Tabletop Game Design (12172.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
Bruce, Canberra South Bank, QLD |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Arts And Design |
| Discipline | Study level | HECS Bands |
| School Of Design & Built Environment | Level 1 - Undergraduate Introductory Unit | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Identify core principles of game design, including mechanics, play structures, and player interaction;
2. Apply iterative design and prototyping methods to develop functional paper-based and print-and-play game concepts;
3. Analyse player behaviour and interaction through structured playtesting to inform design refinement;
4. Evaluate how design intent and creative decision making shape engaging and coherent game systems; and
5. Produce clear and professional design documentation that communicates rules, mechanics, and play experience.
Graduate attributes
1. ÂÜÀòÊÓÆµ graduates are professional - employ up-to-date and relevant knowledge and skills1. ÂÜÀòÊÓÆµ graduates are professional - communicate effectively
1. ÂÜÀòÊÓÆµ graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. ÂÜÀòÊÓÆµ graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. ÂÜÀòÊÓÆµ graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. ÂÜÀòÊÓÆµ graduates are professional - take pride in their professional and personal integrity
2. ÂÜÀòÊÓÆµ graduates are global citizens - think globally about issues in their profession
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
11689 Introduction to Game DesignAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | On-campus | Mr Rik Lagarto |
| 2026 | South Bank, QLD | Semester 2 | 10 August 2026 | On-campus | Mr Dominic Crisci |
| 2027 | South Bank, QLD | Semester 2 | 09 August 2027 | On-campus | Mr Enrique Klein |
| 2027 | Bruce, Canberra | Semester 2 | 09 August 2027 | On-campus | Mr Rik Lagarto |
Required texts
- Fullerton, T. (2019). Game design workshop: a playcentric approach to creating innovative games. AK Peters/CRC Press.
- Rogers, S. 2010 Level Up: The Guide to Great Video Games Design, John Wiley & Sons, West Sussex
- Suter, B. (2019). Games and Rules: Game Mechanics for the "Magic Circle".
- Schell, J. 2008 The Art of Games Design: A Book of Lenses, Morgan Kaufmann Publishers
- Salen, K. & Zimmerman, E. 2003 Rules of Play: Games Design Fundamentals, MIT Press
- Koster, R. 2004 A Theory of Fun for Games Design, Paraglyph Press, Phoenix, Arizona
Submission of assessment items
Extensions & Late submissions
Artificial Intelligence
The use of generative artificial intelligence in this assessment must align with the unit outline and assessment instructions. This unit follows the category outlined below:
Guided - Students will be guided in how GenAI must/may be used in completing the assessment as detailed in the unit outline and assessment instructions. More detailed information can be found at GenAI and Assessment at ÂÜÀòÊÓÆµ
Exemption for Group Assessment Weighting
An ongoing exemption has been granted under Article 37 of the Assessment Procedure, allowing the use of group summative assessments that exceed the standard 30% threshold. This exemption is maintained due to the inclusion of a substantial creative project component in the unit. It also reflects industry expectations in Game Development, where collaborative production in small-to-medium-sized teams is standard practice. While collaborative work features throughout the unit, all summative assessments are marked individually. The total weighting allocated to group-based components is 70% reflecting the unit’s emphasis on industry-standard team production practices.
Students must apply academic integrity in their learning and research activities at ÂÜÀòÊÓÆµ. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
ÂÜÀòÊÓÆµ students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
ÂÜÀòÊÓÆµ uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the , , and ÂÜÀòÊÓÆµ (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
There is a strong correlation between participation and success in higher education. Your participation in the unit learning activities and your engagement with associated online activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. This is a very hands on unit, and tutorials are organised around activities and workshops that connect directly with assessment items..Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Students require general computing skills in applications such as word, PowerPoint, and basic internet search capability.
In-unit costs
There are minor in-unit costs for students associated with acquiring basic game tokens/pieces and printing their paper-based game prototype for playtesting purposes.
Work placement, internships or practicums
None