Content and structure of the programme

Games und Play

Games have become extremely important in the last few decades. They have established themselves as a cultural field alongside literature, art and film, and are a significant economic factor. Virtual (gaming) spaces will continue to grow in importance as a teaching and orientation method over the next few years.

The CAS Games and Play in Virtual Spaces takes a holistic approach to the medium: Free play (play), which does not follow any rules, is just as much a part of the course as the methods for developing games with fixed rules (games). The CAS Games and Play in Virtual Spaces introduces participants to the freelance design of games and digital spatial experiences.

Course content

The CAS Games and Play in Virtual Spaces focuses on empowering participants to design and implement their first digital games and interactive spatial experiences. The programme examines game design from theoretical, conceptual and technological perspectives.

Fundamentals

The theoretical foundations of game and motivation design and digital game culture are taught, and their effects and areas of application are reflected on. Participants explore the characteristics of digital spaces and the specific features of the social space of gaming.

Game experience

Participants learn about the production steps and their characteristics, and apply them to their own project. They go through a production cycle from concept development, paper prototyping, visual design and narrative design through to playtesting. In the process, they acquire basic knowledge of design tools such as 3D software or consolidate their existing knowledge.

Game technology

Participants learn about the function and capabilities of game engines in order to develop interactive digital games and other spatial experiences. In the process, they are taught practical skills that prepare them for independent work.

Participants also implement their own practical project, during which they explore a focus topic in depth and design a game, a gaming experience or an interactive (virtual) space. Mentors support the practical projects of the participants on an individual basis.

Modules and structure

The CAS Games and Play in Virtual Spaces is modular in structure. Personal project work is a major focus area, along with course content teaching in contact hours on the Toni Campus and networking in the industry.

The CAS Games and Play in Virtual Spaces is divided into a total of six modules with contact hours on Thursdays, Fridays and Saturdays, from 9.00 am to 4.30 pm (subject to change). Moreover, there is a series of lectures on three evenings (live/hybrid). Besides contact hours, participants develop their own project in self-study.

  • This module introduces key concepts, approaches, methods and tools of game design, and a spatial experience is implemented in a game engine.

    • Motivation design, magic circle, game mechanics, flow
    • Theory of game engines and their application
    • Independent run-through of an example game development production cycle
    • Linking of game assets, sound and animation for an interactive experience

  • After participants have familiarized themselves with the basics, they undertake their own project. In a three-day workshop format, they produce an initial playable prototype, on the basis of which fundamental questions of project objectives, game motivation, scope and feasibility can be clarified.

    • Methods for the iterative game and experience design process
    • Development of project outlines, core experience, paper prototypes, journey map
    • Playtesting and feedback analysis
    • Feasibility analysis and implementation planning

  • This module focuses on the technical aspects of developing digital spaces and games. Besides theory-based teaching of the technical basics, the focus is on individual application and empowering students for independent work.

    • Technical concepts such as scene, game object, asset, collision and game physics
    • Linking input with gaming actions, e.g. to control a game figure
    • Starting points for people with programming knowledge
    • Publication and distribution of participantsโ€™ own games and spatial experiences 

  • This module focuses on exploring the visuality of digital games and spatial experiences. Participants develop a visual game concept and learn how to implement it.

    • Analysis of game visuals and their effect on the player experience and immersion
    • Avatar, game perspectives, light, animation, environmental storytelling
    • Visual design process using a concept, mood boards, concept sketches and storyboards
    • 3D modelling and texturing of game assets

  • In this module, we examine games and game-based approaches such as gamification in different areas, including education, research and advertising. We examine in detail how games and spatial experiences can be positioned and used beneficially.

    • Differences between and applications of serious games, gamification and playification
    • Use of game mechanics to promote engagement and motivation
    • Excursion to industry

  • Presentation and playtesting of the developed game prototypes. Reflection on personal learning experience, exploration of the potential and positioning of individual projects.

    • Presentation and exhibition of the participantsโ€™ projects
    • Reflection on personal learning experience and outlook

Series of lectures and networking

In this three-part series of lectures (on-site, hybrid), external game developers, artists and people from other related fields provide insights into their work. In this way, they give participants starting points for their own professional practice and a perspective on career opportunities.

Participants stay in contact and support each other with voluntary peer-to-peer circles via a Discord server.

Personal project

In a personal project (or in a team), participants independently implement their own project in prototype form. In the process, they independently consolidate the skills they have learned and find their own approaches and focal areas. Professionals from teaching and practice support them throughout the process and provide guidance on feasibility as well as practical support for the implementation. Five hours of mentoring are available for this. The resulting projects are presented and reflected on in Module 6.