Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Data sources may include:
3-D models
databases
images
music
particle libraries
scripts
sounds
text
textures.
Game design may include:
concept illustrations or graphics that enhance the comprehension of the document
design for all level missions
game mechanics that affect level design decisions
illustrations of level with all significant points of interest
introduction and overview (one page synopsis)
key selling points, including intended audience, genre and platforms
production details
scripts required for level
synopsis and scripts for each level
synopsis of level
title and cover art (art must be colour and of a reasonable resolution for high quality printing)
walk through for at least one mission or level.
Game genre may include:
adventure
alternative reality
ancient
casino
cyberpunk
educational
edutainment
fantasy
first person shooter
flight shooter
flight simulation
futuristic
god simulation
massively multi-player online game
massively multi-player online role-playing game
medieval
modern
multi-player
post-apocalyptic
puzzle
racing shooter
racing simulation
real-time strategy
role-playing game
science fiction
side-scrolling shooter
single player
sports
strategy, including:
action strategy
turn-based strategy
tactical combat.
Game mechanics may include:
lists and illustrations of:
actions of a particular object (object dynamics)
environment actions (environment dynamics)
game objects organised into classes of object
possible environment and object interactions
possible object-to-object interactions
specific game-play elements that provide uniqueness and key point of difference
overview of the key factors influencing core game-play experience.
Game-play elements may include:
buildings
game flow
switches
terrain objects
transformations
transportation
traps.
Level specifications may include:
level-specific components:
allies
base building and location
cinematic (cut scenes)
colours
enemies
graphics
health
lighting
non-player characters
resources and their harvesting
sounds and music
weapons
location
stages
transportation devices:
buttons
doors
keys
teleporters
tunnels and passageways.
Tools and libraries may include:
Audierre
bass library
direct sound
FMOD
image importer libraries
LUA script
Open_AL
particle libraries
particle universe
SDL_Mixer
sound libraries
XML libraries.
Creating prototypes may involve:
developing a comprehensive design for missions and levels, including concept visuals
developing a walkthrough for at least one mission or level
developing story synopsis and scripts for each level
knowledge of games as dynamic systems, such as:
applying game-tuning strategies in light of feedback from actual play
characteristics of a balanced game
working with quality assurance and understanding play-test feedback
use of appropriate tools and skills for fast, interactive development.
Personnel may include:
animators
concept artists
game-play designers
graphic designers
instructional designers
modellers
motion capture technicians
other specialist staff
other technical staff
producers
programmers
project manager
sound engineers
team members
technical director
writers.
Feedback may involve:
accepting and responding to comment, critique and suggestions from:
clients
colleagues
target audience representatives.
Evaluate completed 3-D environment may involve:
examining and analysing the impact of decisions, after the fact, such as:
integration decisions
methodology and process decisions
product ‘post-mortems’, reviewing actual use of resources to achieve outcomes against initial project plan and schedule.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
integrate multiple data sources into a working interactive 3-D environment
manage design requirements with technical requirements
deliver an interactive 3-D environment with working interactions that implements the external data sources.
Context of and specific resources for assessment
Assessment must ensure access to:
computer hardware, software, games engines and file storage
copyright and intellectual property legislation
OHS legislation and enterprise policy
appropriate learning and assessment support when required
modified equipment for people with special needs.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
evaluation of:
response to fault-finding exercises
simulated workplace activities
working interactions of 3-D environments
written or verbal questioning to evaluate knowledge of:
data sources
interactive 3-D environments
integration
review of candidate’s:
presentations
reports of completed 3-D environment
documentation of 3-D environment specifications.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.
Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.
Indigenous people and other people from a non-English speaking background may need additional support.
In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.