Spring 2013 Course SLO Review

GAME 130 - Game Production & Workflow - Stage 1 - Beth Cataldo

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Student self-assessments (such as reflective journals and surveys) Student satisfaction surveys Pre & post surveys or tests Classroom response systems (such as iClickers or computers) Feedback from collaboration with other departments External (outside CCSF) data (such as licensing exam and placement rates)
Assessment Description	Students did exercises week by week plus a midterm exam toward the construction of professional grade videogame levels They presented formal presentations of game levels at different stages of development And built professional grade videogame levels using UDK game building tools A final formal presentation in commercial 'pitch' conditions was the framework for the final grading. which used a rubric
Learning Outcomes	ALL
Number of Sections	3
Number of Instructors	1
Number of Students	10

Data Analysis

Data Shared With	Instructors of the same course (at CCSF) Faculty and staff within our department Faculty and staff from related programs/departments Faculty and staff from across the college Faculty and staff from other colleges Students
Data Sharing Methods	Face-to-face meetings Teleconferencing or skype Email Phone Website review and commentary Shared document files
Data Summary	All students picked up the skills of UDK but at different rates: modelling, lighting, applying textures, sounds etc. The course materials were difficult for some, easier for those with prior knowledge of 3D tools The course favored those with strong organizational skills, the ability to manage time Structured follow-the-leader style tutorials with the instructor leading the way work best, reinforced with video recorded backup is the best way to illustrate a complex software procedure. More theoretical notions were grasped, and applied, and this was assessed via the work shown in individual student blogs that acted as portfolios of the student's work.
Analysis Summary	Students have achieved a positive outcome if they have been able to construct a playable videogame level that has lights, characters and original layout and organization. All students were able to do this, even some who left the class prior to its completion. But it took time, and many students left the course, citing the software being too difficult to learn. The rubric showed that the majority of remaining students achieved over 80% success on the main assignment, and all passed the exam, and in-class exercises. Criteria included - was the level fun to play? Were the graphics compelling? Use of sound? Replay value? Overall scenario - was it compelling? etc.
Next Steps Planned	I plan to offer a wider range of softwares to students of GAME130 UDK on its own is too complex and intimidating for many of our students who need something simpler when they first arrive. A multi-tiered approach to the course in terms of skills required will better ensure a broader initial enrollment and help secure longer-term retention. The course has tried to hard to echo the conditions of a purely commercial videogame company without taking into account the reality that many of our students require a gradiated 'stepping up' into this level of tuition. Here is the work on display from the end of Semester - it is of professional grade and is by students who were completely new to videogame development using these tools: http://davidalbertcox.com/games_pres_sp_130.html
Learning Outcomes	ALL

Changes

Details	The course was modified in order to include more cinematic aspects - use of 'cut scenes' More emphasis on storytelling and lighting was added also, as well aspects of spatial theory - the layout and organization of rooms, buildings, streets, etc as they affect emotion in media.
Learning Outcomes	ALL

Tentative Future Plans

Term	This course is not planned for future semesters
Activities	See 9a
More Details	Were the course to run again, I would suggest it be revamped to offer a range of softwares, each enabling teams made up of students with different skill levels to take part, based on their experience level Basic level would use Game Maker to make 2D games Intermediate would use JavaScript and HTML5 to make iPhone apps and Advanced would use UDK to build FPS levels of the sort demonstrated in Fall of 2013:

SLO Details Storage Location

ELECTRONIC COPY - On a department web server or shared document system

Additional Highlights

I felt that the course succeeded in simulating the conditions of an actual videogame work environment.

Students formed teams, worked in those teams and came up with very solid, playable levels that I believe will lead them to very real job opportunities in the industry. We saw a lot of students leave the class in the first few weeks, and this turned out to be because they felt the software was too difficult, and it is, so we must modify the course to not spoil it for those students.

Also - a climate in which the technical requirements of UDK in the lab can be better met would be my preference. UDK needs to be updated to the latest version. Running a windows 7 environment on a macintosh is not ideal as the keyboard mapping does not really work the same way. I ended up buying a class set of PC mice and keyboards for this class so students could use UDK.

Being the only instructor, these are the challenges of teaching such a class.

Also I would very much like to see integration with the 3D Max class at CCSF where this class could work with Game130 to create geometry for the game levels and work alongside our students as part of the workflow experience.

Here is a link showing the end results of the Fall 2013 Game 130 class. I think it well demonstrates the SUCCESS of the course, attrition notwithstanding:

http://davidalbertcox.com/games_pres_sp_130.html

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