| Guest lecture / keynote speech |
Once a week, at the time designated by the centre, a synchronous session will be held using the telematic tools provided by the centre. Based on a Flip Teaching model, during these sessions, teachers will review or make special emphasis on the more complex concepts that they have previously selected from written material and/or explanatory videos. The expectation is that the students will plant the problems or doubts that arise from the review of the material previously provided.
The objective of these sessions is that the students acquire the basic knowledge that later will allow them to undertake with guarantees and to understand better the work carried out in the practices. |
| Objective test |
The course will be developed by the modality of continuous evaluation. For this purpose, a series of partial tests and/or essays will be established in order to evaluate the acquisition of the competences. These partial tests will have a mixed format with a test part, but also with essay questions or problems. In these the students must demonstrate the knowledge acquired both of theoretical concepts, as well as demonstrate or their knowledge of how to apply them.
If the students do not pass the subject with the partial tests, they will have a mixed test at the end of the four-month period that will cover all the contents. |
| ICT practicals |
The practicum takes the shape of two small projects consisting of developing two completely original videogames in which the students apply all the concepts and techniques explained during the theory classes.
For these projects, students will be organized in different teams in which each student is expected to take the role of the team leader during a part of the development.
Beginning with the development of a short story that serves as the basis for the games, students will develop a first version of the game in 2D. This will allow them to explore concepts such as user interaction, methodologies adapted to this type of product, AI implementation, etc.
Once the 2D part is done, the students will develop a second 3D version. In this part, they will attend to the difficulties inherent in 3D, such as the difficulty in determining collisions. |
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