| PROGRAMME LEARNING OUTCOMES |
| KNOWLEDGE |
Aim |
Objectives | T |
% |
| (Described in terms of theoretical and factual knowledge) |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
| 1 |
Has historical and theoretical knowledge about analog and digital games. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 2 |
Has knowledge and general culture about the past and present of the country and world in which he lives. | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 10 | 25.00 |
| 3 |
Digital Game Engines are equipped to use effectively. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 4 |
He is equipped with the basic sciences that support his knowledge of digital game design. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 5 |
Knows the structures, logic and mechanisms of analog and digital games. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 6 |
Has aesthetic knowledge and sense about arts. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 7 |
During the game design process, communication, art, music, psychology, sociology, mythology, philosophy, economics, cinema, history and so on. gained the ability to benefit from various disciplines. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 8 |
Aware of the impact of media and digital games on people and society; designs the games with the responsibility of this awareness. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 9 |
To be able to critically evaluate the knowledge and skills gained from the studies in the field and other related disciplines. | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 10 | 25.00 |
| SKILLS |
Aim |
Objectives | T |
% |
| (Described in terms of cognitive and practical skills) |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
| 1 |
Acquires knowledge of artistic design to support digital game design. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 2 |
Use software and programs related to digital game design effectively. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 3 |
Has the ability to write necessary code for digital games designed for different platforms. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 4 |
Has the ability to develop the aesthetic and algorithmic dimensions of digital games together. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 5 |
Has the ability to construct and tell stories using various tools. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 6 |
Evaluate the visual and audio dimensions of game design together | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 7 |
Has the ability to design, plan and analyze the game as a concept when starting a digital game project. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 8 |
Has the ability to produce concrete solutions to the problems encountered during digital game design | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS |
Aim |
Objectives | T |
% |
| Autonomy & Responsibility |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
| 1 |
Manage all the processes of game design and turn the designed game into a finished product. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 2 |
Prior to graduation he gained professional experience in a real business environment. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
| 3 |
Adapt to team work. | 4 | 4 | 0 | 0 | 4 | 4 | 0 | 0 | 16 | 40.00 |
| 4 |
Make independent decisions while producing the project. | 4 | 4 | 4 | 0 | 4 | 4 | 4 | 0 | 24 | 60.00 |
| 5 |
Can take part in international projects. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 6 |
Can take part in national projects. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| Learning to Learn |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
| 1 |
Questions the drafts and designs he / she prepared from an analytical and critical perspective. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 2 |
Uses the observation and research he / she has done before creating modeling. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 3 |
It is based on producing values on an international platform by adhering to cultural artistic values. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 4 |
It is in the effort of lifelong learning. | 3 | 3 | 0 | 0 | 3 | 3 | 0 | 0 | 12 | 30.00 |
| Communication & Social |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
| 1 |
Determine communication and modeling objectives. | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 10 | 25.00 |
| 2 |
Uses professional terminology in their field. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 3 |
Establishes customer and target audience communication. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| Occupational and/or Vocational |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
| 1 |
It refers to universal assumptions in solving digital game design and development problems. | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 | 30 | 75.00 |
| 2 |
Creates a visual integrity in the design area. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| 3 |
Establishes communication visually. | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 20 | 50.00 |
| Related number of programme learning outcomes/ 33 | 33 | 30 | 18 | 8 | 33 | 30 | 18 | 8 | - | - |
|---|
| Level of contribution | 161 | 146 | 89 | 40 | 161 | 146 | 89 | 40 | - | - |
| *Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |
