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Assessing Presentations in Game Development Education

Oikonomou, A. and Ma, Minhua (2009) Assessing Presentations in Game Development Education. International Journal of Learning, 17 (1). pp. 329-338. ISSN 1447-9494

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Abstract

This paper discusses problems surrounding the assessment of presentations in games development education where learning outcomes are assessed through the submission of electronic portfolios of practical work generated during tutorial sessions and directed study. This pertains to portfolios specifically developed to evidence practical and technical skills in either software engineering or real-time art asset development for use in computer games.

The paper examines –through the use of a focus group- a case of student satisfaction amongst 11 final year students of the Computer Games Modelling and Animation course at the University of Derby during the 08-09 academic year. Quality, suitability and performance of the guidelines and assessment criteria provided were examined. The study concludes that: formal and detailed presentation guidelines and assessment criteria play an important role in student satisfaction and performance; feedback mechanisms could benefit from the introduction of academically valid protocols. Such guidelines assessment criteria and protocols are subsequently presented.

The paper also reviews learning styles, common presentation structures, psychological aspects of speaking as part of a group, group communication and copyright issues.

The paper concludes with recommendations for how assessment and management of technical presentations could be improved through utilisation of digital video recordings and intranet delivery.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Q Science > QA Mathematics > QA76 Computer software
Schools: School of Art, Design and Architecture
Related URLs:
Depositing User: Minhua Ma
Date Deposited: 03 Feb 2015 16:39
Last Modified: 03 Feb 2015 16:39
URI: http://eprints.hud.ac.uk/id/eprint/23191

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