Game Development Reference
In-Depth Information
and other students in the class. Working together on the final projects is an
obvious example, and it has been a part of classrooms long before any of them
became multiplayer. We will see a couple more examples in a minute when we
get to the multiplayer version of
“
Multiplayer Game Design.
�
The 2010 Syllabus
It is time we had a look at the Spring 2010 syllabus of
“
Multiplayer Game
Design,
�
as shown in Figure 5.2.
The syllabus for the second multiplayer classroom is very similar to the first. The
main difference was the shift from all video games to multiplayer games,
specifically persistent worlds. This class did not focus on the multiplayer
versions of solo-player games.
The XP leveling was the same with the same faults we discussed on Level 3. The
methods of crafting and selling game ideas, forming guilds, and so on, were the
same. And students would again be responsible for quests, presenting reading
material in class.
Topics for crafted papers were made more suitable for the focus of the new class.
Students reported on an MMO article, analyzed an MMO-based research topic,
and crafted a longer analysis of an MMO of their choice. This could be one they
were already playing, or one they started soon after beginning the class.
The first major change
was
another chance for players to help their guild mates, but this was an ad hoc
choice I made after the semester had started. We will have a look at it on the
next level.
—
to the five reading quizzes, or
“
random mobs
�—
Solo camping remained the same on the first iteration of the syllabus, but
unfortunately (or fortunately, depending upon your point of view), our main
text, Richard Bartle
s Designing Virtual Worlds , and my own Character Develop-
ment and Storytelling for Games , were much better edited than Understanding
Video Games .
'
Camping
Camping means remaining in a single geographical location to repeatedly farm a mob each time
one spawns.
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