You will learn to develop games for specific target groups. The demand for interactive games is increasing; games which immerse the players and provide good experiences. There are now markets for many kinds of games such as casual, educational, serious, and platform-dependent games (e.g. for smartphones), etc. In order for you to be able to navigate these dynamic games’ markets, you need both theoretical and practical knowledge on programming, artificial intelligence (AI), game physics, data mining, interactivity, user testing, narratives, cognition, and digital culture. Game development is a truly multidisciplinary topic.

project examples from the games specialisation

perceived camera velocity in racing games

In 2015, two 1st semester students decided to follow up on their 5th semester project by systematically investigating how various camera attributes – in particular, field of view, altitude, and motion blur – influence the perceived camera velocity in 3D racing games. They implemented a test scene, which allowed them to control these camera attributes and devised a test procedure to measure the perceived camera velocity by asking test participants to match the velocity of two cameras with different attributes. The results confirmed previously published results (e.g., a large field of view increases the perceived velocity), but they also revealed new insights (e.g., extreme motion blur decreases the perceived velocity). A few months after their examination, the students presented their results at the 5th EAI International Conference: ArtsIT, Interactivity & Game Creation.

game feel

In 2015, an 2nd semester student decided to conduct an experiment based on the concept of “game feel” as defined by the game designer and book author Steve Swink, i.e., the sensation of control in video games. The student developed a web-based platform game with variable acceleration and deceleration times of the player’s avatar. The test participants played with various settings for these times and had to answer for each setting how the game felt. There were several interesting results; for example, the test participants’ idea of “stiff” game feel was very different from what Steve Swink considers “stiff.” This example shows that the vocabulary to describe game feel has to be chosen very carefully to avoid misunderstandings. A few months after the semester, the student published the results of the project at the Academic Mindtrek Conference 2015.

internship led to job offer

In 2015, a 3rd semester student decided to work at a software company in Aarhus on several professional software projects. The projects included interactive museum installations, an educational web game, an interactive product presentation in virtual reality, etc. These projects allowed the student to apply theories and skills from the Medialogy education to large projects in a professional context with external clients. The student learned several important lessons, e.g., how to approach a large project as a newcomer and how important it is to write maintainable code. At the end of the successful internship, the company encouraged the student to join them after his graduation.

master's thesis example: tangible widgets rather than finger touch

In 2015, three 4th semester students decided to follow-up on their 8th semester project by proving that it is possible to develop a multiplayer tablet game that players prefer to control with tangible widgets instead of finger touch. In this context, a tangible widget is a physical object that rests on several conductive points that a touch surface recognizes as touch points. The students designed the game around the idea of “hovering” the tangible widgets above the touch surface of the tablet and, therefore, called the game “Hover Wars.” Another version of the game used finger touch instead of the tangible widgets where the best touch gesture for hovering was determined by an informal user test. The final test compared the two versions of the game and showed that players indeed preferred to control the game with tangible widgets. The students published their results as part of the Student Game Design Competition at the CHI PLAY 2015 conference.

Study Method at AAU - Problem Based Learning

Study Method at AAU - Problem Based Learning

The study method at AAU is called Problem Based Learning (PBL). Together with your fellow students you will work with real life problems by way of problem based project work.

learn more about Pbl at aau