons, These to usually add new areas, game an existing video game. is an addition to An expansion pack work expansion, a dine out is a get to example with Sims 4 there A good example of this is a series for like game. Sims where released an already complete expansion. the user will experience capabilities or how a game. a game’s that affect identifies errors testing Functionality do? and what can they choose to see, What can the player take. would components a player the game’s paths through plan all the different can be used to This what happens next? when they pick something up, When they choose something, CryEngine, Havok, Reach3dx, Unreal, RPG Maker. Leadwerks, example Unity, games: for is the software create This used to simulation, sports, games, racing etc. shooter games, playing example role is the type for This game that is being designed: of Explanation is a method of software functionality that examines the testing testing Black box without looking of an application at its internal or workings. structures the characteristics about information meet of the game based on set criteria will need to the developers providing specification is a detailed document A design specification. a client’s be based on which may official publisher. It video game. the Internet a released is distributed game’s the through by for created additional content is (DLC) Downloadable content Dynamic changing also known game difficulty game balancing or dynamic of automatically balancing, process is the difficulty as dynamic adjustment (DDA), in a and behaviours scenarios, parameters,

Platform immersion Player Mood board Nonlinear gameplay 3D models Linear gameplay testing Load Genre Lagging flowchart Game development software Functionality Functionality testing Game design Expansion packs Dynamic game balancing Downloadable Downloadable (DLC) content Black box testing Black box specification Design Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key KEY TERMS KEY

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 6 required tasks in real-world scenarios, according to specifications. to according scenarios, tasks in real-world required A storyboard is a graphic representation of how the game will unfold, shot by shot. It’s made up of a number of squares with illustrations or a picture representing illustrations or a picture representing with up of a number of squares made shot. It’s by shot the game will unfold, of how A storyboard representation is a graphic said in the script being during that shot. going on in the scene and what’s about what’s each shot, with notes variety a or imaginary covers rendering of methods of depicting real-world world surfaces. Terrain perspective usually has the player third-person The of you. can actually of a character that you see in front control in direct perspective puts you Third-person behind the character, be fixed characterthe camera angle may and The is usually on the left side of the screen most of the game. looking back for at his character’s face. see the character’s never meaning you each edge of the specifying ItA wire-frame of a 3-dimensional by object model is a visual presentation graphics. is created (3D) or physical used in 3D computer two object surfaces mathematically continuous smooth The physical where constituent vertices connecting meet, or by using straight lines or curves. an object’s lines at the location of each edge. drawing space by screen object into is projected code. the program data from and derives test structure examines the program that technique is a testing testing box White actual software the software make it can handle users test to sure During UAT, last phase of the software is the process. testing (UAT) User acceptance testing Explanation most common The particularly instructionsa machine, communicate to to language designed computer a computer. is a formal language A programming Objective C and C++. Java, are languages in gaming still performs is a type testing tested and software that developed of software tests that that was previously correctlytesting Regression after it was changed or etc. configuration changes, interfaced patches, include enhancements, may Changes with other software. use. under of the system the validation a continuous period; for this allows over with a typical a system load, testing involves Soak testing rainfall etc. revving, engine sound of footsteps, example the game: for used within the the game or that are the sounds that enhance are These kitchen such as fitted furniture. in a room solid areas rocks, example large in a game: for props or physical non-moving are These White box testing box White acceptance User testing Wire-frame model Wire-frame Third-person Terrain Sound effects props Static Storyboarding Soak testing Programming Programming language testing Regression Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 7 Resources which could help which could Resources http://www.cheatcc.com/extra/ oneoftheseisbetterthantheother.html?utm_source=zergnet. com&utm_medium=referral&utm_campaign=zergnet_32696 http://www.makeuseof.com/tag/graphics-arent-everything-5- ugly-games-that-are-crazy-fun/ http://www.develop-online.net/analysis/telling-tales-the-art- of-narrative-in-games/0201176 terms of using a historical context, or could be channelling a narrow storytellingterms of using a historical context,or could be channelling a narrow be seen in big role-playing (as may one of multiple branches games). to structure again Minecraft narrative; on a all games focus that not It must be remembered set the world with no real around moves that the player is a good example in agenda or narrative. that learners game-making fully understand the ensure could process Tutors a produce to the elements within the game in order of including the creation software that need guiding in the different may Learners product. professional should understand the time and therefore these elements create can be used to long will take, – how and thus – the time constraints of the project their creation construct to their game. they have How can this be overcome? can How some complexityGames environments well-created and include have should and characters. part main The For playability of gaming is the and addictiveness of the game. make elements that them playable have Tetris Minecraft, and example, Pokemon strength games’ not the are – collecting graphics them all), yet (Pokemon graphics). ‘blocky’ (Minecraft has very important; a game is becoming increasingly within narrative The in be may this

Games can be quickly produced Gaming narrative The game has to be complex game has to The Some common misconceptions and guidance on how they could be overcome could they on how and guidance misconceptions Somecommon is the misconception? What MISCONCEPTIONS

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 8 Also related to related Also Unit 1 LO4 Unit 13 LO1 Suggested timings Suggested 1 hour How many levels does the game have? levels many How does the user interact with the game? How What is the aim of the game? one time? in the game at any can play players many How • • the whole group. back to feed could pick one game to Each group types games: of computer Useful links that discuss different http://www.contentedwriter.com/know-the-different-types-of-computer-games/ http://www.computermasteronline.com/computer-games/all-computer-games-types-of-computer- games/ different gaming types such as simulations, adventure, real-time strategy (RTS), role playing (RPG), playing (RTS), strategy role real-time adventure, gaming types such as simulations, different online multiplayer massively educational, shooter, action, (FPS), stealth shooters first person puzzles, and thus greater and deeper questioning a direction for will also allow This (MMO) or combat. looking merely their favourite at them from (it will prevent the group gained by understanding being areas). other gaming ignoring game, types gaming discussion learners could be making that are During the group of the different notes played. game types the and answer different explore to groups, or four three could be split into Learners groups: questions in their following • • 1 game digital a new for a concept develop Be able to activitiesSuggested learners by within the played types that are of games on the different could lead a discussion Tutors for allow to on a whiteboard could be carried of a spider diagram the use This out through group. of gaming. areas exploration of different from drawn of areas be in the form this could the group; to prompts It provide be possible to may

Game principles – research Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 9 Also related to related Also Unit 1 LO4 Suggested timings Suggested 45 minutes DLC: the content question: the content DLC: http://www.thegaudie.co.uk/gaming-tech/the-content-question revenue: DLC http://www.gamedonia.com/blog/what-does-dlc-mean-your-games additional DLC they have purchased or unlocked. Learners could carry out further research into DLC could carry Learners unlocked. or purchased they have DLC out further into research additional DLC not experienced. other games they have for that is available article good and not so good content: on DLC http://www.techtimes.com/articles/117054/20151221/dlc-in-2015-the-good-the-bad-and-the-ugly. htm The ‘problem’: DLC http://www.gamesindustry.biz/articles/2012-08-23-roundtable-the-dlc-problem Examples of DLC: http://www.giantbomb.com/downloadable-content/3015-329/ Suggested activitiesSuggested could Tutors use DLC. gaming companies is and why on what DLC could lead a discussion Tutors the video game for that is available the content to is additional content downloadable explain that extra storyline or and is distributed armour, outfits or via the internet. It take can of different the form etc. levels, objects, include new game modes, may DLC maps/areas. (and bought they have and the content experiences could discuss their own DLC with group The of the DLC). the cost of the game with the cost compare maybe learners a could put together discussions, their and from or four of three Working in groups game price the original stating outlining their experiences, and then the cost of the presentation Title of suggested activity of suggested Title packs/ Expansion (DLC) content downloadable

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 10 Also related to related Also 45 minutes Suggested timings Suggested 45 minutes Modern Warfare 2, UnchartedModern Warfare 2: Among GTA, Fallout 3, Minecraft, Assassin’s Creed, Batman: Arkham City, The Elder The Batman: Arkham City, Creed, Assassin’s 3, Minecraft, Fallout GTA, ). ) or non-linear (e.g. (e.g. ) or non-linear Working in pairs, learners could try playing a game that one of them has played before and the learners could tryWorking pairs, in before a game that one of them has played playing and if these each player other has not. Other for of what they saw learners could then log the results ability. changed depending on the player’s draw to games, different of several the results their findings in a blog – recording can present Learners experiences DGB. and stating whether or not this could be due to between player out the differences articlesUseful links to on DGB: https://www.aaai.org/Papers/AIIDE/2006/AIIDE06-005.pdf http://www.sbgames.org/sbgames2011/proceedings/sbgames/papers/comp/short/12-92348_2.pdf Tutors could set up a number of games that have linear or non-linear gameplay and learners could, and learners linear or non-linear gameplay could, games that have could set up a number of Tutors type explain what conclusion this they to come the game, it is and how playing while others are could make games and the conclusions they on the Learners notes examples. gameplay through types of games. the different others playing while watching reach games: non-linear Examples and thoughts on linear verses https://www.youtube.com/watch?v=EHUusgRcavk https://www.youtube.com/watch?v=TljAOsG8uyQ of the speed example, a game: for DGB can be imposed in where explain the areas could Tutors appear etc. may often power-ups how often they how appear, the health of an enemy, an enemy, (dynamic rules in games this concept and also look at behaviour could be asked research Learners to scripting) and genetic algorithms. Suggested activitiesSuggested and learners non-linear gameplay concept of linear and the on reflect could could introduce Tutors linear (e.g. if they and consider that theythe games are play Thieves SkyrimScrolls, every non-linear linear gameplay in the same order; sees the same challenges for player For each gamer’s sequences; thus in a number of different in be completed the challenges can gameplay the Hedgehog where The Sonic be An early would example of linear play experience be different. may same challenges in order. has the player Dynamic game balancing (DGB) Title of suggested activity of suggested Title non-linear Linear versus gameplay (open world)

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 11 Also related to related Also Suggested timings Suggested 45 minutes the use of dynamic lighting the use of audio effects the use of audio and games is as well-known the some the game as some cases the music around the use of music (in itself). tools/0187932 The findings of these reviews could be presented to the rest of the group. the rest to could be presented of these reviews findings The Useful resources: Gaming sound effects: http://designingsound.org/2010/10/aaron-marks-special-function-of-game-sound-effects/ Music in games: http://the-artifice.com/the-role-of-music-in-videogames/ Game tools: development http://www.develop-online.net/tools-and-tech/18-essential-ps4-and-xbox-one-game-development- Suggested activitiesSuggested could Learners games. on the software could lead a discussion develop be used to that can Tutors looking such as: games, at areas variousreview different • • • experiences and think about their own also consider loading time optimisation could with Learners connection or slower high-end sound etc, due to lagging loading times (and possible graphics, speeds). Title of suggested activity of suggested Title Software capabilities

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 12 Also related to related Also Suggested timings Suggested 45 minutes 1.5 hours his school messing up his clean floors so he is trying to stop pupils moving into rooms and obtaining he is tryinghis school messing up his clean floors so rooms into pupils moving stop to these artefacts. plan the type considering to of game, could use mind mapping and visualisation diagrams Learners draw could This that could be added. DLC it could run on and any the platform audience, the target learners their mind maps and The display could activities. the previous the learningtogether from on them. feedback and provide who could comment others in the group visualisations to These websites review different platforms: different review websites These http://gamingplatformssolihullcollege.weebly.com/features-and-limitations.html https://oliversmelik.wordpress.com/2014/03/20/features-and-limitations-of-pc-mobile-and-tv-game- platforms/ http://features-and-limitationsofgamingplay.blogspot.co.uk/ idea generation and concept that could be used for lead a discussion on tools could Tutors game concept. of a new the development digital visualisation for new a game concept: mini brief start their ideas for to the following create to could be given Learners Brief: A local secondary local primary itself to promote It school wants to area. schools in the would and pick up power-ups rooms go into a school, explore pupils to that allows like a game produced virtualThe school has an evil of lesson artefacts. who does not want pupils in caretaker in the form Suggested activitiesSuggested Linking the Dynamic with divide learners could tutors (DGB) activity game balancing into above, sort and analyse the try could platform Each group of games it a different using smaller groups. a list of things for could be given Learners restrictionsruns and the platform. on that gameplay on the interface is that type, is it 2D or 3D, processor and resolution, size as: screen consideration such the delivery cartridge, the game, 4G etc). play used to medium (disc, download, others on different advise used to sheet that could be an information could create group The that they restrictions looked within the platform at. regarding found and what they have platforms magazine article. a larger section as a review for be presented could This Idea generation for a new a new for Idea generation game concept Title of suggested activity of suggested Title restrictions Platform

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 13 Unit 2 LO2 Also related to related Also 1 hour Suggested timings Suggested 1 hour Tutors could show the most relevant parts of the following videos to learners, depending on the areas depending on the areas learners, parts videos to the most relevant show could of the following Tutors in: interested they are https://www.youtube.com/watch?v=u0FoYgZmlMs https://www.youtube.com/watch?v=R_TU6nHzHDM https://www.youtube.com/watch?v=fnpOetJ_-tg&index=3&list=PLGQt0zvdPYiywW9UiQjrxH7xFGcab coCi these notes plan a game and compare would a company of how written notes can create Learners group. of the with those of the rest could then be shared with the group on returning to the centre. Learners could create a blog detailing a create could Learners centre. the to returning on group with the shared be then could their visit. websites: gaming company different Useful links to http://www.codemasters.com/ http://www.ninjatheory.com/wp/ http://www.pitbullstudio.co.uk/ http://www.slightlymadstudios.com/ http://www.ndreams.com/ watching by created games are look at how could the group the activity on from above, Following if tutors a company access to alternative or provides adds to This various videos about their creation. company. a game development a visit to organise unable to are 2 game digital a new for plan a level Be able to activitiesSuggested so a game developer/company, the centre) into invite could either arrange (or a visit to Tutors onto that learners transfer could observe stage through the planning taken from games are how and finally publication. testing computer, which (video on a smartphone) with the game designers, record could their conversations Learners

The planning process The Visit to game creator studio game creator to Visit Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 14 Also related to related Also Unit 2 LO4 Unit 3 LO2 2 hours Suggested timings Suggested 1.5 hours role play, whereby they whereby play, role Dragons’ DenDragons’ http://www.gamesindustry.biz/articles/2013-08-21-the-audience-is-the-key-challenge-for-the-game- industry-not-technology regarding the needs of an audience who are considering buying a game. the needs of an audience who are regarding on the gaming habits of an audience. gain information to could constructLearners a questionnaire the the type of games played, gender, age, e.g. gather data on demographics They should aim to They could ask further attract questions about what would and the interfaces users platforms used. a new game concept mini brief a game such as the one outlined in the to in the Idea generation for their the data to and present analyse these results could then activity 1. Learners Outcome in Learning who is acting as the client. tutor, Useful links: https://www.teachit.co.uk/attachments/21364.pdf http://www.emarketer.com/Article/Will-Gaming-Video-Audience-More-Mainstream/1011591 http://blog.gameanalytics.com/blog/how-to-expand-your-audience-with-game-accessibility.html levels and user interactions. levels in a of the group the rest ideas to their then pitch could Learners client/financial a real-life do to idea (as they fund their game money would to try investors’ secure to backer). game: a video when creating Useful links on the planning processes http://kotaku.com/5979539/a-beginners-guide-to-making-your-first-video-game http://electronics.howstuffworks.com/making-a-video-game1.htm http://www.wikihow.com/Design-a-Video-Game between open and the difference construct to a questionnaire lead a discussion on how could Tutors could enable learners write conclusions questions that gain useful This to and closed questions. Suggested activitiesSuggested design such as: a game plan a video game to used on the tools could lead a discussion Tutors specifications. sketches and design rough flowchart, boards, mood spider diagram, storyboarding, Based on their knowledge studying Units 2 and 3, learners practice could put into from their the style concept. of their game to and content relevant requirements, understanding of planning their new for the ideas they game concept, using generated plan for continue to now could Learners When a new game concept activitythe mini brief 1. for in the Idea generation Outcome in Learning gameplay; learners should consider:planning, rules for the game mechanics i.e. brief details of each of script, interconnectedness music, characters, objects, music, sounds, images, name, i.e. game level Game research Title of suggested activity of suggested Title game a Planning

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 15 Also related to related Also Suggested timings Suggested 1.5 hours http://www.worldofleveldesign.com/categories/cat_game_environment_design.php Learners can create a blog with their findings from their research, that they can share with the whole that they can share their research, from a blog with their findings create can Learners group. help with planning: Useful links to Character: http://www.wikihow.com/Design-Your-Own-Game-Character http://www.creativebloq.com/character-design/tips-5132643 Environment: http://www.worldofleveldesign.com/categories/level_design_tutorials/how-to-plan-level-designs- game-environments-workflow.php Suggested activitiesSuggested to games different given could be each group and could divide learners smaller groups into Tutors used in the the characters environments and askedThey could be explore to and discuss. research and complexity of design e.g. levels with different platforms different should be from games (games looking with and some games with realistic characters/environments some high-end, well-rendered less complex characters and environments). facial stance, through learners can be displayed personalities look at how could In their research, in these created are that examine the environments They could also characteristics and expressions. need to may – tutors both static and non-static be included, that may props games (including any between the two). point out the difference Title of suggested activity of suggested Title environment and Character research planning

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 16 Also related to related Also Unit 11 LO2 Suggested timings Suggested 1.5 hours http://www.dummies.com/how-to/content/designing-video-games.html http://electronics.howstuffworks.com/making-a-video-game1.htm http://dogtrax.edublogs.org/2011/12/13/storyboarding-and-video-game-design/ specification: Design http://www.sloperama.com/advice/specs.html models, characteristics e.g. special powers, personality. They could also think about voice-overThey could and personality. special powers, characteristicsmodels, e.g. C, C++). Java. use (e.g. they language may of their character and the programming movement and game character planning documents to approach their concept then present could Each group and discussion. feedback for the group below: shown Useful links are Mood boards: http://www.gomoodboard.com/ http://www.creativebloq.com/graphic-design/mood-boards-812470 Storyboarding: Suggested activitiesSuggested plans own their carried they and create have out in activities above research could use the Learners the mini scenario characters game and the it. within for sketches, rough include the use of: could This mood board, specification, a requirement with each could divide learners smaller groups, into Tutors specification. and design storyboarding, meeting through be co-ordinated need to the tutor, would by This activity. planning a different given practices some of the seen in the consistency replicate ensure (this would to stages at different gaming industry). learners could consider: 3D of characters, pencil/colour drawings character, When planning the Title of suggested activity of suggested Title the for planning Character game concept

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 17 Also related to related Also Unit 11 LO2 Suggested timings Suggested 1.5 hours Storyboarding: http://www.dummies.com/how-to/content/designing-video-games.html http://electronics.howstuffworks.com/making-a-video-game1.htm http://dogtrax.edublogs.org/2011/12/13/storyboarding-and-video-game-design/ specification: Design http://www.sloperama.com/advice/specs.html due to external factors like wind). They could think about: textures; audio (and sound effects); 3D audio (and sound effects); about: textures; They could think externaldue to factors likewind). a video file; the programming from streamed graphics action; computer models; live pre-rendered C, C++). Java, used (e.g. language that will be and the environment the background for their concept approach could then present Each group and discussion. feedback for the group, planning documents to Useful resources: Mood boards: http://www.gomoodboard.com/ http://www.creativebloq.com/graphic-design/mood-boards-812470 Suggested activitiesSuggested create. they wish to the mini scenario environment game and the plans for could create Learners the use of: this could include the activity with As board, specification, mood above, a requirement could divide learners smaller into Tutors specification. and design storyboarding, sketches, rough be co-ordinated need to the tutor, would by This activity. planning a different with each given groups, some of the practices consistency replicate ensure (this would to stages meeting at different through industry).seen in the gaming (non- static props learnersIn about: the actual could think environment; the environment, planning moving or maybe another prop (when a character is hit by props moving props); or physical moving Title of suggested activity of suggested Title planning for Environment concept the game

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 18 Also related to related Also Suggested timings Suggested 1 hour techniques that are employed by the company to develop games. develop to company the by employed that are techniques uses; these could (video on a smartphone) company the processes record could the testing Learners a blog detailing create could Learners the centre. to on returning the group to back then be played their visit. websites: gaming company different Useful links to http://www.codemasters.com/ http://www.ninjatheory.com/wp/ http://www.pitbullstudio.co.uk/ http://www.slightlymadstudios.com/ http://www.ndreams.com/ https://en.wikipedia.org/wiki/List_of_game_companies_in_the_United_Kingdom 3 game digital a new for a level create Be able to activitiesSuggested could This games. that carries of computer could arrange a company out the creation a visit to Tutors studio activity 2. Outcome game creator Learning in to Visit be linked the to in 2D and 3D modelling processes involved that are processes the different investigate could Learners considering and the software the tools used, could investigate They charactersenvironments. and for

How to create components create to How Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 19 Also related to related Also Unit 4 LO3 Unit 11 LO3 Suggested timings Suggested 4 hours https://docs.unity3d.com/Manual/Preparingacharacterfromscratch.html https://unity3d.com/learn/tutorials/topics/animation/character-player-bringing-your-character-life- unity https://www.youtube.com/watch?v=YSDNv7IJs5o characters in Unreal: Creating https://docs.unrealengine.com/latest/INT/Engine/Animation/CharacterSetupOverview/ https://docs.unrealengine.com/latest/INT/Engine/Content/SpeedTree/CreatingModelsForUE4/ https://www.youtube.com/watch?v=KtMbaPhi4to https://www.youtube.com/watch?v=tyYTYF0G5Kk https://www.youtube.com/watch?v=QAa_VCytgj4 Suggested activitiesSuggested game concept activity the 2, tutors the Character Outcome for planning Working from in Learning wire-frame, a basic character (drawn, create the software a demonstration of could lead to available on software2D or 3D depending centre). in the the character they show They could then use the software could model their character. to Learners the brief. to in relation gain feedback to the group of the rest to created have Useful resources: a character in Unity:Creating Title of suggested activity of suggested Title modelling Character

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 20 Unit 4 LO3 Unit 11 LO3 Also related to related Also Unit 4 LO3 Unit 11 LO3 3 hours Suggested timings Suggested 4 hours Importing Unreal: Blender into objects from https://www.youtube.com/watch?v=1OZr9FmaIXE Learners could then use the software to create their props. They could take screen captures of the captures could takeThey screen their props. could then use the software create to Learners they and how on the props of the group the rest for a presentation used and create they have process them. created have Useful resources: Making Unity: game objects in Blender for https://www.youtube.com/watch?v=p8Q6zgA4K4E http://www.edy.es/dev/docs/materials-and-textures-from-blender-to-unity-3d/ Making Unreal game objects in Blender for https://www.youtube.com/watch?v=aC1_m0VdKIY https://unity3d.com/learn/tutorials/projects/survival-shooter/environment https://unity3d.com/learn/tutorials/projects/space-shooter/adding-a-background using Unreal: environments Background https://www.uartsy.com/course/environment-creation-in-unreal-engine-4 https://docs.unrealengine.com/latest/INT/Engine/Content/SpeedTree/CreatingModelsForUE4/ using Maya: Unreal for modelling Background http://www.digitaltutors.com/learningpath/54-Environment-Modeling-in-Maya the game concept activity 2, tutors the Character Outcome planning for Working from in Learning non- props, moving static props, create could lead a demonstration of the software to available props. or physical moving Suggested activitiesSuggested concept activity the game 2, tutors Outcome for planning in Learning the Environment Working from background/environment the software a demonstration of could lead learners create to could use models. a blog and produce background/environment their own use the software could create to Learners environment. background their created they have detailing how Useful resources: using Unity: environment a background Creating Prop modelling Prop Title of suggested activity of suggested Title environment Background modelling

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 21 Also related to related Also 1 hour Suggested timings Suggested 1.5 hours 1 hour Dragons’ Dragons’ style presentation) showing how they would use dynamic game elements and how they use dynamic game elements and how they would how showing style presentation) Useful links: http://www.giantbomb.com/downloadable-content/3015-329/ http://www.techtimes.com/articles/117054/20151221/dlc-in-2015-the-good-the-bad-and-the-ugly. htm http://www.pastemagazine.com/blogs/lists/2014/02/5-dlc-that-got-it-right.html Tutors could discuss with each learner their ideas for dynamic game elements. This will enable learners will This game elements. dynamic learner could discuss with each for their ideas Tutors be may a player could be used and how these elements of how gain a deeper understanding to game. engaged with the better their client (in a to document that they could present a formal could then create Learners Den purchase encourage them to maybe, engaged in the game and, keep these would believe the player expansion packs and DLC. they could further how could discuss with the tutor use of the Learners their game through develop should This maps etc. modules, second game instalments, packs, expansion content, downloadable purchase eager to that they are ensure to they make could how the player, to this desirable to relate the extra developments. Suggested activitiesSuggested voice-overs, adding how could demonstrate enhance the and music can sound effects Tutors a script preparing detailing ideas, their the tutor to could explain Learners game. of the atmosphere sort the sound effects. they of music create, they and any could use to wish the atmosphere the voice-overs, and edit their chosen music (keeping sound effects create could in mind Learners and gain feedback to of the group, the rest to could be played results The copyright restrictions). choices made. understanding on the Pro, Avid Auditions, could include: Audacity, sound editing Likely for software in centres available Live. Reaper and Ableton Further developments Further Dynamic elements game Title of suggested activity of suggested Title and sound Voice-over

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 22 Also related to related Also Suggested timings Suggested 1 hour group on returning to the centre. Learners could create a blog detailing what they did on their visit. could create Learners the centre. to on returning group websites: gaming company different Useful links to http://www.codemasters.com/ http://www.ninjatheory.com/wp/ http://www.pitbullstudio.co.uk/ http://www.slightlymadstudios.com/ http://www.ndreams.com/ https://en.wikipedia.org/wiki/List_of_game_companies_in_the_United_Kingdom 4 game digital new a for a level test Be able to activitiesSuggested games. of the learners’ one example test to a gaming company could arrangeIf tutors for possible, as it develops their product companies test in which learners ways the into an insight give could This looking and bugs. glitches for playability, testing e.g. the back to be played which could (video on a smartphone) process, record could the testing Learners

Testing a game Testing Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 23 Also related to related Also Unit 4 LO4 1 hour Suggested timings Suggested 1 hour A useful link on UAT: http://www.softwaretestinghelp.com/successful-user-acceptance-testing/ Tutors could explain what is meant by user acceptance testing (UAT) and how it is used in the games it is used in the games and how (UAT) user acceptance testing explain what is meant by could Tutors that example, for between functional UAT: and testing out the difference should point Tutors industry. working the user. are for which verify if specific requirements steps, consists of a set of test UAT demonstrate in a game – to weapons changing example, – for use a certain could feature Tutors work and during a game may Technically, performance loading time of the results. issues and any every Functional can use it – but because of bad performance,testing, tester user will want to. no performance probably okay be usability but any would may tests okay, be problems as well, may tests could and the time taken change weapons lagging to example, (for a failed acceptance test lead to the user abandoning the game). lead to constructed and provide on the game they have could ask other learners carry to Learners out UAT feedback. options, area/level specific events, and objects/scenery. It end and events, specific the front area/level could also include testing options, loading and saving. pause menu, on the market, various test that are games gain an understanding to plan to use a test could Learners use a plan. to of how other learners and allow in created the game they have could then construct plan for Learners a test their game using this plan. test to the group planning: test and test to on how Useful resources http://www.requirementdriventesting.com/how-to-test-plan/ https://leantesting.com/resources/how-to-write-a-test-plan/ Suggested activitiesSuggested should point out They plan on a game. use a test to is and how plan what a test could explain Tutors parts that all of the main and checked ensure tested is to plan of the test that the aim of the game are It basis. they of the game that want that learners is thus essential on a regular areas identify the main basis. checked on a regular cycle test The looking those give structure. plan is to at the game a testing of the test point The It game. of the during the creation should been fixed have thought to bugs that are should look for of the game. of all levels on all difficulties, a play-through provide visual checking, checking, audio example, boundary for include, may checking, testing The camera, User acceptance testing testing acceptance User (UAT) Title of suggested activity of suggested Title plans Test

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 24 Also related to related Also Suggested timings Suggested 1 hour problems with controls in the game, triggers do not work that as intended in the game, with controls problems with the game crashing or hanging problems corruption graphic missing graphics, colours, e.g. with graphics problems with audio or text be as simple as the style do – this may problems not work does graphics or the of the game. not fit in with the mood Useful resources: testing: Functionality http://www.mogi-translations.com/gaming-services/video-game-testing/game-functional-testing/ Comparison between functionality and usability testing: https://crowdsourcedtesting.com/resources/testing-mobile-games-functionality-vs-usability/ Suggested activitiesSuggested functionalitywhat is meant by this can be used. how and testing the group to could explain Tutors example: issues for as gameplay such can include areas explain that this They should • • • • use functionality could Learners and detail their findings in a blog. game on their own testing Title of suggested activity of suggested Title testing Functionality

CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 12 25 Also related to related Also 1 hour Suggested timings Suggested 1 hour

Tutors could lead a discussion on the different methods of testing that have been examined and that have testing methods of lead a discussion on the different could Tutors and which worked on their on the methods they prefer feedback could provide Learners trialled. It in the future. testing use when the best method for could enable learners evaluate This to game. complete to order in in terms of timescales and personnel, required, the resources could also indicate testing. each testing and weaknesses learners a strengths for table could complete Working small groups, in the whole group. back their findings to and then feed technique testing/ http://technologyconversations.com/2013/12/11/black-box-vs-white-box-testing/ http://www.softwaretestingclass.com/difference-between-black-box-testing-and-white-box-testing/ Soak testing: http://www.tutorialspoint.com/software_testing_dictionary/soak_testing.htm testing: Load https://smartbear.com/learn/performance-testing/what-is-load-testing/ testing: Regression https://smartbear.com/learn/automated-testing/what-is-regression-testing/ Suggested activitiesSuggested and debug the use of tune could explain tutors activities, previous the three on from Following testing. regression load testing, soak testing, testing, box as: black and white such techniques of the the rest back their findings to on their game and feed use these techniques could Learners group. Useful resources: testing: box and white Black box http://softwaretestingfundamentals.com/differences-between-black-box-testing-and-white-box- What testing is suitable testing What Title of suggested activity of suggested Title debug and Tune

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Publication date: 2016 30Sep Product/9781471874734 www.hoddereducation.co.uk/ within thisqualification. book covers arangeofunits with HodderEducation this inpartnership Developed textbook Digital Media Cambridge Technicals Level 3 OCR customer contact centreOCR customer contact ocr.org.uk/media OCR isanexempt charity. Road, Cambridge CB12EU. Registered company number3484466. Limited by Guarantee. Registered inEngland. Registered office 1Hills © OCR2016 programme your call mayberecorded ormonitored. Cambridge. oftheUniversity of ofCambridge Assessment, adepartment OCR ispart For assurance ofourquality training staff purposesandaspart Oxford Cambridge andRSAExaminations isaCompany http://