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03090 DIGITAL GAME DESIGN -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Has historical and theoretical knowledge about analog and digital games. %85.00
2 Has knowledge and general culture about the past and present of the country and world in which he lives. %84.00
3 Digital Game Engines are equipped to use effectively. %84.25
4 He is equipped with the basic sciences that support his knowledge of digital game design. %83.75
5 Knows the structures, logic and mechanisms of analog and digital games. %84.00
6 Has aesthetic knowledge and sense about arts. %84.50
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. %84.75
8 Aware of the impact of media and digital games on people and society; designs the games with the responsibility of this awareness. %84.50
9 To be able to critically evaluate the knowledge and skills gained from the studies in the field and other related disciplines. %84.00
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Acquires knowledge of artistic design to support digital game design. %83.75
2 Use software and programs related to digital game design effectively. %84.50
3 Has the ability to write necessary code for digital games designed for different platforms. %84.50
4 Has the ability to develop the aesthetic and algorithmic dimensions of digital games together. %84.50
5 Has the ability to construct and tell stories using various tools. %84.00
6 Evaluate the visual and audio dimensions of game design together %84.00
7 Has the ability to design, plan and analyze the game as a concept when starting a digital game project. %84.00
8 Has the ability to produce concrete solutions to the problems encountered during digital game design %83.50
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Manage all the processes of game design and turn the designed game into a finished product. %83.75
2 Prior to graduation he gained professional experience in a real business environment. %83.75
3 Adapt to team work. %83.75
4 Make independent decisions while producing the project. %84.00
5 Can take part in international projects. %84.00
6 Can take part in national projects. %83.75
Learning to Learn Percentage of Success
1 Questions the drafts and designs he / she prepared from an analytical and critical perspective. %84.25
2 Uses the observation and research he / she has done before creating modeling. %84.25
3 It is based on producing values ​​on an international platform by adhering to cultural artistic values. %84.25
4 It is in the effort of lifelong learning. %84.50
Communication & Social Percentage of Success
1 Determine communication and modeling objectives. %84.25
2 Uses professional terminology in their field. %84.25
3 Establishes customer and target audience communication. %84.00
Occupational and/or Vocational Percentage of Success
1 It refers to universal assumptions in solving digital game design and development problems. %84.25
2 Creates a visual integrity in the design area. %84.50
3 Establishes communication visually. %84.50
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.