4B072E - Worlds, Rules and Systems 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 4B072E | ||
|---|---|---|---|
| Module Title: | Worlds, Rules and Systems | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Games and Design | ||
| Faculty Sub Group: | Games and Design | ||
| Module Leader: | |||
| 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: | |||
| HECOS Code Weighting: | |||
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 develop students’ understanding of how game systems operate, including mechanics, rules, and player interaction.
To develop students’ ability to create coherent game worlds and concepts, and to design mechanics that reflect and support these.
To develop students’ ability to critically analyse and evaluate how game systems communicate ideas and meaning through play.
Content Summary
This module explores the relationship between world, story and mechanics through the analysis and construction of game systems. Students define a game world and concept in response to a structured design challenge, examining how setting, theme and narrative context shape the design of mechanics and influence player experience.
Students analyse existing games to understand how systems are structured, then design and implement core systems based on defined briefs. Emphasis is placed on system logic, including rules, states and flows, and how these operate within and respond to a coherent game world.
Through a series of small-scale implementations, students test and explore variations within these systems rather than produce complete games. This process is supported by the development of a world/design bible, ensuring that mechanics are grounded in a coherent setting and concept, alongside playtesting, reflection and critique.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| LECTURE | 10 |
| SEMINAR | 10 |
| Practical classes, workshops and supervised studio learning | 40 |
| Formative assessment (scheduled) | 6 |
| Guided learning | 24 |
| Groupwork (unscheduled) | 15 |
| Independent / self-directed study | 135 |
| Summative assessment (unscheduled) | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Identify and describe the core components, rules, relationships and player-facing behaviours within game systems. |
| LO2 | Produce a coherent world and game design document that outlines the intended setting, mechanics, rules and player experience. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio | Individual portfolio documenting game content created using systems taught in class, including system design, implementation evidence, testing, iteration and critical analysis. The assessment strategy combines a collaboratively produced world and design bible with an individual systems portfolio | 0 | 7200 | 80 | No | 40 |
| Asynchronous Assessment | Group Presentation (Asynchronous) | Group world/design bible communicating the game world, concept, theme, player experience, core systems and supporting mechanics. Group digital world/design bible presented as a structured website, wiki or equivalent digital resource. The submission should communicate the game world, concept, theme, intended player experience, core systems, rules and supporting mechanics through an appropriate combination of written, visual and interactive content. The group assessment supports students in developing and communicating a coherent game concept, setting, theme, intended player experience and design rationale. It benefits learners by requiring them to negotiate ideas, make shared decisions and establish a clear creative and systemic direction before undertaking detailed practical development. | 0 | 1800 | 20 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio | ✔ | ✔ | |
| Group Presentation (Asynchronous) | ✘ | ✔ | |