Motivation

Students are expected to achieve the following learning outcomes:

1. Design software applications for digital entertainment systems using appropriate procedures and tools to meet project objectives.

3. Build interactive applications applying patterns and strategies to meet established functional and non-functional requirements.

4. Conduct part and whole software tests using industry-standard methodologies, techniques, and standards to ensure proper application functionality.

The Digital Entertainment Design Engineering program encompasses three student profiles: video game students, animation in visual experiences students, and interactive experiences students. Originally, the Scripting was exclusively designed for video game students. However, due to a curriculum transformation, all three student profiles are now required to take this course. The challenge lies in the fact that the course content has not been updated to accommodate the diverse needs of the new student profiles, resulting in decreased motivation among non-video game students and, ultimately, affecting their learning outcomes.

To address this issue, the course was redesigned using the Challenge-Based Learning (CBL) framework and the Belief, Expectancy, and Control (BEC) motivational framework. The CBL framework allows students from each profile to autonomously explore their specific tools and tackle a common challenge, which they can personalize according to their interests and tools. This approach ensures that all students, regardless of their focus, can find relevance and motivation in the course content. The CBL framework tailored for this course can be found here, and the BEC framework can be accessed here.