Undergraduate, Interactive Games Design (IGD) courses offered byudtechnical universities in the UK recruit students who are not required toudhave art or design backgrounds. However, they need to be able toudrepresent their creative ideas. Observations at the University ofudGloucestershire have shown that many students find difficulties inudexpressing their ideas in a visual manner as they do not have adequateuddrawing skills and eventually some focus on coding and some withdraw.udThis thesis investigates the links between game design and drawing skills,udexamining concepts of creativity, learning, design communication andudeducation. To establish the basis of this problem, it was necessary to gainudan insight into students‘ and tutors‘ viewpoints and interpretation of thisudcourse. Using an interpretive philosophical framework, a mixed methodudapproach was chosen to allow for greater opportunity to understand theudphenomenon. Within an action research paradigm, the research wasudcarried out in an evolutionary manner. The extent of the problem wasudestablished by eliciting tutors‘ insight from other institutions both arts andudtechnical based. A case study was set out to study two cohorts of students.udThis identified the problems reported by students and the impact of theseudon students‘ attitude and motivation. The nature and necessity of drawingudskills for sketching storyboards were explored by gaining views of students,udtutors and industry professionals. The effect of the tutor-led Artudinterventions at UoG was investigated. The research identified criteria toudassess the quality of storyboard communications and finally a frameworkudfor an e-learning object to develop storyboard communication skills wasudspecified.udThis study revealed that obtaining visual skills is fundamental in order to beudable to draw or use rapid prototyping techniques for storyboarding. Thisudneeds to be addressed in a specified module or several sessions. Itudappeared that the design of an art intervention (tutor-based or e-learningudobject) for IGD students, needs to address the issues of confidence andudteamwork alongside with the learning materials in a constructive andudgamified style and as interactive as possible in a structured goal-basedudmanner. It would also benefit from Active learning teaching style.
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