02. Digital Technologies - Assignment
The "Digital Technologies" unit was part of my first semester at Bournemouth University.
This unit was a basic computer science course that taught us the fundamentals of programming, how computers themselves functioned, as well as how they are used.
The assignment involved creating a small 2D game using the "Construct 2" engine and had a focus on technical ability. We were also required to submit a short report that detailed 5 unique features that were notable.
I developed a short Metroid-Inspired game with a small open world, player upgrades, enemies with basic AI, and a final boss fight. You played as an anonymous space ranger who was instructed with defeating the rogue robot "SM45HR" before escaping the planet.
Players had the freedom to explore for health upgrades, new gadgets and abilities, and had a simple saving system so players could continue from where they left off.
I scored a 91% grade, resulting in scoring a 1st overall for this unit.
Allowed players to start a new adventure, continue from an existing save, or quit the application.
A short cutscene of the player landing on the uncharted planet.
These were scattered around the planet and allowed the player to save and heal
Allowed players to start a new adventure, continue from an existing save, or quit the application.
Background: Helion, 2D Metroidvania, Jack Creasy
03. game modelling fundamentals - Assignment
The "Game Modelling Fundamentals" unit was part of my first semester at Bournemouth University.
This unit was a course on the basics of modelling a game-ready asset, and included teachings on different maps that could be applied to the model.
The assignment involved creating a high-poly, game-ready model of either a tank from the 1940s or a car from the 1950s.
I used Maya to create a model of a Porsche 356 Speedster, which included a fully-modelled interior, and tyres.
I scored a 67% grade for the artifact itself, resulting in scoring a 1st overall for this unit.
An image of a real 1954 Porsche 356 Speedster
The full model created
The seats were made of disconnected segments that were then bridged together to form this shape
An image of a real 1954 Porsche 356 Speedster
Background: Porsche 356 Speedster
04. level design principals - Assignment
The "Level Design Principals" unit was part of my second semester at Bournemouth University.
This unit was a course on the fundamentals of level design, in terms of appropriate placement of paths, props, and interactable elements like enemies or items in order to craft a smooth and enjoyable player experience.
The assignment involved creating a level design document with a unique top-down map designed by each student. Said maps needed to be labelled and have clear notes of elevation and item placement.
For my project, I designed the opening tutorial for an open world game, inspired by "The Legend of Zelda - Breath of the Wild". In addition, a section of the open world in question was designed with item, enemy, boss, and point of interest locations and layouts placed on top of the map itself.
I scored an 85% grade for the document itself, resulting in scoring a 1st overall for this unit when combined with the exam result of 93%.
The meanings for all the symbols and colours on the maps
The player would start here, make their way out of the cave, get chased by a large enemy, then be released into the open world.
These separate layouts are for interiors and the ruins placed around the world. They were separated to allow for more detail.
The meanings for all the symbols and colours on the maps
Background: Open World Level Design Map
05. interface design - Assignment
The "Interface Design" unit was part of my third semester at Bournemouth University.
This unit was a course on how to design engaging and usable interfaces for games. This included methods on making them readable, their placements on the screen, and accounting for user error.
The assignment involved building a simple arcade-styled game in Unity 2019. This game would need to be programmed from scratch with completed functionality following the provided brief; and would need a custom UI designed and implemented as well.
I adapted the brief into a top-down dungeon-crawling adventure game with multiple playable characters, and a time limit.
I scored an 89% grade for the assignment itself, resulting in scoring a 1st overall for this unit.
A Lo-Fi sketch of what the Character Selection screen could look like. This is draft 1.
A Lo-Fi sketch of what the Character Selection screen could look like. This is draft 2.
This is a functional version of the UI, after the aesthetics were implemented.
A Lo-Fi sketch of what the Character Selection screen could look like. This is draft 1.
Background: Interface Design Project
06. Modelling for Animation - Assignment
The "Interface Design" unit was part of my third semester at Bournemouth University.
This unit was focused on the principals of creating a game-ready character model; that could be efficiently rigged, animated and textured by another artist.
The assignment involved creating a high-detailed model of a stylised character of our choice. They could either be pre-existing or of our own design.
In order to test myself on accuracy; I chose Luigi from the Super Mario series. I created a model of him with eyelids, the inside of a mouth, as well as all his clothes.
I scored an 84% grade for the assignment itself, resulting in scoring a 1st overall for this unit.
A drawing of Luigi from the front, with any obscured sections of the model outlined for reference during the modelling process.
A drawing of Luigi from the side, with any obscured sections of the model outlined for reference during the modelling process.
A screenshot of the final model created, directly from Maya
A drawing of Luigi from the front, with any obscured sections of the model outlined for reference during the modelling process.
Background: Luigi Model Reference Sheet
07. Game studio project - Assignment
The "Game Studio Project" unit was part of my fourth semester at Bournemouth University.
This unit was focused on forming a group of 2-10 other students and working on a full game project over the course of 4 months. There was no teaching during this environment, with the exception of single, 2-hour tutorial sessions each week. These were reserved for "team meetings".
For our product, we created a 3D Action Adventure game with a stylized, child-friendly aesthetic. You were a pirate who explored a couple of open islands; collecting coins, defeating enemies, and buying healing items. Also included was a dungeon with puzzles, an upgrade in the form of a grappling hook, and a final boss fight against a rock monster resembling a snake.
We scored a 72% grade for the assignment itself, resulting in scoring a 1st overall for this unit.
The title screen with our logo, and the team members beside it.
The menu screen that allows starting a new game, loading an existing save, activating the debug options, and quitting the application.
The lair of the boss. The player would need to avoid its attacks and use the grappling hook to reach the blue crystals. Then will need to destroy these crystals to make the boss weak and vulnerable to attack.
The title screen with our logo, and the team members beside it.
Background: Game Studio Project
08. pervasive gaming - Assignment
The "Pervasive Gaming" unit was part of my fifth semester at Bournemouth University.
This unit was focused on learning about the different input methods and devices that users could use to interact with a computer. This is an important consideration for innovation, as well as accessibility for those with disabilities preventing them from controlling games using a keyboard or controller.
The assignment involved creating a game from scratch in the Unity 2019 game engine. Said game could be anything students wanted to make, as long as it used 3 or more methods of control.
My project was a First-Person Dungeon Crawler where players moved using the keyboard, interacted with elements like switches or collectibles with voice commands, and used the Leap Motion sensor to hold up a shield that deflected enemy projectiles back at them.
I scored a 74% grade for this assignment, resulting in scoring a 1st overall for this unit.
Players would use voice commands to start the game, go to the tutorial level, or quit.
A nearby switch that is activated using a voice command opens it.
This floating skull would shoot projectiles at the player. If the projectile hits the shield, it bounces back and hits the enemy.
Players would use voice commands to start the game, go to the tutorial level, or quit.
Background: Pervasive Gaming Project
09. final year project - dissertation
The "Final Year Project" unit was the one unit we had during the sixth and final semester at Bournemouth University.
For my dissertation, I decided to dissect storytelling in games, and create a 3D Character Action game that used the game mechanics to enhance the storytelling, and change player emotions to reflect those of the player character: James.
I studied scholars such as Alex Mitchell and Katherine Isbisters work on Mechanics as Metaphor, and Character design in order to craft a vertical slice for this game.
I am currently awaiting my final grade.
For more insight into the development of this project, feel free to click the button below for access to the dissertation report itself.
Initial Concept art of the cast of characters. Only the centre character, James, was used for the final product.
Concept Art for the "Raven" drone enemy. They were designed to be small and nimble while also appearing somewhat intimidating.
The environment art for the level, that is supposed to be a rural and old railyard. The train in the background is dynamically moving around the entire level on tracks, and has a doppler effect applied to the sound of its engines to make the world feel more alive and "real".
Initial Concept art of the cast of characters. Only the centre character, James, was used for the final product.