MMI715 PSYCHOLOGY IN GAME DESIGN
| Course Code: | 9090715 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 7.5 |
| Department: | Multimedia Informatics |
| Language of Instruction: | English |
| Level of Study: | Graduate |
| Course Coordinator: | Assoc.Prof.Dr. AHMET UYSAL |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
In this course, students will
Learn about different psychological theories and concepts that are relevant to game design
Develop an understanding of how to apply psychological theories for better game designs and user experience
Become familiar with research methods used in studies that apply psychology to game design context
Course Content
Students will read the weekly assigned articles and write reaction papers reflecting on the potential applications to game design. These papers will be double spaced and no more than 2 papers long. The psychological concepts will be clarified in the classroom and students are expected to actively participate in class discussions about potential applications. As the term project, the students will either evaluate a commercial game based on the theories learned in the course and present it in class, or present an innovative way to apply of these concepts in game design. The project will be completed individually or in groups based on the number of students taking the course.
Course Learning Outcomes
By the end of the semesters, students are expected to
Have an understanding of some psychological theories and concepts that are relevant to game design
Be able to analyze and design games from the perspective of these theories
Become aware of academic research possibilities
Realize how these concepts are related to their personal life, and discover more about themselves and others
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Having acquired in-depth knowledge in at least one of: computer graphics, audio signal processing, game physics, artificial intelligence, modelling and simulation, human-computer interaction, or computational aesthetics, | ✔ | |||
| 2 | Having acquired working knowledge on the components of computer games, virtual reality applications, simulators, and educational applications, | ✔ | |||
| 3 | Having the necessary expertise to apply theoretical concepts in addition to having practical experience, | ✔ | |||
| 4 | Having the ability to produce novel ideas and solutions, | ✔ | |||
| 5 | Having the necessary skills to carry out research and implement the results thereof in practice, | ✔ | |||
| 6 | Having the ability to work as a member of inter- and multi-disciplinary teams and take up leadership roles in such teams when necessary, | ✔ | |||
| 7 | Having excellent written and verbal skills as well as the capacity to efficiently communicate ideas, | ✔ | |||
| 8 | Having acquired the knowledge that is independent of current development tools and the ability to use this body of knowledge for learning new tools, | ✔ | |||
| 9 | Having acquired the skills for lifelong learning and ways of reaching new information when necessary, | ✔ | |||
| 10 | Having the skills to follow both theoretical and practical scientific and technological developments in the field, | ✔ | |||
| 11 | Having awareness of engineering and academic ethics, knowing and adopting the fundamental principles thereof. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution