Unit 22: Developing Computer Games

Unit code: K/601/7324

QCF Level 3: BTEC National
Credit value: 10
Guided learning hours: 60

Aim and purpose

The aim of this unit is to ensure learners know about different types of computer game, understand the
impact gaming has on society and are able to design, develop, test and document computer games.

Unit introduction

There are many different types of computer games available which vary greatly in their look and feel, style,
genre and complexity. Computer games can be played in a variety of ways, for example over the internet,
on mobile telephones, on personal computers and on any of a wide range of mobile or static gaming
platforms/consoles that are commercially available. A computer game is essentially a highly interactive
software application so, as with any complex piece of software, it requires suitable design, coding, testing and
documentation.
This unit is intended to prepare learners for the exciting and creative journey of designing, developing and
testing computer game solutions using suitable tools, environments and techniques. It is an ideal starting point
for learners considering a game development career path.
The unit content is divided between designing game components, implementing these using an appropriate
development environment, testing the game and producing suitable accompanying documentation for both
the target audience and technical personnel. Although it is recognised that the implementation phase is often
the most enjoyable for the developer, equal emphasis is purposely placed on design and testing to ensure that
the game is as fault-free as possible and meets the needs of the original specification.
It is of equal importance that learners are aware of the social impact, positive and negative, that computer
gaming has had on individuals and society as a whole. Learners will explore the issues surrounding gaming and
consider some of the research that has been carried out in this area.

Learning outcomes
On completion of this unit a learner should:
1 Understand the impact of the gaming revolution on society
2 Know the different types of computer game
3 Be able to design and develop computer games
4 Be able to test and document computer games.

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Unit content

1 Understand the impact of the gaming revolution on society

Games in society: concerns eg excess playing time, social isolation, cost, separation from reality, education;
benefits eg hand-eye coordination, brain training, thinking and strategy skills, future impact, impact on
‘mainstream’ application development
Psychological factors: effects eg use of sound, high score listings, competitive games, peer pressure, fun,
educational value, expectations, levelling

2 Know the different types of computer game

Types of game: genres eg action games, Role-Playing Games (RPGs), adventure games, Real Time Strategy
(RTS), strategy games, puzzle, platform, simulations, sports games, stealth shooter games, combat games,
First Person Shooters (FPS), educational games, massively multiplayer online (MMO); gaming platforms/
environments eg personal computer, portable hand held console, stand-alone platform, mobile phone,
internet, video, network; technology eg graphics, AI, audio, game play (what the player does), scripting

3 Be able to design and develop computer games

Design: tools eg storyboards, pseudo code, narratives, action lists, graphical tools
Program design: purpose; modularity; systematic approach; data dictionary eg data types/structures,
methods/procedures, parameters passed, return values, scope, visibility (private, public, static, friend, etc);
other eg objects, instantiation algorithm design
Develop: choice of language eg object oriented or procedural, development facilities, menus, editing
techniques, saving files, building or compiling code, built-in help facilities; coding; good programming
practice eg suitable comments, small unitary code blocks, invocation, consistent indentation, descriptive
identifiers
Coding: good use of program structures; syntax rules for the language; assigning values; operators; input/
output statements; selection methods eg calls to external procedures; iteration loops eg pre-conditioned,
post-conditioned, fixed; correct exit criteria
Data representation: types eg integers, real numbers, Booleans, characters, strings; declaring eg assigning
constants, variables

4 Be able to test and document computer games

Testing methods: test strategy eg black box, white box, interface; iterative approach eg testing at various
stages; test plans; test cases; test logs; test evidence; test reports; retests done
Testing tools: programming environment facilities eg debug program code, test program code; trace
facilities and inspection techniques for the examination of variables during program execution
User documentation: specified game applications; purpose of game; operation of game; FAQs
Technical documentation: data dictionary; algorithm designs including control methods (selection, iteration);
user interface method design; other eg action charts, action tables, input-process-output tables, class and
instance diagrams, data flow diagrams

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Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 explain the impact of D1 examine the psychological
computer games on society effects of computer gaming
on individuals and society
[IE3]
P2 describe different types of
computer game
P3 produce a design for a M1 determine appropriate data D2 explain how the structure and
computer game for a given types for a computer game design of a game can assist in
specification and show how they are maintenance and capacity for
[CT1] declared extension.
P4 develop a computer game for M2 use appropriate selection
a given specification and iteration methods for a
[CT3] computer game
P5 follow a test strategy to test M3 use a variety of testing tools
and debug a computer game
P6 produce user documentation M4 suggest improvements to a
for a computer game computer game following
user feedback.
[RL4]
P7 produce technical
documentation for a
computer game.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key IE – independent enquirers RL – reflective learners SM – self-managers

CT – creative thinkers TW – team workers EP – effective participators

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Essential guidance for tutors

Delivery
This unit provides broad coverage of the development of computer games together with an overview of the
industry in which they are sold. Learners should be able to differentiate the computer game development
cycle from a normal application.
Tutors involved in delivery should have an understanding of the chosen programming platform as well as a
good understanding of the computer games industry.
LO 2 is concerned with understanding the different types of computer games and it is here that the tutor’s
knowledge of the industry is most required. This is an excellent opportunity for learners to experience
different types of platforms within the classroom. Any in-class game play should be structured and if resources
are permitting then the different genres and platforms could be made available for experiential learning.
Whilst discussing the different development areas it is important that learners understand the scale of
development of a modern computer game compared to a normal software application.
LO1 deals with the effects of games on society, which takes the focus off the industry and onto groups of
people and individuals. Learners may have difficulty initially transferring their attention from one to the other
and the tutor can aid their understanding with newspaper clippings or reports. Learners will need to discuss
and understand how computer games are perceived by some and the affects that they can have both positive
and negative. Discussions will be a key component to this part of the delivery as well as research. The
tutor should be careful as some violent incidents have been attributed to computer games and classroom
discussions could stray into uncomfortable territory.
It is likely that, for most learners, this will not be their first contact with formal programming; however it is
important that learners develop good habits and use a disciplined, systematic and methodical approach to
creating game components. This will be particularly valuable should they progress to further study or to
employment in the gaming sector. Object-oriented languages are particularly suited to game development so
this unit could follow delivery of Unit 15: Object Oriented Programming.
The game developed for this unit will probably be a simple 2D game that will contain some graphical
elements and a certain degree of complexity in terms of the programming expertise required in order to
develop the game.
Any appropriate language can be chosen as the basis of the practical aspects of this unit. A game should
include well-organised code, appropriate modules, objects and data structures and suitable interfaces
(screens, forms, printouts, etc). Learners could potentially continue with the programming language they have
used in previous programming units as long as the language has graphical interface abilities. The programming
language needs to be complex enough to provide all of the requirements of the assessment criteria. It is
possible to use Game Maker for this unit as long as the learner writes some code and references variables
within the code and not just using the graphical tabs that generate code.
It is recommended that learners begin to program early in the unit. To be most valuable, these programming
activities should steadily increase in complexity and provide lots of opportunity for formative feedback.
As larger and more complex activities are introduced, they can be provided in a context that shows learners
examples of how user needs and programme designs are considered and presented. These can set and
define learner expectations in terms of organisational requirements. Developing reusable modules is to be
encouraged.

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Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Introduction to the unit
Understand the different types of computer game:
● whole-class exercise – tutor sparks class discussion of computer games and their effect on society
● whole-class exercise -– tutor presentation on the psychology of gaming.
Understand the different types of computer game:
● directed research – learners use tutor-provided sources to research what the different genres of games are
● whole-class exercise – tutor presentation on games development, followed by whole-group discussion of
which areas are suited to a set of skills
● directed research – use tutor-provided source materials to research different gaming platforms.
Assignment 1 – Understand the Games Industry
Understand the principles and concepts behind the design and implementation of computer games:
● whole-class exercise – tutor presentation on different design tools, followed by practical work on creating a
narrative for a computer game
● individual exercise – examine and report back on a tutor-set group of programming tools
● individual exercise – tutor sets exercise to create examples of different kinds of data representation
● whole-class exercise – tutor gives presentation on good coding, followed by practical exercises
● individual exercise – create examples of logical constructs from tutor-provided materials
● whole-class exercise – tutor presentation on program design, followed by whole-class practical.
Assignment 2 – Designing a Game
Implement, test, debug and document a computer game:
● individual exercise – creating the game
● whole-class exercise – discussion of when to use testing tools
● whole-class exercise – tutor-led discussion of how to document your work
● individual exercise – write mock user documentation
Assignment 3 – Create and Test
Assignment 4 – Document

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Assessment
The Programme of suggested assignments table has split the assessment into four assignments but this is only
a suggestion and any appropriate combination of assignments may be used. The scenario here is a mobile
phone games development house that has employed the learner and wants them to design and develop a
computer game for a fictitious movie
Suggested Assignment 1 – Understanding the Games Industry
For P1, learners should explain the impact of computer games on society with reference to the unit content.
Evidence could take the form of a written report, or a poster if learners are feeling more creative, or as
suggested in the programme of suggested assignment, form part of a presentation.
For P2, learners should describe the different types of computer game. This references the first part of LO2,
and learners should be able to describe clearly most of the genres mentioned in the unit content.
D1 is an extension of this work and requires learners to research and comment on the psychological effects
of computer gaming on individuals and society. Learners should reference studies undertaken on this topic, of
which there are many.
Suggested Assignment 2 – Designing a Game
For P3, learners must begin producing a design for a computer game. It is suggested that learners are guided
to illustrate the structure of the game and its code using any suitable method. Diagrammatical and text-based
methods may be used to provide evidence, for example storyboards, pseudo code, narratives, action charts
and graphical tools such as flowcharts, structure diagrams, class diagrams, data flow diagrams input-process-
output tables. As games are highly interactive, it is important that learners show evidence of the planning and
design of the user interface at an early stage.
M1 requires learners to detail the data types to be used in a game showing how they are declared. This will
be evidenced with P3.
For D2 to be awarded learners must give a detailed explanation of how the structure and design of a game
can assist in maintenance and capacity for extension. Learners should demonstrate this with examples from
their own designs.
Suggested Assignment 3 – Create and Test
For P4, learners must create a working game that includes user interaction, variable assignments and
operations. While tutors can allow learners to use the work done on P3 as the basis of the game, it is also
acceptable to provide a standard generic game design that gives learners an equal opportunity to finish the
game creation task in a timely fashion. Evidence will include a print of the coding for the computer game with
either an observation record or annotated screenshot(s) of the running game. An actual functioning version
of the game itself would provide excellent evidence as long as access is available to source code and the
appropriate documentation.
For P5, learners must execute a test plan for their computer game. Each test should include a log of the result
and refer to screenshots as evidence of test execution.
M3 is an extension of P5 and learners should demonstrate they have used all the testing tools as outlined in
the unit content.
Suggested Assignment 4 – Document
For P6 and P7, learners need to produce all the documentation required for a working game, ie a user guide
and technical documentation The documentation needs to be clear and thorough, as would be required if
learners were working in a real-life game design/development studio.
For M4, learners will have to have user tested the game and collected feedback in order to suggest
improvements. Evidence should include the user feedback.

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Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1, P2, D1 Understanding the As an industry newcomer, Presentation
Games Industry give a presentation on the
different genres of games
and their effect on society
and individuals.
P3, M1, D2 Designing a Game A mobile phone games Short report and practical
development house wants design documents
you to design a computer
game for a fictitious movie.
P4, P5, M2, M3 Create and Test Create the game designed Coding
for the previous assignment
Observation records
and test it.
Test plans and logs
Witness statements
P6, P7, M4 Document Produce user and technical User guide
documentation for the game.
Technical documentation

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC in IT sector suite. This unit has particular links with the following unit titles in
the IT suite:

Level 2 Level 3 Level 4

Unit 23: Computer Graphics Unit 39: Computer Games Design
and Development
Unit 26: Developing Computer
Games

This unit maps to some of the underpinning knowledge from the following areas of competence in the
Level 3 National Occupational Standards for IT (ProCom):
● 4.6 Human Computer Interaction/Interface (HCI) Design
● 5.2 Software Development.

Essential resources
Learners should have access to an appropriate hardware and software development environment for practical
programming tasks with online help and/or manuals, for example Dark Basic, C++, C#, Java, .NET.

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Indicative reading for learners
Textbooks
Harbour J, Smith J and LaMothe A (editor) – Beginner’s Guide to Darkbasic Game Programming
(Muska & Lipman Publishing US, 2003) ISBN-10 1592000096, ISBN-13 978-1592000098
McShaffrey M – Game Coding Complete, 3rd Edition (Delmar, 2009) ISBN-10 1584506806,
ISBN-13 978-1584506805
Websites
darkbasic.thegamecreators.com
darkbasicpro.thegamecreators.com
en.wikipedia.org/wiki/Game_programming
www.gamedev.net
www.gameprogrammer.com
www.gametutorials.com
www.gpwiki.org
www.talula.demon.co.uk/allegro
www.ultimategameprogramming.com

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.

Skill When learners are …

Independent enquirers examining the psychological effects of computer gaming on individuals and society
Creative thinkers producing a design for a computer game
developing a computer game for a given specification
Reflective learners suggesting improvements to a computer game following user feedback.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.

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 Functional Skills – Level 2

Skill When learners are …

ICT – Using ICT
Plan solutions to complex tasks by analysing designing a computer game for a given specification
the necessary stages
Select, interact with and use ICT systems developing a computer game for a given specification
safely and securely for a complex task in non-
routine and unfamiliar contexts
ICT – Developing, presenting and
communicating information
Combine and present information in ways writing the user and technical documentation
that are fit for purpose and audience
English – Writing
Write a range of texts, including extended writing the user guide for the computer game.
written documents, communicating
information, ideas and opinions, effectively
and persuasively

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