Interdisciplinary Collaboration on Games Courses

Interdisciplinary activities bring together knowledge, skills and insights from relevant disciplines to create a single outcome (Newell, 2001). The process of developing games involves the integration of multiple disciplines... [ view full abstract ]

Interdisciplinary activities bring together knowledge, skills and insights from relevant disciplines to create a single outcome (Newell, 2001). The process of developing games involves the integration of multiple disciplines (e.g. programmers, 3D modellers and sound designers) into a single game product. Interdisciplinary learning occurs when individuals bring their specialist knowledge and apply it within a different domain. Repko (2011) considers “integrationist interdisciplinarians” who bring together theories and ideas from multiple disciplines where “integration addresses the challenge of complexity” (p. 4). From a professional perspective, Rankin et al. (2007) note “teamwork is a requisite for the gaming industry”. IGDA (2008) includes a recommendation for those studying games development to learn about “working in interdisciplinary teams” and “talking with programmers/artists/designers/producers/etc.”
Several games development related programmes in Dundalk IT include interdisciplinary learning and team collaboration. This presentation will focus on three related undergraduate courses in the School of Informatics and Creative Arts in Dundalk IT: (1) degree programme in Games Development, (2) Certificate in 3D for Games and (3) Diploma in Composing for Games. These courses include interdisciplinary groups, coordinated assessments and deliverables which are shared, for example, to allow a Composing for Games student to produce and implement sound design for a 3D for Games student’s game level.
Some findings from coordinating collaboration among students on these courses will be outlined. Interdisciplinary coordination should be based on a well-managed process. Transparency of the process is essential from the lecturers’ and students’ perspectives, clearly identifying student learning through, for example, Scrum methodology, reflective journals and online portfolios. Assessments and deliverables need to be carefully planned and scheduled to allow for collaboration and sharing of resources. Software support and compatibility should be considered. Student collaboration, however, often happens on an ad hoc basis, with social media tools enabling this without the support of the institution.

KEYWORDS: Collaborative Learning, Games Development, Technology Enhanced Learning

IGDA (2008) IGDA Curriculum Framework: The Study of Games and Game Development. Available from: [Accessed 15 April 2016].
Newell, W.H. (2001) A theory of interdisciplinary studies. Issues in Integrative Studies, 19, pp.1–25.
Rankin, Y., Gooch, B. & Gooch, A. (2007) Interweaving game design into core cs curriculum. 2007 Microsoft Academic Days Game.
Repko, A.F. (2011) Interdisciplinary Research: Process and Theory. SAGE Publications, Inc.IGDA (2008)