This article considers game design research in educational settings. Its focus is on how undergraduate\nstudents ââ?¬â?? particularly engineering students ââ?¬â?? learn computer game design. From observations conducted\nduring our game design courses we have developed a model of expanded game design space. It encapsulates\nthe entire development process from the first ideas to the final game with emphasis on game design\nthinking. Our model of expanded game design space consists of four separate ââ?¬â?? yet interconnected ââ?¬â?? layers\nin the process of game development. The first layer addresses the importance of framing, providing a clear\ngame design assignment that involves the formulation of intended player experience and a description of\ngame mechanics. The second layer focuses on game design thinking from six different aspects of game\ndesign chosen in relation to the framing of the game design assignment. The third layer establishes correspondence\nbetween formal elements of computer games and the structure of problem-based creativity.\nIt\naddresses how game design challenges should be formulated and how creative solutions can be measured.\nThe fourth and final layer demonstrates how clear framing can act as a guideline for evaluating game\ndesign thinking and for measuring solutions made in the development process. To strengthen our model of\nexpanded design space, we will present examples from our game design courses.
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