| UT.GD1.1.1a |
Identify key figures and designers in the history of gaming (Ralph Baer/father of video games, Nolan Bushnell/founder of Atari, Shigeru Miyamoto/key figure in Nintendo, etc.) |
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| UT.GD1.1.1b |
Identify early games (Pong, Pac-Man, Donkey Kong, Space Invaders, Centipede, Missile Command, Asteroids, etc.) |
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| UT.GD1.1.1c |
Understand important milestones in gaming (why gaming boomed or dwindled over the years, Golden age of arcade video games, the North American Video Game crash of 1983, etc.) |
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| UT.GD1.1.1d |
Console Wars—Generations of Consoles (Nintendo, Sony, Microsoft, Sega, etc.) |
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| UT.GD1.1.2a |
Game Ratings—Students will be familiar with the ESRB (Entertainment Software Rating Board) and its ratings categories: eC—Early Childhood, E—Everyone, E 10+—Everyone 10 and up, T—Teen, M—Mature, AO—Adults Only, RP—Rating Pending |
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| UT.GD1.1.3a |
Explain how social gaming has evolved from meeting at a physical location to online groups. (Arcade, sleepovers, online party gaming, etc.) |
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| UT.GD1.1.3b |
Understand the economic impacts of the Video Game industry. (physical to digital distribution, evolution of advertising, growth of gaming industry, etc.) |
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| UT.GD1.1.3c |
Understand the impact of gaming in other industries. (Health, education, military simulations, etc.) |
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| UT.GD1.2.1a |
Identify game strategies -Victory / Loss conditions (high score, fastest time, most levels, % indicator, end of story) |
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| UT.GD1.2.1b |
Identify Player Motivation (Bartle’s Four Types of Gamers – socializers, achievers, explorers, and “griefer”) |
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| UT.GD1.2.1c |
Identify the feedback needed for progress in the game (defeating enemies, earning points, reducing health, specific sounds, winning screen, points earned, life lost, etc.) |
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| UT.GD1.2.1d |
Understand duration (levels, time, rooms, lives, etc.) |
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| UT.GD1.2.2a |
Understand design functionality (determine what to include in the game with regard to movements, power-ups, jumping, avoiding obstacles, collecting, etc.) |
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| UT.GD1.2.2b |
Create usability in game control (implement the ability for the player to change movements, switching views, etc.) |
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| UT.GD1.2.2c |
Describe accessibility (refers to what is used to play the game -- keyboard and mouse, joystick, game controller, touch screen, motion control/gyroscope, etc.) |
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| UT.GD1.2.2d |
Understand immersion (feeling part of the game, emotions, etc.) |
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| UT.GD1.2.3a |
Design of World/Background (dark and gloomy, 8-bit art, photorealistic graphics, parallax, etc.) |
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| UT.GD1.2.3b |
Player View -- Students will understand the importance of "Player View" in game design, understanding the many view options: Two-Dimensional (flat, 2D-world, platform games are usually 2Dgames); Isometric (3/4 perspective); First-Person (from the character's point of view -- you don't see the character); Third Person (view from behind the character -- you see the character -- often an over the shoulder view); Top-Down (looking down from the top -- you usually see the character) |
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| UT.GD1.2.4a |
Understand diegetic elements (elements that come from the world in the game -- sounds, graphics, etc.) |
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| UT.GD1.2.4b |
Understand non-diegetic elements (in the game but added on top of the world - health bar, score, narration, etc.) |
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| UT.GD1.3.1a |
Identify different console game platforms: Atari (2600, Lynx, etc.); Nintendo (NES, Gameboy, SNES, DS, Wii, Switch, etc.); Sony (PS series, PS Vita, PSP, etc.); Microsoft (Xbox series – Xbox, 360, One); Sega (Master System, Genesis, Sega-CD, Game gear, Dreamcast, etc.); Other (Neo Geo, Turbo Grafx 16, Arcade Cabinet, etc.) |
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| UT.GD1.3.1b |
Identify different desktop/laptop game platforms: Windows; Mac OS; Linux |
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| UT.GD1.3.1c |
Identify different mobile device game platforms: iOS; Android |
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| UT.GD1.3.2a |
Identify considerations (strengths and weaknesses) when developing for a particular platform, or multiple platforms. Examples are: display size, hardware (performance, graphics, storage, etc.), input method, portability, affordability |
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| UT.GD1.3.3a |
Understand impact of cloud computing and processing on game design. Examples include: broad distribution channel, updates without user involvement, dependence on internet connectivity, system dependence on publisher hardware |
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| UT.GD1.3.4a |
Identify different distribution channels: Physical media, Digital download (Minecraft, League of Legends, etc), Steam, Epic Game Store, Apple Arcade, Console-specific Digital Distribution (Xbox Live, Playstation Network, etc.) |
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| UT.GD1.4.1a |
Game Genres—Students will be able to identify the following game genre categories (categories of games based on challenges): Action (includes physical challenges), Adventure (focuses on an interactive story), Role Playing Game/RPG (player undertakes a quest in a fictional world), Simulation (used to simulate a real setting), Strategy (decision making/skillful thinking and planning), Hybrid (combination of 2 or more above genres) |
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| UT.GD1.4.2a |
Game Types—Students will be able to identify the following game types:, Single-player (player vs. the situation), Two-player (player vs. another player), Multiplayer competitive (every player for themselves - against each other), Multiplayer cooperative (all of us in this together to defeat the enemy), Team-based (our team vs. their team, each team controlled by one or many players) |
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| UT.GD1.5.1a |
Develop a concept with considerations for plan, cost, and time. |
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| UT.GD1.5.1b |
Create a game proposal "Pitch Document" (components include: goal, characters, environment, obstacles, platform) |
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| UT.GD1.5.1c |
Create a storyboard |
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| UT.GD1.5.1d |
Sketch and plan characters (protagonist, antagonist) |
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| UT.GD1.5.2a |
Put together a "Game Design Document" (the overall blueprint) and include the following components: title, genre, game type, brief description, rules of the game, design of levels and rooms, script, game mechanics, game goals, select which platform the game will be developed for, select a game engine |
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| UT.GD1.5.3a |
Create art and text |
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| UT.GD1.5.3b |
Develop sounds for the game |
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| UT.GD1.5.3c |
Implement scripting as needed |
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| UT.GD1.5.3d |
Create game animations |
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| UT.GD1.5.3e |
Design the User lnterface/UI components (could include inventory, score, health bar, lives, navigation, powerbar, text indicators, maps, level, sound on/off, etc.) |
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| UT.GD1.5.3f |
Create an analog or digital prototype version of a game |
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| UT.GD1.5.4a |
Post-Production (Game Testing and Release)—Students will understand and explain the process of game testing and release the game after it has been developed: Alpha Testing (in-house/controlled, small group testing to find and repair bugs and glitches, make needed adjustments); Beta Testing (outside, large group testing to receive feedback from selected end users, make needed adjustments and repairs that were not discovered in-house); Game Release (game is open for playing); Game Maintenance (provide updates, repair more identified bugs and glitches) |
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| UT.GD1.6.1a |
Identify personal interests and abilities related to game development, such as: Identify personal creative talents; Identify organizational and leadership skills; Identify special interest areas |
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| UT.GD1.6.1b |
Identify the primary game development job titles, such as: Lead Programmer, Lead Designer, General Game Designer, Mechanics Designer, Level Designer/World Builder, User Interface (UI) Designer, Animator, Writer, Audio Director, Art Director, Project Manager, etc |
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| UT.GD1.6.1c |
Investigate career opportunities, trends, and requirements related to game development careers. |
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| UT.GD1.6.2a |
Identify factors for employability and advancement in the game industry. |
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| UT.GD1.6.2b |
Research existing game development studios to determine what training is required. |
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| UT.GD1.6.2c |
Research universities and colleges to determine programs, degrees and training availability. |
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| UT.GD1.6.2d |
Develop employability competencies/characteristics: responsibility, dependability, ethics, respect, and cooperation. |
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