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L'assignatura s'imparteix en castellà, però tant les aportacions a classe com els treballs es poden fer en català o en castellà.
The materials can be provided in Catalan as well as in Spanish or English.
E2. Design the mechanics, rules, structure and narrative of video games following the criteria of gameplay and balance to provide the best possible gaming experience.
E3. Identify the type of player and design the game experience according to its psychological characteristics.
G2. Solve complex problems in their field of work, by applying their knowledge, developing arguments and procedures, and using creative and innovative ideas.
G3. Gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
G4. Communicate information, ideas, problems and solutions to a specialized and non-specialized audience.
G5. Develop the learning skills needed to undertake further studies with a high degree of autonomy.
T2. Work as a member of an interdisciplinary team either as an additional member or performing management tasks in order to contribute to developing projects with pragmatism and a sense of responsibility, making commitments and taking into account available resources.
Serious video games and gamification are new lines of work that have great potential. In addition, it deepens the knowledge of the game mechanics applied to the field of health, education, training, communication and virtually any industry. That is why having a knowledge of this type of program is an opportunity for students to expand their possible career.
The aim of this subject is to get students to acquire the skills and tools necessary for the creation of gamified structures, as well as sufficient analytical ability to apply what they have learned in the subjects on entertainment video game in the 'serious area.
To gain knowledge the subject is assessed with individual and group work and a written exam. Different activities will be carried out and synergies will be sought with other degrees and sectors so that they learn to work with profiles not related to the video game industry.
At the end of the course, the student will be able to:
The subject uses the following work methodologies:
Master class, Debates and forums, Collaborative learning, Problem solving and Question-based learning.
SUBJECT 1: Introduction and definition
1.1 Serious video games
1. 2 Gamification
SUBJECT 2: Objectives and rules
2.1. Definition and types of objectives
2.2. Definition and types of rules
SUBJECT 3: Challenges and reinforcements
3.1. Definition and types of challenges
3.2. Definition and types of reinforcements
With the aim of collecting evidence of the achievement of the expected learning outcomes, the following activities of an evaluative nature will be carried out (related to all the common competences):
A 1: Group work: Game Proposal: Design of a Serious Video Game or Gamification Structure (Evidence of learning outcome All)
Research will be conducted on the application of video games in the serious field.
Once all the contributions have been collected, the group will create a GP on a possible serious video game or gamification.
A.2: Exercise in class: Theoretical questions in class about the content of the subject (Evidence of learning outcome All)
Throughout the classes there will be various evaluation activities in the form of questions to encourage participation and attendance.
A.3: Final Exam: Design proposal for a Game Concept of Serious Video Game or Gamification based on requirements (Evidence of learning outcome All)
Final exam of the course, all the knowledge learned in class and put into practice are integrated.
General criteria of the activities:
- The teacher will present a statement for each activity and the evaluation criteria.
- The teacher will inform of the dates and format of the delivery of the activity.
Each student's grade will be calculated based on the following percentages:
Final grade = A1 0,4 + A2 0,2 + A3 0,4
An activity not delivered or delivered late is a 0. The notes of the activities will take into account the correct follow-up of the requirements, the spelling and the clarity when transmitting the information.
To pass the subject, it is necessary that the learning activity A.3, at least, obtains a minimum grade of 5.
In case of plagiarism, the subject will be suspended without the possibility of recovery.
The retrieval will be carried out by means of a written or oral exam which will include all the contents indicated in the basic bibliography within the period established by the Head of Studies. This exam will count for 100% of the grade
Salen, K. & Zimmerman, E. (2006). The Game Design Reader. Cambridge: MIT Press.
Zichermann, G. & Linder, J. (2010). Game-based marketing. Inpire costumer loyalty through rewards, challenges and contests. New Jersey: John Wiley & Sons.
Bogost, I. (2007). Persuasive games. The expressive power of videogames. Cambridge: The MIT Press.
Kim, AJ (2010). Metagame design. Reward system that drive engagement. from http://www.slideshare.net/amyjokim/metagame-design-3383058
Cuenca, M .; Aguilar, E. & Ortega, C. (2010). Leisure to Innovate. Bilbao: University of Deusto, Bilbao.
Chen, J. (2006). Flow in Games. Master Thesis From
Sicart, M. (2009). The ethics of computer games. Doctoral Thesis. Cambridge: MIT Press.
Callois, R. (1958). Game Theory. Barcelona: Seix Barral.
Huizinga, J. (2008). Homo Ludens Madrid: Alianza Editorial.