Description of the course
The course focuses on the design and development of digital games. The course is part of the Master’s in Computer Engineering program. It includes a theoretical and a practical component, focusing on the understanding, analysis, design, development, testing, and evaluation of games. Upon completion of the course, studentgs are able to understand and implement concepts, methods and processes for game idealization, design, and development, select, use, and evaluate specific environments and tools for game development, conceive, design, implement, test, evaluate, and distribute a game, and evaluate acquired knowledge and learned processes in an R&D perspective.
Description of the participants
The course is part of the 1st year of studies of the Master’s of Computer Engineering program. The ICT-INOV methodology was deployed in the 1st semester of the 2023 – 2024 academic year. A total of 62 students are involved in the process.
Description of gamified design thinking activities
Students were required to conceive, design, and develop a VR game on HOPE. Design thinking was used to support this process. Specifically, the design thinking steps used in the course included understanding and refining the problem and generating a solution. Subsequently, students used an agile development process to create a prototype and test it, iteratively. Work was organized in the following steps:
Step 1: Problem identification and empathy.
Students engaged in research towards identifying and understanding the problem. They collected information and published it on the ICT-INOV digital learning platform.
Step 2: Problem refinement and ideation.
Students selected a problem using the information gathered in the previous step. They discussed and brainstormed potential solutions using the ICT-INOV digital learning platform.
Step 3: Forming groups.
Students were divided into teams of 2 individuals and were encouraged to select a team name and a logo for team building purposes. This activity provided teams with a sense of identity and affiliation. It also helped them express their interest and goals.
Step 4: Point of view.
Students were challenged to redefine their original problem, considering the results of their research in the previous steps, which helped them develop an understanding of the problem from the user’s point of view.
Step 5: Prototyping and testing.
Students were challenged to design a solution to the problem, posting their ideas on the ICT-INOV digital learning platform. They presented their solutions for the benefit of their fellow students.
