Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
1. Get to know RTS (Real-time Strategy) games
2. Get to know RPG games (Role-Playing Game)
3. Know how to play the main RTS games
4. Know how to play the main RPG games
5. Differentiate between RTS and RPG games in individual, cooperative or team mode.
6. Know how to organize RTS tournaments
7. Know how to organize RPG tournaments
Syllabus
I. RTS Games
1. Know and play the main RTS games (Ex: Star Craft II, Age of Empires II, Command & Conquer)
1.1. Type of action
1.2. Strategy
1.3. Manage resources
1.4. Base construction
1.5. Combat units
1.6. Artificial intelligence
1.7. Campaign
1.8. Customization
1.9. Game modes: online, offline, single, multiplayer
1.10. Type of competitions and their organization
II. RPG Games
1. Know and play the main RPG games (e.g. Diablo, World of Warcraft, Final Fantasy, The Witcher)
1.1. Personalization, development and customization of characters
1.2. Narrative
1.3. Exploration
1.4. Communication
1.5. Combat system
1.6. Progression
1.6. Game modes: community, multiplayer
1.7. Strategy
1.8. Type of competitions and their organization
Demonstration of the syllabus coherence with the curricular unit's learning objectives
Mastery of knowledge of the principles, assumptions and concepts associated with RTS and RPG games. Know and play the main RTS games. Know and play the main RPG games.
Teaching methodologies (including evaluation)
The methodology will be centered on the teaching-learning process, ensuring that students' knowledge is improved by confronting the difficulties encountered in solving the tasks proposed in practical classes with the knowledge acquired and discussions organized in classes.
Continuous assessment: student must do a Planning (P), evaluation forms (FI) and a research work (TP). Final classification: (Px0.5) + (FIx0.25) + (TPx0.25). Neither party may receive less than 10 values.
Final assessment through final exam: Theoretical Assessment [AT] + Oral Assessment [AO]. The final rating: ATx0.5) + (AOx0.5).
Students in special situations are covered by what is defined in article 19 of the ESDRM Knowledge and Skills Assessment Regulations.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The methodology will be centered on the teaching-learning process and will involve theoretical-practical, practical and distance learning classes. It favors face-to-face teaching, ensuring that students' knowledge is improved by confronting the difficulties encountered in resolving the tasks proposed in practical classes with the knowledge acquired and discussions organized in classes and in the discussion forum (mediatized distance learning).
Bibliography (Mandatory resources)
Deterding, S. & Zagak, J. (2018). Role-Playing Game Studies: Transmedia Foundations. Routledge.
Laycock, J. (2015). Dangerous Games: What the Moral Panic over Role-Playing Games Says about Play, Religion, and Imagined Worlds. University of California Press.
Rabin, S. (2019). Game AI Pro 360: Guide to Tactics and Strategy. CRC Press.
