Game Thinking equips students with key principles and strategies from games to rethink how problems are solved and services are delivered. Students will experience games and emerging industries such as eSports, including the motivation and emotional response to games and explore how techniques such as gamification and serious games can transform content delivery. Students will learn how to create expressive, interactive and meaningful content whilst actively engaging in project-based learning to produce their own creative game pitch that reimagines and enhances a product or service.
|Academic unit:||Faculty of Society & Design: Interactive Media & Design|
|Subject title:||Game Thinking|
Delivery & attendance
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the core terminology, concepts and theories as they apply to game thinking.
- Employ game mechanics, dynamics and aesthetics to communicate a product or service.
- Frame complex problems using games theory to deliver creative and innovative solutions.
- Consolidate theoretical and conceptual game design concepts to produce a project based outcome.
- Work collaboratively and cooperatively with others to affect positive outcomes.
- Communicate effectively using oral, written and visual communication techniques.
|Analysis||Game Analysis – Applying the Mechanics, Dynamics and Aesthetics Framework to evaluate and communicate game thinking.||30%||Week 7||1, 2.|
|Creative Project §||Creative Design Document: Students will apply the knowledge of game thinking in designing gamified enhancements to an existing product or service.||40%||Week 12||1, 2, 3, 4, 5, 6.|
|Oral Pitch §||Game Pitch: Students are required to present their gamification design to their peers and invited industry panel.||30%||Week 12||1, 2, 3, 5, 6.|
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Policy on plagiarism
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Introduction to the game thinking, game definitions and gameplay elements and classification, such as tools, rules, aims, strategy, skills and chance.
Students will study games throughout history and learn about the various game types, such as multiplayer/single player games, sports, tabletop games, RPG, business, video games and simulations.
Introduction to service-dominant logic, games from the service marketing perspective, including the emergence of eSports.
Explore the intrinsic motivations of game mechanics theoretically and through hands-on examples of gameplay focusing on the rules, goals and strategy of games.
Explore the extrinsic motivation associated with game dynamics both theoretically and through hands-on examples of gameplay, including emergent gaming behaviour.
Examine game aesthetics and the emotional response to games through theoretical and hands-on examples of gameplay.
Students will be introduced to the theory behind the motivation in games, exploring the concepts of intrinsic-extrinsic motivation, self-determination and flow.
Learn to apply theory and concepts of game design practically to solve complex problems.
Students will explore gamification concepts, definitions and characteristics to enhance services and products including the emerging serious games market and the differences between gamification and serious games.
Students will apply the knowledge acquired in the previous weeks of study to a practical project of service enhancement through gamification culminating in a design document.
Students are required to pitch their service enhancement to their peers and invited panel members highlighting their knowledge of game thinking and the relationship to their design and chosen service.