This abstract focuses on the computer game design process in the education of engineers at the university level. We present a model for understanding the different layers in the game design process, and an articulation of their intricate interconnectedness. Our motivation is propelled by our daily teaching practice of game design. We have observed a need for a design model that quickly can create an easily understandable overview over something as complex as the design processes of computer games. This posed a problem: how do we present a broad overview of the game design process and at the same time make sure that the students learn to act and reflect like game designers? We fell our game design model managed to just that end. Our model entails a guideline for the computer game design process in its entirety, and at same time distributes clear and easy understandable insight to a particular way of thinking. Our model therefor consists of a dual aim. In order to describe our model as clearly as possible we have separated the model in four separate yet interconnected layers of the game design process. The first layer of our model addresses the importance of a general game design paradigm and how this should be understood and utilized. The second explains how the idea of design space rests on framing in general and six different parameters of thinking in particular. The third layer links what we coin problem-based creativity with the formal structures of computer games. Finally we intend to show how the design paradigm acts as a guideline for directing and evaluating not only thinking within the design space, but also shaping the outcome of problem-based creativity. To strengthen our model we will present and utilize examples from our game design courses.
Design; game design; creativity; learning; computer games
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4th International Conference on Designs for Learning, 2014