unit 32 - computer game design h/502/5671 lo3 - be able to prepare game design documentation

Unit 32

Unit 32 - Computer Game Design

H/502/5671LO3 - Be able to prepare gamedesign documentation

Scenario Criteria Tasks 1 2 3 4 5 6 7 8 9 10

Learning Outcome (LO) The learner will:

Pass The assessment criteria are the pass requirements for this unit. The learner can:

Merit For merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction For distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Understand the principles of game design

P1 Describe visual style and elements of gameplay used in game design with some appropriate use of subject terminology

M1 Describe the history of computer gaming with regard to different genres of game play

D1 Critically evaluate the use of expansion packs in game design

2 Be able to generate ideas for a game concept

P2 Generate outline ideas for a game concept working within appropriate conventions

M2 Generate a detailed plan for a game concept

D2 Generate ideas for an expansion pack for a game concept

3 Be able to prepare game design documentation

P3 Prepare design documents for a game with some assistance

M3 Create a project plan for the development of the game concept

D3 Evaluate the importance of creating a high concept game document

4 Be able to present a game concept to stake holders

P4 Present a game concept to stakeholders with some appropriate use of subject terminology

M4 Gain feedback from stakeholders about a game concept

D4 Improve a game concept based on feedback received from stakeholders

LO3 - Assessment Criteria


Assessment Criteria P3 Learners must prepare design documents for a game, with some assistance.

Learners should create a high concept games document and a game treatment document following the guidance within the teaching content. The actual documents will be presented as the evidence.

Assessment Criteria M3 Learners should be evidenced through a copy of the project plan. Learners

could use project planning software; alternatively it could be paper-based. The project plan should contain the items listed in the teaching content.

Assessment criteria D3 Learners are required to evaluate the importance of creating a high concept

game document. This could be in the form of a video of the learner presenting the evaluation supported by copies of documentation e.g. high concept game document, copies of presentation slides, hand-outs etc. or as a written report.

Assessment Criteria P3, M3 and D3


Learners should be taught how to prepare documentation appropriate to their audience as identified in the teaching content. The learners could be provided with examples of game documentation or directed to freely available examples on the Internet. They should be taught how to construct a mood board using images, colours and concepts, how to storyboard, how to produce conceptual art work (it may be possible to visit or gain access to a speaker who may show how these concepts work in real game conceptualisation). Learners could be provided with examples of project plans and then discuss why they are used and the importance of maintaining them in a class discussion.

Group discussions could be used to discuss the importance of design documentation in particular the use of high concept and game treatment documents. Learners could discuss the issues surrounding legal and ethical implications as per the teaching content.

LO3 - Understand game platform types


Now that you have researched the conceptual sections of the game and planned the graphics and plot, it is time to pitch the game to a Publisher. For this you will need to use a Game Design Document, a pitch document, and within this should be everything that a Publisher needs to have to be able to decide to fund the game or sub-contract it to a second party design studio or drop it.

This document needs to be professional, needs to have all the ideals of the game within it from plot to programming plan and needs to have budgets and timescales for production sorted out.

For P3 and M3 all the categories within the specification need to be tackled, the overall document produced should be between 20 and 30 pages in total, should contain artwork and graphics and read like a game bible.

Using the samples provided research what is expected of a game design document. Look at the way they are laid out, how the levels of language are built up in layers and how the game art links to the written language.

Link A Link B Link C

P3.1 - Game design documentation - Intro


The first stage of the Game Documentation booklet is to create a guide on how the game is formed and managed.

Instructional design – This is a guide on how you expect the game to be controlled, how the menus will work, button presses, how the character will move linked to the console or computer, what are the sequences that need to be taken to get from loading to game playing, will there be options for different game playing or level selecting. Using the sketches created from LO2 as a guide, and incorporated within, draw up how to play the game for the average user. Aim the language at the intended game audience.

Game design – For this section you will need to discuss how the game is played, the level designs, the characters, the role and plot, how the main characters interact with each other, how the characters communicate, what the function of the NPC’s are and their interaction with the main characters, what the beginning, middle and end of the game is and how a successful conclusion can be reached.

P3.1 – Task 01 – Within your game documentation, produce a walkthrough for the Instructional Design and Game Design.

P3.1 - Game design documentation - Intro


Artwork - Based on the sketches created in Lo2, you need to create a section within your booklet outlining the concept art for the game, the levels and the characters. These need to be created like a guide, framed and explained that should include the storyboard of a level of play. These need to explained in the language of your average game player audience.

Character Bios – Create a guide that shows at least two of the characters within the game and explain their history, their function, their abilities. This should be read like a Bio breakdown, the character should include any extra features that the character can develop as the game progresses.

These will need to include the concept Artwork, Mock up screenshots and a detailed breakdown of the characters within the game including voice, look, movements and history.

P3.2 – Task 02 – Within your documentation, create a section that contains the concept art, mock up screen shots and character information for your game design.

P3.2 - Game design documentation - Artwork


Programming – From Lo2 you will have decided how the game is going to be created, what tools you will use, what Modelling programs, Programming tools and animation tools. Within this section you need to justify your choices for these to the client. If you are suing a Game Engine, you will need to explain why that particular one using the appropriate technical language.

Instructional data analysis – Within this section you will need to explain how your project plan shows a realistic timescale and consideration of the project. If it takes too long the publisher may not want to have the game made, if it costs too much, if the figures used seem under budget and show a concern of budget overruns, if the deadlines, milestones and contingencies are unrealistic. You should demonstrate this through evidence of the project plan and the a demonstration of realistic contingencies, milestones and use of resources.

Logistics – In this section you will need to explain how you intend on making the game in terms of staffing, production times, resources, levels of skill, marketing and promotion and the technical details like machine format, dimensions, add-ons, online and offline play etc.

P3.3 – Task 03 – Within your documentation, create a section that contains the Programming creation justification, Instructional Data Analysis and Logistics of the game format with evidence of the Project Plan.

P3.3 - Game design documentation - Artwork


Brief description of the overall story – using the explanation from LO2 you need to create section that outlines the overall story for your game, who is in it, what they do, what is the ultimate goal, how do they achieve this. And when concluded explain how this make the storyline achieved, will it be left open for a sequel, will the add-ons be capable of extending the storyline or act as a prelude or side mission for the game.

Analysis of competition and why this game would be better – In a separate section you need to explain who and what the direct competition is. All games have a genre and therefor all games have a rival, something similar, a potential sequel to something that exists, perhaps the game that inspired your game. Then state what your catch will be, why is yours different, what will make it better, why do people buy need when there is GTA, why Gears when there is Halo.

An overview of how the game will look and play – For this section describe a level, how it looks, how the character moves, what objects do they use, what is the threat, how do they overcome the threat. Describe the menu, the interface, the control system, the start screen, the pause and options. And describe it in technical terms that will appeal to the target audience.

P3.4 – Task 04 – Within your documentation, create a section that contains the Story with justification, Competitor Analysis, and Look of the game format.

P3.4 - Game design documentation – Story and Look


The High concept is a shortened version the game documentation that could be sent to the press as a release statement, with just the best details from the Documentation that should include: Used as a sales tool Communicates rapidly and clearly the idea of the game Should contain a “hook” statement to attract interest

Hook Statement – A hook statement is a by-line, something that sells the game, you need to create a statement with a justification that will be the sounding point in your pitch to the publisher. The statement only needs to be a sentence but will need explaining.

Two to four pages long Takes about 10 minutes to read

For this document you will need to aim the language at the publisher (or press) so it needs to be neat, in an appropriate language and condensed. Characters and levels should be described using similarities rather than move by move detail.

Mention of online and offline capacity should be highlighted with specific reference to the unique value you will be bringing to the game.

D3.1 – Task 05 – Within your documentation, create a section that contains the Story with justification, Competitor Analysis, and Look of the game format.D3.2 – Task 06 - Evaluate the importance of creating a high concept game document.This could be in the form of a video of the learner presenting the evaluation supported by copies of documentation e.g. high concept game document, copies of presentation slides, hand-outs etc. or as a written report.

D3.1 - Game design documentation – High Concept

What is a High Concept Document

Who is it aimed at What should be contained within

What headings are best to use

How to present it What can you do wrong


Your Game Documentation sets an example to the business, the publisher and to the audience of your intention and professionalism. Its quality reflects the quality of the game, from the way it is laid out, to the spelling and evidence of the project Plan.

Spelling and grammar checking and version control within game design documentation – Professionalism, fear of losing the document, making different versions so more than one person can work on it, saving it consistently and keeping others informed of changes. All these are vital for a document that can make of break the game. If a publisher rejects the game based on the quality of the presented document, then this can have a devastating impact on the game production.

Identifying unique selling points, genre and audience, market research – It is important to impress the publisher with knowledge of your USP. In all discussions this will be the pitch, why your game is better, what is better about it, why should they invest in something that is too similar to another game. Tetris had no end, Duke Nukem had adult content, Doom could be modded and mapped, Zelda had a character you could care about, Kong was the skill of repetition, Borderlands was a bazillion weapons. Every game you play has a selling point and it is important to keep emphasising this. Similarly with genre, audience and market research, without these you are blind, £100m later you are blind and broke.

Creation and maintenance of a project plan including timescales, milestones and contingencies – projects change and you need to evidence these changes as they happen, more money, less money, overruns, moved milestones, good or bad.

M3.1 – Task 07 – Discuss the importance of maintaining the game documentation with evidence that you have done so.M3.2 – Task 08 – Evidence that you have kept the Project Plan up to date with evidence and justification of changes made.

M3.1 - Understand game platform types


Copyright – the Copyright Act is very clear, all companies are aware of this, all game companies know their rights, what they can do, what they can get away with. You would not be in the business if you were not aware of the issues. But there are grey areas, similarities. If you produce a character with a blue boiler suit, Nintendo will sue. They sued over the use of green pipes with Flappy Birds, petty though the argument was, they were in their rights to do so. Copyright on code is worse, 1m lines of code, a few lines here and there, who would notice. Lawyers.

Copyright works both ways, take the ideas for your character from someone and make it too familiar and you are in breach, but make a character and have someone use it for their game, you are suddenly the victim. Think of the thousands of lines of code that will need to be changed if caught.

Use of Location – Surprisingly perhaps but Locations are also copyrighted, the story of the Manchester church use in Resistance, Fall of Man and the church suing Sony is the classic case. Permission needs to be given for the interior use of buildings, product placement, stats on vehicles etc. Think of the implications if Glock decided it did not want its gun range on COD.

Data Mining – Most games play online or can be downloaded, leaving an internet connection open and the company access to your Avatar and previous purchases. Under the Computer Misuse Act they cannot use this information but companies like Microsoft use previous purchases for their recommends.

P3.5 – Task 09 – Using the headings, Copyright, Computer Misuse, and Location Use, outline with newspaper evidence arguments for and against the Legal implications of gaming.

P3.5 - Understand game platform types – Legal Implications

Copyright Use of Products and Location Data Mining


The positive and negative aspects of gaming is something the newspapers tend to focus on during Slow News days. Especially the negative aspects. The two kids from Columbine played Doom before going to school the news reported, Doom is bad, Doom is at fault. They also went 10pin Bowling.

Korean teenager dies from starvation while playing WOW the news reported, but did not mention the other 6million users not dying from playing it or how two people in Britain died through tea cosy related incidents in 2012. Tea did not get blamed. Global play – Before online play users bought the games, played the games, put the games back

in their boxes and that was that, little or no external interaction except talking to friends about it, which armour in Skyrim they preferred or how many little soldiers they collected in FF7. Online play has been the unique selling point since Xbox360 and PC’s before that. Breaking down country barriers, playing against people from nations around the world, teaming up against other countries, joining a game with a thousand users. The next generation of RTS will have ten thousand users in different teams fighting a war against each other. It is what the gaming industry has always wanted, a captured world audience.

WOW has 6m users at any one time. There are numerous other games, Trekkies playing Star Trek Online, Star Wars fans playing Battlefront, RPG’s of all shapes and sizes, Lord of the Rings online for Tolkien fans worldwide, Sims, Second Life, Poker, Bridge, there is a customer base for all games online. And then there is COD, Fifa, Skyrim Online etc. The days of playing two player, three and four player are fading, the chances of playing against human AI online is a greater need, breaking down barriers, allowing players to communicate across the world, to have conversations from unknown people, and then shoot them. It is the ultimate anonymity.

The downsides of this include government blocking. In countries where Twitter is illegal, free speech through online play will be monitored for similar reasons. Similarly Global Play and anonymity can lead to Trolling and Grooming, at least the press believes so. There are arguments for and against, the biggest being that the world is not ready for the breaking down of cultural, physical and religious barriers that the freedom of net play offers.

P3.5 - Understand game platform types – Ethical Implications


Addiction – How many hours of games does the average boy or girl play now. Is it more than television watching, more than socialising with friends. The press has been arguing that games are addictive since the 80’s, more so now. Teenagers who starve themselves to death playing games like WOW because if they stop, someone will overtake them, these are the kinds of stories that are used as arguments for the case. The teenager who shot his father because his father took away his Xbox, is this addiction or just one case.

The nature of addiction is in the power of the withdrawal, adults would consider two hours or more a night for their child as addicted but games like Football Manager take that long to get through a match. Three hours, this is the average Skyrim, COD, WOW and Eve play. Four hours, do parents bring you food when you play games, how long before hunger stops you from playing, do you eat while playing. Is taking a day off sick to play a game an indication of addiction.

Psychologists argue that anything that substitutes for an every day activities is an addiction and we all know someone who spends five or more hours a night on some game. 30% of teenagers admit to playing some game through the night. 18% of teenagers admit getting their parents to buy them age restricted games. 27% of young males admit to getting their parents to queue at midnight for the latest game and half of these admit to missing school the next day through some mysterious fatigue illness.

With games getting larger, longer, more in depth and more demanding of attention and time, the press argues that this is increasing the potential for addiction but if Microsoft placed coding on the Xbox One that limited gameplay down to three hours per game per 24 hour period or 4 hours on time per night what would the outcry be. Can gaming be regulated to reduce down addictive tendencies and is it worthwhile legislating on this.

Age restrictions – Another ethical argument is age restrictions and how most people do not abide by them. Parents queue up outside supermarkets and game shops at midnight to get an age restricted game for their children. The demands to have the newest death fest game is too much, impacting on social values and the morality. Parents and children alike argue that games are not violent, that it is common, no different than the violence on TV, that they know how to separate reality from gaming. Games legally have the age restriction on the cover so they company is protected, shops cannot sell an age restricted game to a minor so they are protected leaving it up to the parents. And when it all goes fatally wrong, parents blame the business.



Loss of social aspects – Before games became a fundamental part of the home entertainment system “kids used to go out and play in the streets, in the fresh air.” But when Google put Pacman on their logo it was adults who lost tens of millions of working hours.

Gaming has been blamed for the disintegration of family life, for the removal of face contact among the young, for the de-socialisation of young people and even the desensitisation of horrific events. There was a time when the news was banned from showing graphic violence, dead bodies or would have to warn the viewer before a certain scene would appear. Now you can shoot a man from a distance through a scope in any number of games and watch him bleed to death. The papers believe the separation between computer generated violence and actual violence is blurring with the increase in graphic reality on the screen.

Whether this is true or not is another matter. The Jamie Bolger incident caused an outcry of this nature, were the kids desensitised by computer games, the banning of the airport scene in COD 4 because it was too realistic, stabbing certain women in GTA. The same argument was used in Rap Music but Johnny Cash “Shot a man in Denver, just to watch him die.”

The second argument is that games reduce down social skills, communication, writing skills, conversing in a world where your Avatar is more likely to form relationships than the player.

The argument against is the “Even nerds have nerd friends.” If it was not for computer games it would be something else, Manga, Music, Films, the argument that socialisation is something that is in our nature and computer games are just an outlet. It has been shown in a study that teenagers are more in contact with each other now than ever before, the lack of face contact is just a part of that against argument.

P3.6 – Task 10 – Using the headings, Global Play, Addiction, Age Restrictions and loss of Social Skills, outline with newspaper evidence arguments for and against the ethical implications of gaming.

Global Play Addiction Age Restrictions

Loss of Social Skills



P3.1 – Task 01 – Within your game documentation, produce a walkthrough for the Instructional Design and Game Design.P3.2 – Task 02 – Within your documentation, create a section that contains the concept art, mock up screen shots and character information for your game design.P3.3 – Task 03 – Within your documentation, create a section that contains the Programming creation justification, Instructional Data Analysis and Logistics of the game format with evidence of the Project Plan.P3.4 – Task 04 – Within your documentation, create a section that contains the Story with justification, Competitor Analysis, and Look of the game format.D3.1 – Task 05 – Within your documentation, create a section that contains the Story with justification, Competitor Analysis, and Look of the game format.D3.2 – Task 06 - Evaluate the importance of creating a high concept game document.M3.1 – Task 07 – Discuss the importance of maintaining the game documentation with evidence that you have done so.M3.2 – Task 08 – Evidence that you have kept the Project Plan up to date with evidence and justification of changes made.P3.5 – Task 09 – Using the headings, Copyright, Computer Misuse, and Location Use, outline with newspaper evidence arguments for and against the Legal implications of gaming.P3.6 – Task 10 – Using the headings, Global Play, Addiction, Age Restrictions and loss of Social Skills, outline with newspaper evidence arguments for and against the ethical implications of gaming.

LO3 - Assessment Task List

unit 32 - computer game design h/502/5671 lo3 - be able to prepare game design documentation

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