Teaching Software Engineering Through Game Design Kajal ClaypoolMark Claypool UMass LowellWPI

ITiCSE, Costa De Caparica, Portugal2 June 27-29, 2005 Computer Games Games are popular  Undergraduates familiar with games Games incorporate many aspects of CS  Programming, HCI, AI, Algorithms, Networking, Software Engineering, Graphics … Teaching Games in CS can improve:  Enrollment  Retention  Learning How to integrate Games into CS curriculum?

ITiCSE, Costa De Caparica, Portugal3 June 27-29, 2005 Game Programming I Game Centric Software Engineering AI for Games HCI for Games Vertical Integration Horizontal Integration 1 st year 2 nd year 3 rd year 4 th year Game Centric Software Engineering II Vertical and Horizontal Integration Game Programming II Networking and Games Game Graphics

ITiCSE, Costa De Caparica, Portugal4 June 27-29, 2005 Software Engineering Course Sequences Breadth  Requirements Elicitation  Requirements Analysis  Design (System and Object)  Implementation  Testing and Maintenance Depth  Object Design  Architectural patterns  Design patterns  Implementation  Testing

ITiCSE, Costa De Caparica, Portugal5 June 27-29, 2005 Software Engineering at UMass Lowell Software Engineering satisfies Project Sequence requirement  Course pair, typically same year  Extensive programming  Typically, same instructor Finding a good software engineering project for 2 semesters is a challenge What is a “good” SE project?

ITiCSE, Costa De Caparica, Portugal6 June 27-29, 2005 Software Engineering Projects Coding and managing large projects Knowledge and coding skills  Algorithms, user interfaces, databases, networking Enable students to shift between levels  Low-level tasks (algorithms, implementation)  High level tasks (system and object design) Demonstrate:  Breadth of knowledge in many CS disciplines  In-depth knowledge in SE principles and life-cycles Computer games fit the bill

ITiCSE, Costa De Caparica, Portugal7 June 27-29, 2005 Game Centric Software Engineering Disciplined approach to implementing computer game, while emphasizing SE principles Set of modules  Each represents SE concept  Applied in context of engineering a game  Corresponding game project

ITiCSE, Costa De Caparica, Portugal8 June 27-29, 2005 Modules Development life-cycles Project and team management Requirement elicitation Game requirements and design Requirement analysis System design Object design Implementation Testing

ITiCSE, Costa De Caparica, Portugal9 June 27-29, 2005 Requirement Elicitation In Software Engineering  Formal process  Includes techniques for documentation  Results in specification of system that user understands In Game Design  Informal process  Includes meaningful play, storyboarding techniques  Development of the Pitch document Emphasis on consolidation of both: SE techniques to formalize game idea Final output: game concept worksheet  Used throughout course sequence

ITiCSE, Costa De Caparica, Portugal10 June 27-29, 2005 Game Requirements and Design Key elements of game design  Develop setting  Storytelling and narrative  Rich gameplay environment  Balance in gameplay “Design patterns” for game genres  Features and requirements typical for genre Final output: development of prototype based on game idea

ITiCSE, Costa De Caparica, Portugal11 June 27-29, 2005 Requirements Analysis Identification of objects (behavior, relationship, classification, organization) Beyond use-cases…  Accommodate dynamic nature of game  Build in game state and game rules Game prototype used to steer analysis  Informs analysis Final output: game treatment document

ITiCSE, Costa De Caparica, Portugal12 June 27-29, 2005 Lessons Learned Games need to be integrated into course material … not just as projects Students are highly motivated by games  Higher enrollments for SE classes  Willingness to work above and beyond class Meetings after hours, extended project functionality…  Higher retention between course sequence Integration with other CS topics beneficial  Ex: HCI students made better game interfaces “Good” games may require broader curriculum  Art, Critical Game Studies, Social Issues …

ITiCSE, Costa De Caparica, Portugal13 June 27-29, 2005 Future Work Rigorous evaluation Complete vertical and horizontal integration Use to increase enrollment of women in CS