4B070E - Making Games 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 4B070E | ||
|---|---|---|---|
| Module Title: | Making Games | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Games and Design | ||
| Faculty Sub Group: | Games and Design | ||
| Module Leader: | Dann Rees | ||
| Module Team: | Dann Rees, Jackson Rolls-Gray, Corrado Morgana | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 101268 - computer games design | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
To introduce students to foundational principles of iterative game design, including prototyping methodologies, structured playtesting, and the effective use of industry-relevant tools.
To cultivate a strong sense of belonging and professional identity through immersive, practice-based learning that emphasises collaboration, communication, and personal accountability.
To develop students’ ability to research, articulate and present design concepts clearly and professionally, supported by appropriate preparatory investigation and reflective practice.
Content Summary
This module introduces students to the principles and processes of game design through the development of a playable game prototype in response to a defined design challenge, audience or player experience problem. Working within a collaborative studio environment, students engage in structured experimentation, research and iterative development to realise simple but effective game mechanics.
Students take individual responsibility for defined aspects of a shared production while contributing to collective design decisions. The module supports the development of professional working practices, including planning, delegation, documentation, critical feedback and reflective evaluation.
Through guided workshops and self-directed exploration, students are introduced to relevant tools, development approaches and theoretical and critical frameworks from game studies that inform practical design decisions. Central to the module is an examination of how games are constructed and experienced, with particular emphasis on player engagement, playtesting and iterative refinement.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| LECTURE | 8 |
| SEMINAR | 6 |
| Practical classes, workshops and supervised studio learning | 38 |
| Formative assessment (scheduled) | 4 |
| Guided learning | 14 |
| Groupwork (unscheduled) | 20 |
| Independent / self-directed study | 150 |
| Summative assessment (unscheduled) | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Produce a playable game prototype that applies basic game design principles, iterative making and playtesting to a defined player experience. |
| LO2 | Describe personal contribution, teamwork, production activity and playtesting feedback within a collaborative game development process. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio | The final individual portfolio enables students to evidence their contribution to a collaboratively developed game prototype through research, design intentions, planning, production, playtesting, iteration and critical reflection. This benefits learners by connecting theory directly to practice and by making the development process, rather than only the finished game, visible for assessment. | 0 | 7200 | 80 | No | 100 |
| Asynchronous Assessment | Case study | The case study develops students’ ability to analyse existing games, identify relevant design principles and communicate their findings clearly. Its early timing provides useful feedback that students can apply to their subsequent design and development work. | 0 | 1200 | 20 | No | 100 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio | ✔ | ✔ | |
| Case study | ✔ | ✘ | |