5B091E - Prototype Lab 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 5B091E | ||
|---|---|---|---|
| Module Title: | Prototype Lab | ||
| 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: | 5 |
| 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 develop students’ ability to explore game design ideas through practical prototyping, playtesting and critical reflection.
To encourage creative risk-taking and experimentation with mechanics, systems, interactions, genres and forms of play.
To develop students’ ability to evaluate, compare and communicate the strengths, limitations and future potential of different game ideas through both group presentation and individual reflection.
Content Summary
This module explores games as creative, technical and design artefacts through practical experimentation, prototyping, playtesting and reflection. Students investigate games from a range of perspectives, including mechanics, systems, player experience, genre, meaning, technology and experimental forms of play.
Through rapid prototyping, students respond to a series of defined design challenges, producing playable prototypes that explore different game ideas and how design choices shape player behaviour and experience. The emphasis is on breadth, curiosity and creative risk-taking rather than producing one polished outcome too early. Formative critique and playtesting are used throughout the module to help students compare ideas and identify strengths, limitations and future potential.
By the end of the module, students will select one prototype to present as the strongest candidate for further development. This chosen prototype will form the basis for the following module, where students move from broad exploration into focused refinement, scope control, production and polish. Alongside the group presentation, students complete an individual reflective report that evaluates their prototype work, use of feedback, design judgement and contribution to the wider development process.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| LECTURE | 4 |
| SEMINAR | 8 |
| Practical classes, workshops and supervised studio learning | 36 |
| Formative assessment (scheduled) | 6 |
| Summative assessment (scheduled) | 2 |
| Guided Learning | 16 |
| Groupwork (unscheduled) | 24 |
| Formative assessment and feedback (unscheduled) | 10 |
| Independent / self-directed study | 134 |
| Summative assessment (unscheduled) | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Produce a range of game prototypes that demonstrate experimental approaches to mechanics, systems or forms of play. |
| LO2 | Analyse and communicate the effectiveness, limitations and future potential of different game design ideas through playtesting, critique and reflection. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Group Presentation (Synchronous Onsite) | Students demonstrate the selected prototype, explain its design rationale, compare it against other prototype work, evaluate feedback and playtesting evidence, and justify how it could be developed further. The assessment reflects professional greenlight and pitching processes, where teams must communicate a concept clearly, demonstrate its potential and respond to questions concerning audience, scope, feasibility and future production | 10 | N/A | 70 | No | 40 |
| Asynchronous Assessment | Report 1 | An individual prototype evaluation and reflection report. This requires each student to evaluate the prototypes they contributed to, explain what they learned from playtesting and critique, reflect on their individual contribution, and justify the strengths, limitations and future potential of the selected prototype. The report ensures that individual judgement, reflective practice and learning from the prototyping process are assessed alongside the group outcome. | 0 | 1800 | 30 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Group Presentation (Synchronous Onsite) | ✔ | ✔ | |
| Report 1 | ✘ | ✔ | |