Btec Level 2 Unit 9 Introduction To Games Design Assessment Brief 2026

Btec Level 2 Unit 9 Introduction To Games Design Assessment Brief

Unit In Brief

Learners will investigate the features of computer games and how they are designed to meet the expectations of the intended user. Learners will design and promote an idea for a game.

Unit Introduction

Computer games development is a large and growing industry that spans the technology and entertainment sectors. From casual games by independent developers that can be played on a smartphone, to the latest Triple A’ multiplayer game, it is a vast, varied and potentially lucrative industry for computer developers to access.

In this unit, you will explore the basics of computer game design including how the features and design of a game are geared to specific audiences, and the ways in which the expectations of a potential user can be met. You will consider the related technologies and how these affect the gaming experience.

You will apply analytical skills to investigate some existing games and technologies in order to design and promote a game idea in response to a brief.

Learning Aims

In this unit you will:

A. Investigate how computer games meet user expectations

B. Design a computer game in response to a brief

C. Present computer game designs to different audiences.

Summary Of Unit

Learning Aim A: Investigate How Computer Games Meet User Expectations

A1 Features Of Computer Games

Features of games that affect style, gameplay and user experience.

• Genre, e.g. puzzle, simulation, platform, action, RPG, MMORPG, arcade, sports, racing.
• Graphic/visual style, e.g. cartoon, realistic, retro, 2D, 3D.
• Gameplay, e.g. rules, plot, objectives, challenges, goals.
• Game mechanics, e.g. player/computer actions, scoring, win conditions, turns, dice.
• Interaction model, e.g. single player, multiplayer.
• Player perspective, e.g. 1st Person, 3rd Person, world view.
• Input method, e.g. keyboard and mouse, game controller, touch screen, motion controller/sensor.
• Delivery/access method, e.g. digital download/install, online, physical media.

A2 Computer Game Technologies

Characteristics of different computer game technologies and their impact on user experience.

• Gaming technologies:
  ➢ target devices, e.g. personal computers, consoles, mobile devices
  ➢ web based games i.e. games designed to be played in a browser/integrated into a web page
  ➢ cloud based gaming services, e.g. Google Stadia®, GeForce NOW®
  ➢ input and output devices, e.g. 3D headsets, game controllers, motion controllers, touch screens, speakers
  ➢ data connections, e.g. Ethernet, Wi-Fi, cellular/mobile networks
  ➢ storage, e.g. hard drive, optical media, cloud
  ➢ new and emerging technologies.
• Benefits and drawbacks of different gaming technologies.
• Considerations and implications for users including:
  ➢ availability
  ➢ costs, e.g. purchasing costs of game, subscriptions, data costs, equipment, in-app purchases
  ➢ ease of use and accessibility
  ➢ performance, e.g. load times, reaction times, input lag
  ➢ user experience, e.g. gameplay, uniqueness, intuitiveness of controls.

A3 Target Audience

The characteristics of a game’s intended audience and how these affect the design of a game.

• User/audience characteristics including:
  ➢ age
  ➢ interests
  ➢ physical accessibility considerations, e.g. partially sighted, reduced motor function.
• Gaming preferences, needs and experience including:
  ➢ casual or immersive gaming
  ➢ single player or multiplayer
  ➢ play style, e.g. player-vs-player (PVP), player-vs-environment (PVE), co-op (local/online).

Learning Aim B: Design A Computer Game In Response To A Brief

B1 Technical Design Documentation

Game design and documentation for technical and logical requirements of a game when responding to a brief.

• Requirements of the brief, including audience and purpose of the game.
• Game features (as listed in A1).
• Game technologies to be used.
• Game logic and structure design including:
  ➢ Storyboard, e.g. storyline, cutscenes, introduction/instruction levels
  ➢ Flowchart, e.g. logic for game mechanics, user input/decisions, game storyline branching
  ➢ Pseudocode, e.g. planning sections of the game code, solving logical problems for game mechanics.

B2 Visual Design Documentation

Game design and documentation for visual requirements of a game when responding to a brief.

• Game visuals designs including:
  ➢ colour schemes
  ➢ style guide
  ➢ playable and non-playable characters
  ➢ map/level design
  ➢ background music.
• Sources table for assets/content created by others:
  ➢ identify assets/content to be used
  ➢ summary of any editing or manipulation of the asset that will be required, e.g. cropping, change of file type.

Learning Aim C: Present Computer Game Designs To Different Audiences

C1 Prototyping

Use of game prototypes to demonstrate implementation of select gameplay features.

• Visual style, e.g. playable and non-playable characters, level design, sprite animation.
• Control mechanisms, e.g. player input/control, automated non playable characters.
• Scoring mechanism.
• Asset integration, e.g. raster and vector graphics, animations/videos/cutscenes, audio.

C2 Pitching A Game Design

Use and selection of different mediums to present a game design idea to a technical audience.

Pitching a game to a technical audience including:

➢ methods of pitching a game design idea, e.g. formal presentation, business report, feasibility report
➢ selection of technical details to be conveyed
➢ key features of the game to be included
➢ wider considerations, e.g. marketing considerations, trends, costs, uniqueness of idea, similarity to other games
➢ repurposing of game content to include in a pitch
➢ use of written, verbal and visual assets to convey intended meaning
➢ use of tone and language for intended audience and communication method.

Assessment Criteria

Essential Information For Assignments

The recommended structure of assessment is shown in the unit summary, along with suitable forms of evidence. Section 6 Internal assessment gives information on setting assignments and there is also further information on our website.
There is a suggested maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aim: A (A.P1, A.P2, A.M1, A.D1) Learning aims: B and C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, B.D2, C.D3)

Further Information For Teachers And Assessors

Resource Requirements

For this unit, learners must have access to hardware and software that will allow them to design a game and produce a prototype and promotional materials. This may include office productivity software, graphic and animation software (as listed in Unit 6), and game development environments.
Game development environments may include:

GameMaker Studio – a low code game development environment https://www.yoyogames.com/gamemaker GameSalad – a low code multiplatform game development environment https://gamesalad.com/ Construct 3 – a low code multiplatform game development environment Limited free version available https://www.construct.net/en GoDot Engine – 2D and 3D game design engine (free and open source) https://godotengine.org/ Stencil – drag and drop based development environment http://www.stencyl.com/ Scratch – drag and drop, code block development environment https://scratch.mit.edu/

Essential Information For Assessment Decisions

Learning Aim A

While there is no requirement for a specific number of games to be reviewed, it is recommended that at least three different games are considered. Learners may select the games themselves or tutors may direct learners to suitable games. The games selected must provide suitable opportunity for learners to consider a range of intended audiences, features and technologies. Learners must present their review in the form of a report.
For Distinction Standard, learners must evaluate the effectiveness of a number of different games. They must consider the effectiveness in terms of what a user might reasonably expect from such a game.

Learners must consider how different game features are used/applied in each of the identified games and make a value judgment as to their quality or appropriateness.

Learners must consider the technologies that have been used in the game or to deliver the game to the user. They must make supported judgements as to the how well these have been used, considering both positive and negative aspects. For example, one game they look at may include the use of Augmented Reality (AR) to impose game characters in the real world while the player explores their surroundings. While this may be creative and engaging, the gaming experience may be hampered on devices with lower quality cameras, or this may exclude younger or less physically able users from playing the game.

Learners must provide well-reasoned and supported justifications for the assessment judgements they make.

At this level learners must make appropriate use of technical vocabulary to effectively support the points they make in their report.

For Merit Standard, learners must assess the effectiveness of the identified games in meeting the expectations of the intended users.

They must make judgements as to how well different features used in the game help them to meet their intended purpose. At this level some of the points they make may be more generic and the judgement they make may lack support. They must also consider how the technologies used in/by the games affect their quality and appropriateness.

Learners must explore the purpose of the game and provide partially supported judgements as to their quality and effectiveness in relation to the intended users, and what they might reasonably expect from such a game.

At this level learners must make mostly appropriate use of technical vocabulary to effectively support the points they make in their report.

For Pass Standard, learners must provide accurate descriptions of features used in the identified games. They must provide descriptions of how the games are designed and implemented, and how these relate to the expectations of the intended users. At this level however, descriptions are likely to contain a number of more generic considerations.

Learners will explain accurately some of the benefits and drawbacks of the technologies used in the identified games and consider these in relation to user expectations, providing some examples of how these might impact the user. However, at this level the identified benefits, drawbacks and examples will be more generic. The points made will be relevant to the identified game but will lack support.

At this level learners will make some appropriate use of technical vocabulary but this may not be sustained.

Learning Aim B

Learners may wish to perform some research, in addition to what they did for Learning Aim A, to examine a range of games similar to that which they intend to design, so that they can get an idea of user expectations, trends etc. They do not however need to document that research for this learning aim.
For Distinction Standard, learners will produce a comprehensive set of designs for a computer game in response to a given brief. Their designs must include a requirements-brief that provides a comprehensive overview of the game to be designed, which will include the intended audience and purpose of the game. At this level it is expected that this information will unambiguously.

The design documents must also include designs for the visuals of the game, logic and structure designs and details of the features and technologies to be used in the game. These documents must be of sufficient clarity and detail that if required a third party could, with minimal difficulty, create the prototype and formal pitch materials using the learner’s design documentation.

Learners must record the sources of any assets created by others, e.g. sound files, animations that they intend to use in their products. Their sources table must provide details of where the original source can be found and any editing and permissions that will be required.

For Merit Standard, learners will produce a detailed and effective set of designs for a computer game in response to a given brief. The design documents must also include designs for the visuals of the game, logic and structure designs, and details of the features and technologies to be used in the game. At this level the design documentation must be of a reasonable quality so that a third party could mostly create the prototype and formal pitch materials, but there may be some minor difficulties due to lack of detail or clarity in places.

Learners must record the sources of any assets created by others, e.g. sound files, animations that they intend to use in their game. Their sources table must provide details of where the original source can be found, and any editing that will be required but this may not always be clear and reference to permissions may be vague in places.

For Pass Standard, learners will produce basic designs for a computer game in response to a given brief. The design documents must also include designs for the visuals of the game, logic and structure designs, and details of the features and technologies to be used in the game but there may be some gaps or omissions. At this level the game designs will provide details of game features that are clearly identifiable, and accurate communication of some key design features/tools, but they may be hampered by lack of clarity or omissions so that that a third party would require assistance when attempting to use them to create the prototype.

Learners must record the sources of any assets created by others, e.g. sound files, animations that they intend to use in their game. Their sources table must provide details of where the original source can be found. Details of editing and permissions required are likely to be omitted or superficial.

Learning Aim C

The prototype does not need to be a complete game, it could be a single or even partial level (depending on the type of game). Learners must understand that the purpose of a prototype of this style of task would be to show others what could be made if the game went into full production.
For Distinction Standard, learners must make effective use of tools and features provided in a game development environment to produce a prototype for the game that clearly and effectively demonstrates the style, purpose and game mechanics of the game. At this level the prototype must contain sufficient detail and game play to allow technical audiences such as managers or other developers to provide feedback or make decisions on whether to put the game in to full production.

The learner must also produce a set of comprehensive and effective materials to pitch their game design ideas to a technical audience (such as a manager in a game development company). They must make effective use of tools and features provided through their chosen medium and platform to present their pitch. They must provide sufficient details of the game, technical details and wider considerations to convince the audience to put the game in to full production.

For Merit Standard, learners must make effective use of tools and features provided in a game development environment to produce a prototype for the game that demonstrates effectively some parts of the game. While it may provide some insight in to the style, purpose and mechanics of the game, at this level the prototype may have some small issues, or may not fully demonstrate some of the game mechanics, resulting in a product that would allow technical audiences such as managers or other developers to provide feedback or make decisions, but would require them to ask for additional information before they could fully decide on whether to put the game in to full production.

The learner must also produce effective materials to pitch their game design ideas to a technical audience (such as a manager in a game development company). The selection of content, medium and platform must be appropriate for the intended task. However, it may be the case that while most are appropriate there may still be some features chosen that are less effective or less appropriate for the intended purpose.

For Pass Standard, learners will produce a basic prototype of the game they have designed. At this level the prototype will provide some insight into the intended style, purpose and mechanics of the game. Parts of the game will be playable and some idea of the game visuals will be demonstrated. However, the prototype may be of limited scope or contain some issues relating to quality. The prototype will allow some basic user testing, but a technical audience would need to ask a number of additional questions before they could fully decide on whether to put the game into full production Learners must produce some materials to pitch their game idea to a technical audience (such as a manager) to convince them to put the game in to production. Communication, in terms of tools, platforms chosen and quality, will be appropriate but may be of limited scope, or provide only superficial information. For example, while they may provide some technical information in a presentation intended for management, they may have also included less relevant information or presented it in an ambiguous way.

Links To Other Units And Curriculum Subjects

This unit links to:

• Unit 1: Using IT to Support Information and Communication in Organisations
• Unit 6: Introduction to Digital Graphics and Animation
• Unit 7: Introduction to Website Development
• International GCSE/core curriculum in Information Technology.

Employer Involvement

This unit would benefit from employer involvement in the form of:

• guest speakers and interview opportunities
• work experience
• business material as exemplars
• visits to appropriate business organisations.

Opportunities To Develop Transferable Employability Skills

In completing this unit, learners will have the opportunity to develop research and planning skills as well as problem-solving skills.
Learners will also have opportunities to develop communication skills and including how to communicate in different ways depending on purpose and audience.

Answer

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