We are truly passionate about teaching game development and helping others improve and succeed. That's why we started this project to become even better at teaching games.
During two and a half years and numberous online and onsite meetings we have discussed our educations and teaching methods. We have shared knowledge and the result of all this hard work is now presented in our framework on this page.
If you would like to, you can connect with us in our LinkedIn Group:
The main focus of this project is to gather and sort knowledge between our schools and institutions and create a common framework for teaching game development.
This Erasmus+ project is made possible with the help from the following schools / institutions.
Yrgo has over 50 different higher vocational educations in multiple fields. We have been teaching game development since 2017. All our educations are created in cooperation with companies that are working in each field. We are located in Gothenburg, Sweden.
Contact: Max Friberg
The Graphic Lyceum Utrecht is a creative and safe school. We find that important. With us, every student can fully develop his or her talents.
At the Grafisch Lyceum Utrecht almost 2,200 students follow a course for media, design or communication. Our 215 employees ensure contemporary education and a smoothly running organisation.
Contact: Sander Scholl
Dania Academy is one of nine regional academies of higher education in Denmark and has campuses in eight different Danish cities offering higher education programmes focused on applied degrees within technology, IT, business and health.
The Grenaa Campus, also known as Dania Games, focus on game development since 2010 and offers 3 full time programmes and 1 part time programme in the field of game development and industry and hosts the only exclusive game incubator in Denmark, Game Hub Denmark.
Contact: Jonatan Yde
Keilir Academy in Iceland offers a range of educational oportunities ranging from secondary school to adult education. Since establishment in 2007 the school has been a catalyst in implementing new approaches and innovative teaching methods, as well as new educational programmes developed in close cooperation with Icelandic industry.
Keilir offers the only designated game development programme in Iceland at Menntaskólinn á Ásbrú - Secondary School. The three year programme offers a matriculation exam with emphasis on game development with 30 - 40 students starting on an annual basis.
In this section, you can find the result from our project, our framework for games educations. You can also download the framework as a .pdf using the button below.
The Game industry has a lot of terminologies, phrasings, and idiosyncratic word use. These are both technical and memetic. The language of game development exists online and as such it’s constantly revised and updated by a global user base. Understanding this international language is key to understanding the industry. Below are guidelines aimed to assist students and faculty in this field.
During this project the topic of curriculum development was discussed at length, the difficulties surrounding such an important topic were exacerbated by the age differential between the students from each participating school. Below are the common guidelines born from discussing curriculums from this multifaceted starting point.
The area of discussion around equality spanned a lot of subjects, ranging from inclusion, gender, prejudice, and acceptance. And focused on different areas, outreach, lecturers, physical spaces, and the industry as a whole. Below are guidelines to help ensure a more equitable teaching environment for both students and faculty.
The gaming industry grows each year. With this sort of development, there is always a need for new talent. To ensure that we can graduate students of all walks of life at a steady pace and high caliber potential students must find our schools and experience the towns these schools inhabit as growing game hubs. Below are a set of guidelines aimed at helping to facilitate this.
Not initially a part of the Erasmus+ project but as discussions about teaching persisted throughout the SARS‑CoV‑2 pandemic a lot of discussions surrounding this topic were held and a few findings were crystallized.
We noted a lot of overlap between what areas we wanted our students to know better. Our discussions centered around tools and methods that any person studying game development would do well to familiarize themselves with.
Aside from the tools and methods outlined in the previous section, below are a list of guidelines for running a game programming course or program.
Aside from the tools and methods outlined in the previous section, below are a list of guidelines for running a game art course or program.
Aside from the tools and methods outlined in the previous section, below are a list of guidelines for running a game design course or program.
These guidelines don't fit neatly into one of the above categories and are instead collected below.
If you would like to get in contact with us, please use the contact form below.