You guys might want to sit down for this.
So you all know I have become disillusioned with my degree as a Game Designer, I mean I did fail after all. It’s become something I see, and many others see online, a reflection of the negatives of the industry. I always believe if you are creating a form of entertainment, you should make it your best efforts, otherwise a lack of enjoyment from users will mean it wasn’t entertaining. Catch my drift?
So, for simplicity sake, we are going to go through the classes and some anecdotes of my time studying Computer Games Design, explain why I am self-taught, what we were taught, what the marking states we are expected to do in the industry, and how we are expected to progress as individuals and businesses.
So, let’s start at the start.
They hate Nintendo: I’m just getting this done with now, because it’s the most bassackwards kind of thing you’ve ever heard. So when discussing what game systems sold the most, just as a bit of general knowledge, we had 5 options.
So, we had a logical question: Obviously it is PS2 right? Well we asked, for obvious reasons, does that include hardware revisions like the DSi? They said yes, so stuff like the GBA counts towards Game Boy sales as it’s the same thing.
To these people, teaching the young folk of the industry, the GBA is just a Game Boy. Not new hardware, not new games, just a Game Boy. I did point out (After promptly bashing my head of a table like several others in the room did), that this would mean the Wii U did very well, and the PS4 is well over 400 million units by now, if we use that logic.
They stood by it, so whatever. They also said Wii U games can’t be near the size of Blu-Ray, and Nintendo doesn’t make big games anyway so why expect AAAs. (This was before Switch, I must stress). This was a collective head bash again, as the Wii U discs go to 25GB.
There was a blatant love of false information, it was disheartening to see, but as time went on it just becomes numbing as opposed to shocking. For people who worked in the industry one would expect them to be accurate with what they teach to the future.
Be at the forefront of new technology….that we want you to be at: Do you know how fast they were all over PS4 Pro? PSVR? Sony partnered uni for you. Interns there are making VR games, even. That’s cool. That was one of many blooming fields in gaming right now, and I fully support it.
So when I had the opportunity to demo Nintendo Switch, on my own time and money, and be given some of the opportunities I have now (Through my own actions and skill, not theirs, I have to add), they weren’t happy. Why? This is something I’ve never gotten a straight answer on. You tell us to be at the forefront for new and exciting stuff, but seemingly only if it suits them.
They think platformers are outdated. Cant have running and jumping no more. We were actively discouraged from making those for level design courses which didn’t make much sense, given that’s an excellent show of designing a level regarding flow, player abilities and more.
Now we move on to the content, I have more anecdotes about their very weird views on what we should be doing, because some of it is flat-out restrictive to making games and content, but those will pop up in the next section
Production: Making 12 page Game Design Documentation, and small prototypes. This is all fine and good. There was an inordinate amount of time spent on writing stories (I have no idea why they spent that long on that, it was at least 5 weeks), but they did cover some handy things like progression through a game and mechanics. This was pretty good. Only downside was very little, maybe 1 week, of programming, which means making the actual game was….a challenge. Even then it was copy/pasted code.
Plus, and this is important to bring up, I have come to understand that I design games in the “Japanese” way as opposed to the “Western” way. It just suits my workflow better. Shorter documents, different primary focus, where western focus is on visuals, character and story, mine and seemingly eastern focus, is on gameplay. Those have priority in the official documentation.
I was marked down for that, with the specific words that…I was wrong. Doing something wrong, yet only doing the same thing differently because it suited me. University, and especially a creative field, was being judged on academic criteria, which is counter to the nature of the field.
Creative Design: This started strong. Making company logos, scene concept art, character concept art, promo materials, all good stuff. But that was just half of it. The 2nd half, bear in mind this was mandatory to pass, involved making an interactive magazine, with a video review of content, and amazingly enough, a prediction of the future of something we have interest in.
So I said, based on previous industries like phones and PCs, and them having peripherals to play handheld games on consoles, and console ports on handhelds, that Nintendo will create some kind of hybrid system.
They said we aren’t giving you the marks, as that’s not realistic, citing Nintendo wont be around and the technology isn’t there yet to make it compelling. You can imagine my feelings on this now.
I never did get awarded those marks.
3D Modelling: I have no issue with this. Despite not being very arty, its relevant and covered everything from individual models to whole scenes. This was good, very good in fact.
Web Development: Making websites. In a games design course. Yep. People had the option to do Flash animations as well, as an alternative, but neither are super relevant. You could say Flash based games are, but this was 2014, Flash was already outdated and soon after deprecated.
3D Animations: No problem here. Make 3D animations. My only issue was, amazingly, being put in a group half the size needed for group work, one of whom didn’t work, and the other didn’t want me as part of the team. So I opted to redo it and still failed, as I was then stuck doing a 6-man job as an individual.
Level Design: Relevant. Don’t know why they pushed CryEngine so much, as I think everyone universally hated it, both years I did it. This was one I had to redo because despite having the right sized team, one guy actively faked doing work until he vanished 4 weeks prior, so all I had was code and no assets, and the other guy, bless him he is lovely, doesn’t do any good standard of work. The new team was far better, despite having to teach myself C++ for Unreal Engine 4, because the uni seems to have some weird aversion to teaching how to actually make the game part of a video game.
Mobile App Development: What has this to do with games? Nothing. It was mobile website development, by the way, just thinly veiled. Had to make apps to track people via Google Maps. Riveting.
Had the same lovely guy from Level Design working with me on this one, never did any work, had to teach myself PHP for server-side stuff, because they wouldn’t teach that for some reason (again) despite being half of the marks. Turns out he went and made SASS sheets that were just HTML formatted incorrectly, so we had to scramble! The teaching focused solely on front end: Visuals and appearance.
Games Programming: It was a train wreck. A good attempt but most didn’t get it (Heck I didn’t get it) as the information wasn’t being conveyed in a way that made it learnable, it was just pure here’s some code away you go slap it together. The attempt at teaching programming was a copy and paste effort. Not productive in the slightest, and in hindsight was vastly over-complicated for what needed to be done. You don’t start teaching programming to some students who have never touched an IDE by having them make AI.
User Interaction: Critiquing UI across devices and suitability for things like VR and such. I didn’t do this one, wouldn’t let me because I didn’t do Flash animation (Why?) but, at least it was relevant to the field.
Multimedia Web Development: This was an extension of making apps except it was making videos and images for web-based viewing. Game Design remember?
Audio: Smashing stuff. Didn’t do this, because I didn’t do Flash, but hey they you go. Another relevant one.
Professional Awareness: You know I have no idea what this is? Talking to people who did it, they didn’t either. It was something to do with team work. Can’t really fault that from the outside, but the confused responses I saw from people made me think it was one of those “token classes”.
Here we go. So a note, they wouldn’t let me do the group project or individual research project. I’m going to get to something else they didn’t let me do this year as well, at the end.
Advanced Concepts in Gaming: Debate issues around gaming such as women’s rights, sex, violence, anthropomorphism, realism, middleware and so on. We had to make either a realistic building render, a character creator (Which I did, guess what there was a complete lack of material on? Yes there really was NO teaching on what the hell they even expected!) or a transmedia narrative, spanning multiple devices.
Basically glorified marketing. I actually failed this one, because for whatever reason, my side of the debate, when it came to the debate, didn’t back me up in the slightest. Didn’t help every debate prior had been a one sentence thing, while this was a paragraph on why anthropomorphism is bad for games as it is dehumanizing. Overall, this wasn’t a bad idea, it just wasn’t…a good marking thing? It’s hard to explain. Like why the class existed was okay, but what you had to do to pass was all kinds of arbitrary.
Digital 3D Effects: Make a 90 second CGI movie. Take real footage and CG something in. And make a documentary about making it. Teams of 4, I got a team of 2, with the nice guy who does nothing from Level Design again.
Side note, the people in the class did say “Thanks for taking one for the team”. Cheeky sods.
But again, this is Game Design. Making CGI/Live Action movies? I….alright? I don’t see the relevance unless you wanted to do pre-rendered cutscenes.
But the good part: So being colour-blind I can’t composite shots very well. I can’t get the tones right, so I directed the location shoots, designed a monster for a monster movie trailer, animated it, gave it all to the lovely guy to do, while I worked on a documentary using shots of the cut up work with narration to explain what we did. It was easy marks for him, and he couldn’t possibly screw this one up.
Boy did he ever. For some reason he used barely any effects, had terrible audio balancing, used his own static image for a monster it was just….I had some alcohol that night. It totally invalidated the documentary as well, which didn’t help marks.
But to compound things, he did ask for feedback, and by the time I was done watching the…monstrosity…he had constructed, he messaged me to tell me it was submitted.
I became a very good friend of Mr. Jack Daniels that night.
Indie Game Development: Here we go. The things you need to know when making a small studio. Great right? It also went over ways to make money and such. Didn’t cover talking to other companies or acquiring anything for development but hey, priorities.
When writing out a business plan however, we were required to plan out DLC and micro-transactions (Not just for marking purposes), but it is a requirement they want us to do when we plan a game. They want us to put MTAs and DLC in from the start.
And I didn’t do that. I openly object to that.
Also, this required submission of .exe files and code via electronic submission. All handy right? Electronic submissions don’t allow zips, rar files, code files or exe files. Whoops. Another mismanagement. You can’t submit it electronically due to restrictions on what can be uploaded, but the only submission was electronic.
Advanced Concepts in Web Production: Judging by what Advanced Concepts in Gaming was about….probably the same but Web-based. Again though, it’s Game Design.
Creative Visualisation and Animation: Do you know those Casually Explained videos that have neat animations explaining things and how they work? It’s that. Make that. Pick something and explain how it works via animation. Game Design.
And that’s the course structure. As you can see, a lot of it is irrelevant to the actual subject, but it’s what you didn’t see that worries me more. While a fair chunk of it is relevant, even within those, there are alarming holes, not most beyond teaching some dodgy practices and business moves.
Firstly: Where the hell was optimisation? I cannot stress this enough. We weren’t taught how to optimise anything, even for PC. Looking back it was mentioned in passing, like what it is and why you do it, but nothing on it. When submitting something, hardware just has to brute force it.
Secondly: Programming! They tried, bless, but it was so poorly done, in addition to a lot of mismanagement, it’s worrying that they hand wave the key component of making a game interactive. The bit that makes the game a game.
There was a week where Intel were coming around and allegedly offering job opportunities (Now why Intel came to game designers to offer them jobs, some of whom wont pass for two years, is a mystery) but it happened. Interns ran interviews, and all was well. Got emails and checked the sites for the list of times and such, find my allotted time.
This was a mandatory thing that had to be done by all second and third year students.
Long list of names, covering all second and third year students, both in the e-mail and on the website.
I had been withheld from an opportunity that was listed as mandatory I must stress, and they never once said why. They never once said “We don’t want you there”, they just never let me do it and never mentioned it to me. I asked my housemate, once they revealed they were one of the people doing the interviews. They said they didn’t know why either. The staff pretend it never happened.
Now, they had, since day one, said we should be striving on our own as well. Working on games in the background, and eventually, trying to get relations with developers and publishers who visit for talks, see the exhibitions at the end of every year, and so on.
So, being a guy who likes to make progress, I did the numbers, looked at what games I wanted to make, so on and so forth, and by the half way point of that first year of learning, I was already talking to the first company I even spoke to.
But here is my thing. They say go to the new tech. Make the games you think people will enjoy. Work with people, who get you where you want to be. But it has become increasingly apparent, that it doesn’t apply to certain companies. I don’t know the exact reason why, I don’t know for what purpose, but I have been locked out of opportunities on many occasions beyond the egregious one I listed, ever since I took their initiative, showed initiative, and made myself known.
They refused to let me go and demo the Nintendo Switch in London, on my own time and money. Obviously I went anyway!
At the end of the day I got ahead, did as they asked, and I was pushed away by it. And that’s on a personal level, the worst aspect, that doing what I want and what they said I should do, has led to being left on the side.
This led to a serious downward spiral for my health both mentally and physically. I hope it is the only time I need medication for depression and anxiety, because lord knows it was a rough time.
But here is my final thought on the matter.
In a lot of ways, I have enjoyed myself. I have learned things, that granted, I did pick up over time just by playing games and being analytical about them, but the doesn’t excuse the gaps in knowledge, some of which is crucial, and the blatant irrelevancy and mismanagement of the course in general. For £9000 tuition fee per year, and all the loans I’ll have to repay?
It needs to be better.
That is 100% the truth. This is the education an actual institution is giving students who, god forbid if this standard maintains, will be making games in the near future. Aggressive monetization, dodgy practices, lapses in knowledge. Yes they can’t reasonably teach everything, but they could at least teach well and relevant.
Universities are ultimately a business, and this was a course that I personally feel was misleading. It positioned itself as one thing, with freedom, and revealed itself to be a stifling, counter-intuitive, sometimes random mismatched bunch of classes marked academically to judge creativity: And the problem with that is, if you don’t fall in line with that is expected, creativity can be shunned.