SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60211TATOZ-DOT0464	Interface Design	2	Spring	1	2	2	4

Course Type :	Compulsory
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi ORKUN YÖNTEM
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi ORKUN YÖNTEM
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

It covers the students graduating from this course, with the help of computer, to apply the concepts and methods of UX & UI design. The content of the course aims to give basic information about interface design for different environments such as mobile and augmented reality, apart from sectoral information about game interface design, e-sports application and applications such as game design. At the end of the course, the student is aimed to become a designer who has a good command of game interface design programs on a sectoral basis.

Course Content:

Introducing the concept of user interface design, game interface design, creative, innovative and artistic interface designs for applications and mobile devices. The concepts of interactivity, usability, readability and accessibility in interface design.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

Skills (Describe as Cognitive and/or Practical Skills.)

1) They will develop user interface design applications with projects.

2)     3.1) In user interface design, students will develop skills related to the use of media and forms.

3) It will use associated resources.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1)     2.1) Takes different responsibilities in the projects they develop and has the ability to work independently.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

• The Design of Everday Things, Don Norman 2013 • Solving Product Design Exercises: Questions & Answers, Artiom Dashinsky 2018 • Lean UX: Designing Great Products with Agile Teams, Jeff Gothelf, Josh Seiden 2016 • User Story Mapping: Discover the Whole Story, Build the Right Product, Jeff Patton 2014 • Game Design Workshop: A Playcentric Approach to Creating Innovative Games: A Playcentric Approach to Creating Innovative Games, Tracy Fullerton 2018 • Seductive Interaction Design: Creating Playful, Fun, and Effective User Experiences Stephen P. Aanderson 2011 • Design: A Very Short Introduction, John Heskett 2005 • Storytelling for User Experience: Crafting Stories for Better Design, Whitney Quesenbery 2010 • The User Experience Team of One: A Reseach and Design, Leah Buley 2013 • 100 Thing Every Designer Needs to Know About People, Susan Weinschenk 2011

References:

• Don’t Make Me Think, Steve Krug 2000 • Gamestorming: A Playbook for Innovators, Rulebreakers, and Cahngemakers, Dave Gray 2010 • Rocket Surgers Made Easy: The Do It Yourself Guide to Finding and Fixing Usability Problems, Steve Krug 2009 • The Art of Game Design: A Book of Lenses, Third Edition, Jesse Schell 2019 • Game Mechanics: Advanced Game Design, Ernest Adams 2012 • Universal Principles of Design, William Lidwell 2010 • Bottleneckks: Aligning UX Design with User Psychology, David C. Evans

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1			KPLO 2							KPLO 3			KPLO 4			KPLO 5
	1	2	3	1	2	3	4	5	6	7	1	2	3	1	2	3	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4
CLO5

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Defines the concepts of computer science and design techniques required in Digital Game Design.
	1.1 Defines game design principles, game mechanics, dynamics and episode design concepts.
	1.2 Lists drawing and animation techniques in the context of discipline.
	1.3 Interprets the historical and theoretical information about analog and digital games.
2)	Creates digital games supported with current technology and designs in line with the determined goals.
	2.1 Organizes the digital game design process by planning and analyzing the situation.
	2.2 Manages the digital game design process using interdisciplinary components.
	2.3 Compiles and dramatizes written and visual stories using various tools.
	2.4 Adapts the aesthetic and algorithmic components of digital games.
	2.5 Uses the knowledge of writing code and animation for digital games designed to be offered on different platforms.
	2.6 Uses artificial intelligence techniques in the game development process and calculates probabilities based on mathematics and physics rules.
	2.7 Constructs the game design and game elements by using them in non-game areas.
3)	Designs artistic structure to support digital game design.
	3.1 Analyzes the design elements in the game using the theoretical knowledge.
	3.2 Uses freehand drawing and digital drawing techniques.
	3.3 lans the game design with visual and audio dimensions.
4)	Analyzes the structures, logical framework and mechanisms of analog and digital games.
	4.1 Identifies the problems encountered in the game design process.
	4.2 Synthesizes the references to civilization history and mythology taken as reference in the game discipline according to the current game theory.
	4.3 Plans the delivery of the product to the target audience in the right way.
5)	S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field.	2
	5.1 Acquires the analyzing solving the problems and managing the conflicts.	2
	5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary.	2
	5.3 Has awareness for ethical and social responsivity.	4
	5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way.	5
	5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view.	5
	5.6 Develops strategical, innovative and entrepreneurial ideas.	3
	5.7 Acquires competence of managing the change.	4
	5.8 Shows development personally and socially with and awareness for lifelong learning.	4
	5.9 Follows advanced technologies and developments about digital transformation.	4
	5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.	4
	5.11 Has awareness about citizenship competency.	3
	5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+).	3

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Field Work	1	% 0
Special Course Internship (Work Placement)	1	% 0
Homework Assignments	1	% 0.00
Presentation	1	% 0
Midterms	1	% 50.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	14	3	42
Laboratory	0	0	0
Application	4	5	20
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	10	10
Total Workload of Teaching & Learning Activities	-	-	72
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	10	20
Midterms	1	3	3
Semester Final Exam	1	3	3
Total Workload of Assesment & Evaluation Activities	-	-	26
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			98
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4