Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Students can recognize the historical development of video games in general terms.
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2) Students can identify the reasons behind the success of certain games and breaking points from game history.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Students can discuss the development of video games in relation to available technologies, cultural background and various media.
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2) Students can begin developing the skills for analyzing and evaluating game design.
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3) Students can make use of their knowledge of the basic concepts (from the field of game studies) in their own creative processes.
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Students can acquire learning competence by taking notes during lectures and doing individual research afterwards.
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Introduction to the course. An overview of video game history. |
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| 2) |
The origins of play vs. game. |
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| 3) |
The emergence of video games and their precursors. |
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| 4) |
Pong and its legacy I - The emergence of game consoles. |
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| 5) |
Pong and its legacy II - Pong clones at the arcade. |
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| 6) |
The golden age of the arcade. |
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| 7) |
The rise of computer games. |
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| 8) |
Mid-term exams. |
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| 9) |
Game aesthetics and evaluation criteria. |
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| 10) |
The crash and rebirth of the video game industry. |
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| 11) |
Gaming in the 90s. |
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| 12) |
Gaming in the 2000s. |
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| 13) |
Game culture today. |
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| 14) |
Gaming in Turkey. |
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| 15) |
Finals. |
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| Course Notes / Textbooks: |
Video Game Explosion: A History from Pong to Playstation. Ed. Mark J.P. Wolf. Westport: Greenwood Press.
Sakallıoğlu, B., Erol, V. ve Akgün, B. T. “Oyun Nedir ve Oyun Türlerinin Tanımlanmasında
Sosyal Oyunların Yeri.” Akademik Bilişim’ 14 - XVI. Akademik Bilişim Konferansı Bildirileri.
Hansen, D. Game on!: Video game history from Pong and Pac-man to Mario, Minecraft, and more. New York: Feiwel & Friends.
Amos, E. The Game Console: A photographic history from Atari to Xbox. San Francisco, CA: William Pollock.
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| References: |
World Video Game Hall of Fame. A History of Video Games in 64 Objects. Dey Street Books.
Kent, S. L. The Ultimate History of Video Games: From Pong to Pokémon. New York: Three Rivers Press.
Dönem boyunca gerekli görülen ekstra okumalar öğrencilerle paylaşılacaktır.
Extra readings will be provided throughout the semester when necessary.
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Explain the fundamental concepts, historical development, and theoretical framework of graphic design. |
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| 2) |
Define typography, color theory, and composition principles in visual communication design. |
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| 3) |
Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. |
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| 4) |
Develop original and innovative design solutions using creative problem-solving methods. |
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| 5) |
Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. |
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| 6) |
Effectively use digital tools and design software to produce professional graphic design work. |
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| 7) |
Take responsibility in international graphic design projects individually or within a team to develop creative solutions. |
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| 8) |
Manage graphic design projects and plan processes while applying a professional work discipline. |
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| 9) |
Continuously improve by following global innovations, technologies, and methodologies in graphic design. |
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| 10) |
Adopt intercultural design principles to create visual solutions for global audiences. |
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| 11) |
Develop design solutions that are culturally sensitive, ethically appropriate, and sustainable. |
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| 12) |
Work independently or participate in teamwork within graphic design processes. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
14 |
3 |
42 |
| Presentations / Seminar |
2 |
15 |
30 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
3 |
10 |
30 |
| Total Workload of Teaching & Learning Activities |
- |
- |
144 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
1 |
1 |
1 |
| Midterms |
1 |
2 |
2 |
| Semester Final Exam |
1 |
2 |
2 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
5 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
149 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |