GAME PROGRAMMING NC III – TESDA COURSE MODULE

TESDA TRAINING REGULATIONS FOR GAME PROGRAMMING NC III COURSE

The TESDA GAME PROGRAMMING NC III Course consists of competencies that are required for programming stand-alone computer game applications.

A student or trainee who has achieved this Qualification is competent to be:

• Game Programmer
• Technical Game Designer
• Game Tester
• Tools Programmer
• Game Play Scripter

TRAINEE ENTRY REQUIREMENTS

Trainees or students wishing to gain entry into this course should possess the following requirements:

• High school in level and/or holder of HS diploma or equivalent.
• With Skill Functions which will be validated by an entrance exam to be administered by the training institution using a tool devised by the Technical Experts Panel (TEP) and participants of the National Validation of this Training Regulation.
  • Knowledge of at least one (1) programming language is a preference
  • Has the capacity to communicate in both oral and written forms.
  • Physically able to manipulate a mouse, track-ball, electronic pen, etc.
  • Must have knowledge of video/computer games in any platform.

This list does not include specific institutional requirements such as educational attainment, appropriate work experience and others that may be required from the trainees by the school or training center delivering the TVET program.

GAME PROGRAMMING NC III TESDA COURSE MODULE

Course Title: GAME PROGRAMMING
Level: NC III
Nominal Training Duration :

• (Basic Competency) 64 hours
• (Common Competency) 70  hours
• (Core Competency) 1,100 hours

TOTAL DURATION: 1,234 Hours

This course is designed to develop & enhance the knowledge, skills, & attitudes of a Game Programmer in accordance with industry standards. It covers the basic & common competencies in addition to the core competencies such as designing game program logic, applying object-oriented programming language skills and applying programming skills for in-game application. The nominal duration of 800 hours training hours covers the required core units at Game Programming NC III and an additional 300 hours supervised-industry training (SIT). TVET providers can however, offer a longer, ladderized course covering the NC III basic, common, and core units.

COMPETENCIES REQUIRED IN GAME PROGRAMMING NC III

This units of competency comprising this qualification include Basic, Common and Core Competencies.

To obtain this TESDA Course in GAME PROGRAMMING NC III, all units prescribed below for this qualification must be achieved.

These units of competency comprising this qualification include the following:

UNIT CODE	CORE COMPETENCIES (1,100 hours)
ICT313352	Design game program logic
ICT313354	Apply object-oriented programming language skills
ICT313353	Apply programming skills for in-game application
UNIT CODE	COMMON COMPETENCIES (70 hours)
ICT315203	Apply critical thinking and thought organization
ICT315202	Apply quality standards
ICT311203	Perform computer operations
UNIT CODE	BASIC COMPETENCIES (64 hours)
500311109	Lead Workplace Communication
500311110	Lead Small Teams
500311111	Develop and Practice Negotiation skills
500311112	Solve Problems Related to Work Activities
500311113	Use Mathematical Concepts and Techniques
500311114	Use Relevant Technologies

These guidelines are set to provide the Technical Vocational Education and Training (TVET) providers with information and other important requirements to consider when designing training programs for GAME PROGRAMMING NC III.

CORE COMPETENCIES

UNIT TITLE : DESIGN GAME PROGRAM LOGIC
UNIT CODE : ICT 313352

This unit defines the knowledge, skills and attitudes required to design various game program logic to ensure that there is understanding of user and design requirements.

1. Analyze game specifications
   • Design documentation is obtained and the requirements for the game are reviewed and clarified based on enterprise standards.
     1.2. Game technical design is conceptualized based on client requirements.
     1.3. Program scope and limits are identified/clarified based on project requirements.
2. Analyze game physics
   • Identify & Solve physics problems/equations based on GDD.
   • Determine maximum and/or minimum values, sketch curves, and determine the range for a given domain based on identified physics problem based on enterprise standards.
   • Convert physics formulas from mathematical notations into syntax based on GDD.
   • Apply differentiation based on GDD.
3. Prepare technical game documentation
   • Requirements are transformed to technical design document (TDD) according to enterprise standards.
   • Program structures are illustrated based on game design document.
   • Special routines or procedures are identified and documented based on project requirements
   • Resources for coding and testing programs are identified based on project requirements.
4. Validate the technical game documentation
   • Technical design document is checked for compliance with enterprise documentation standards
   • Technical design document is checked based on project specifications
     Past project documentations are reviewed for comparison with the technical design document.

UNIT TITLE : APPLY OBJECT-ORIENTED PROGRAMMING LANGUAGE SKILLS
UNIT CODE : ICT 313354

This unit defines the knowledge, skills and attitudes required to create Object-Oriented (OO) program. Competence includes applying basic language syntax and layout, applying basic OO principles in writing codes, testing and debugging codes and documenting activities.

1. Apply basic language syntax and layout
   • Basic language syntax rules and best practices are followed
   • Language data-types, operators and expressions are used in accordance with game-code standards
   • The appropriate language syntax for sequence, selection and iteration constructs is used and customized to achieve robust efficient code
2. Apply basic OO principles in the target language
   • variables is implemented
   • A class that contains multiple options for object construction is implemented
   • Enforce class security using encapsulation
   • Inheritance is implemented to at least 2 levels of depth
   • Polymorphism is used at a simple level through inheritance to enable easy code extension
3. Debug code
   • An integrated development environment is used, particularly the language debugging facilities
   • Program debugging techniques are used to detect and resolve errors
4. Document activities
   • Guidelines for developing maintainable code adhering to a set of coding standard is followed
   • Internal documentation standards and tools are followed and used
5. Test code
   • Simple tests are developed and conducted to confirm the coding process meets design specification
   • The tests performed are documented
   • Corrections are made to the code and the documentation as needed

UNIT TITLE : APPLY PROGRAMMING SKILLS FOR IN-GAME APPLICATION
UNIT CODE : ICT 313353

This unit defines the knowledge, skills and attitudes required to undertake game-programming tasks using a programming language. Competence includes development environment preparation, basic language syntax and layout application, game-related principles application, assets integration as well as debugging and testing techniques in support of the programming activity.

1. Analyze TDD
   • Game Mechanics are obtained by analyzing the GDD and TDD.
   • Technical Storyboard and its corresponding pseudo code are derived from the GDD and TDD.
   • Necessary hardware/software is set up to code, compile and run according to development environment requirements.
   • Source code control is set up according to company requirements.
2. Apply basic language syntax and layout
   • Basic language syntax rules and best practices are observed based on enterprise standards.
   • Language data types, operators and expressions are optimized and used in accordance with gamecode standards.
   • Language syntax for sequence, selection and iteration constructs are used and customized to achieve robust efficient code.
3. Develop working prototype
   • Game module is identified per iteration in line with enterprise policies.
   • Game Loop is defined and explained in line with key concept and target platform.
   • Program code is created and implemented in accordance with specifications for the game module in the technical design document (TDD).
   • Mathematical concepts and techniques are used in controlling and implementing game systems.
   • Style and design principles are used to solve common game programming problems.
   • Data structures and algorithms are used and customized to ensure robust and fast implementation of game systems.
   • Appropriate design patterns are identified and applied in coming up with initial prototype.
   • Integrate and review different assets based on the GDD and TDD.
4. Test prototype
   • Execute the prototype and check workability.
   • Prototype is evaluated based on GDD.
   • Prototype iteration is applied based on evaluation results.
   • Improvements and any lessons learned and possible recommendations are incorporated in prototype and documented.
   • Iterative prototyping cycle is implemented until game final prototype is approved in accordance with enterprise policies.
5. Refine/Debug system
   • Game prototype is referred to game quality assurance (QA)/testing techniques for user acceptability testing.
   • Program errors identified are addressed and fixed in accordance with quality standards.
   • Overall game design concerns including usability and accessibility issues are addressed based on game quality assurance (QA)/testing techniques.
   • Game program is optimized based on project  requirements.

COMMON COMPETENCIES

UNIT TITLE : APPLY CRITICAL THINKING AND THOUGHT ORGANIZATION
UNIT CODE : ICT315203

This unit covers the knowledge, skills, attitudes and values needed to develop the ability to extract and use relevant data. This unit will enhance the ability to critically assess the data or information gathered in order to make sound arguments, informed decisions and problem solving.

1. Identify the theoretical foundations of critical thinking
   • Assess and choose one of the study methods to effective data gathering, decision-making and problem solving.
   • Identify the components of critical thinking.
   • Identify the impediments of critical thinking to avoid them in data gathering and decision making situations.
   • Identify the types of claims.
2. Develop constructive arguments
   • Establish the premise and possible conclusion based on the information provided from a job or industry scenario.
   • Use methods of careful analysis to make constructive arguments based on a job or industry scenario.
3. Apply methods of reasoning
   • Analogies are used to support reasoning.
   • Identify the cause and effects based on the criteria or information provided to support reasoning.
   • Identify and avoid the common mistakes in reasoning about causes.
   • Make evaluations based on the criteria or information provided.
4. Affirm generalization
   • Use past experiences to come up with a good generalization.
   • Use appropriate samples to support generalization.
   • Validate the generalization with margin of errors, variation in population and risk.
5. Arrive at a conclusion
   • Make rational arguments using the elements of reasoning.
   • Clarify conceptual ideas using organized gathered data and evidences
   • Alternatives are worked out to place argument in the context of study.
   • Challenge or validate the position of the conclusion and make counter responses to emphasize a viewpoint.

UNIT TITLE : APPLY QUALITY STANDARDS
UNIT CODE : ICT315202

This unit covers the knowledge, skills, attitudes and values needed to apply quality standards in the workplace. The unit also includes the application of relevant safety procedures and regulations, organization procedures and customer requirements.

1. Assess quality of received materials
   • Work instruction is obtained and work is carried out in accordance with standard operating procedures.
   • Received materials are checked against workplace standards and specifications.
   • Faulty materials related to work are identified and isolated.
   • Faults and any identified causes are recorded and/or reported to the supervisor concerned in accordance with workplace procedures.
   • Faulty materials are replaced in accordance with workplace procedures.
2. Assess own work
   • Documentation relative to quality within the company is identified and used.
   • Completed work is checked against workplace standards relevant to the task undertaken.
   • Errors are identified and isolated.
   • Information on the quality and other indicators of production performance are recorded in accordance with workplace procedures.
   • In cases of deviations from specific quality standards, causes are documented and reported in accordance with the workplace’ s standards operating procedures.
3. Engage in quality improvement (Produce)
   • Process improvement procedures are participated in relative to workplace assignment.
   • Work is carried out in accordance with process improvement procedures.
   • Performance of operation or quality of product of service to ensure customer satisfaction is monitored.

UNIT TITLE : PERFORM COMPUTER OPERATIONS
UNIT CODE : ICT 311203

This unit covers the knowledge, skills, attitudes and values needed to perform computer operations which include inputting, accessing, producing and transferring data using the appropriate hardware and software.

1. Plan and prepare for task to be taken undertaken
   • Requirements of task are determined in accordance with the required output.
   • Appropriate hardware and software are selected according to task assigned and required outcome.
   • Task is planned to ensure that OH & S guidelines and procedures are followed.
   • Client -specific guidelines and procedures are followed.
   • Required data security guidelines are applied in accordance with existing procedures.
2. Input data into computer
   • Data are entered into the computer using appropriate program/application in accordance with company procedures.
   • Accuracy of information is checked and information is saved in accordance with standard operating procedures.
   • Inputted data is stored in storage media according to requirements.
   • Work is performed within ergonomic guidelines.
3. Access information using computer
   • Correct program/application is selected based on job requirements.
   • Program/application containing the information required is accessed according to company procedures.
   • Desktop icons are correctly selected, opened and closed for navigation purposes.
   • Keyboard techniques are carried out in line with OH & S requirements for safe use of keyboards.
4. Produce output/data using computer system
   • Entered data are processed using appropriate software commands.
   • Data are printed out as required using computer hardware /peripheral devices in accordance with standard operating procedures.
   • Files and data are transferred between compatible systems using computer software, hardware/peripheral devices in accordance with standard operating procedures.
5. Use basic functions of a www-browser to locate information
   • Information requirements for internet search are established.
   • Browser is launched.
   • Search engine is loaded.
   • Appropriate search criteria/or URL of site is entered.
   • Relevant links are followed to locate required information.
   • Useful pages are bookmarked or printed as required
6. Maintain computer equipment and systems
   • Procedures for ensuring security of data, including regular back-ups and virus checks are implemented in accordance with standard operating procedures.
   • Basic file maintenance procedures are implemented in line with the standards operating procedures.

BASIC COMPETENCIES

The BASIC COMPETENCIES refer to non-technical skills (knowledge, skills and attitudes) that everybody will need in order to perform satisfactorily at work and in society and are considered portable and transferable irrespective of jobs and industrial settings.

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION
UNIT CODE : 500311109

This unit covers the knowledge, skills and attitudes required to lead in the dissemination and discussion of ideas, information and issues in the workplace.

1. Communicate information about workplace processes
   • Appropriate communication method is selected
   • Multiple operations involving several topics areas are communicated accordingly
   • Questions are used to gain extra information
   • Correct sources of information are identified
   • Information is selected and organized correctly
   • Verbal and written reporting is undertaken when required
   • Communication skills are maintained in all situations
2. Lead workplace discussions
   • Response to workplace issues are sought
   • Response to workplace issues are provided immediately
   • Constructive contributions are made to workplace discussions on such issues as production, quality and safety
   • Goals/objectives and action plan undertaken in the workplace are communicated
3. Identify and communicate issues arising in the workplace
   • Issues and problems are identified as they arise
   • Information regarding problems and issues are organized coherently to ensure clear and effective communication
   • Dialogue is initiated with appropriate personnel
   • Communication problems and issues are raised as they arise

UNIT OF COMPETENCY : LEAD SMALL TEAMS
UNIT CODE : 500311110

This unit covers the knowledge, skills and attitudes to lead small teams including setting and maintaining team and individual performance standards.

1. Provide team leadership
   • Work requirements are identified and presented to team members
   • Reasons for instructions and requirements are communicated to team members
   • Team members’ queries and concerns are recognized, discussed and dealt with
2. Assign responsibilities
   • Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude required to properly undertake the assigned task and according to company policy
   • Duties are allocated having regard to individual preference, domestic and personal considerations, whenever possible
3. Set performance expectations for team members
   • Performance expectations are established based on client needs and according to assignment requirements
   • Performance expectations are based on individual team members duties and area of responsibility
   • Performance expectations are discussed and disseminated to individual team members
4. Supervised team performance
   • Monitoring of performance takes place against defined performance criteria and/or assignment instructions and corrective action taken if required
   • Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies
   • Performance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel according to employer policy
   • Team members are kept informed of any changes in the priority allocated to assignments or tasks which might impact on client/customer needs and satisfaction
   • Team operations are monitored to ensure that employer/client needs and requirements are met
   • Follow-up communication is provided on all issues affecting the team
   • All relevant documentation is completed in accordance with company procedures

UNIT OF COMPETENCY : DEVELOP AND PRACTICE NEGOTIATION SKILLS
UNIT CODE : 500311111

This unit covers the skills, knowledge and attitudes required to collect information in order to negotiate to a desired outcome and participate in the negotiation.

1. Plan negotiations
   • Information on preparing for negotiation is identified and included in the plan
   • Information on creating non verbal environments for positive negotiating is identified and included in the plan
   • Information on active listening is identified and included in the plan
   • Information on different questioning techniques is identified and included in the plan
   • Information is checked to ensure it is correct and up-to- date
2. Participate in negotiations
   • Criteria for successful outcome are agreed upon by all parties
   • Desired outcome of all parties are considered
   • Appropriate language is used throughout the negotiation
   • A variety of questioning techniques are used
   • The issues and processes are documented and agreed upon by all parties
   • Possible solutions are discussed and their viability assessed
   • Areas for agreement are confirmed and recorded
   • Follow-up action is agreed upon by all parties

UNIT OF COMPETENCY : SOLVE PROBLEMS RELATED TO WORK ACTIVITIES
UNIT CODE : 500311112

This unit of covers the knowledge, skills and attitudes required to solve problems in the workplace including the application of problem solving techniques and to determine and resolve the root cause of problems.

1. Identify the problem
   • Variances are identified from normal operating parameters; and product quality
   • Extent, cause and nature are of the problem are defined through observation, investigation and analytical techniques
   • Problems are clearly stated and specified
2. Determine fundamental causes of the problem
   • Possible causes are identified based on experience and the use of problem solving tools / analytical techniques.
   • Possible cause statements are developed based on findings
   • Fundamental causes are identified per results of investigation conducted
3. Determine corrective action
   • All possible options are considered for resolution of the problem
   • Strengths and weaknesses of possible options are considered
   • Corrective actions are determined to resolve the problem and possible future causes
   • Action plans are developed identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures
4. Provide recommendation/s to manager
   • Report on recommendations are prepared
   • Recommendations are presented to appropriate personnel.
   • Recommendations are followed-up, if required

UNIT OF COMPETENCY : USE MATHEMATICAL CONCEPTS AND TECHNIQUES
UNIT CODE : 500311113

This unit covers the knowledge, skills and attitudes required in the application of mathematical concepts and techniques.

1. Identify mathematical tools and techniques to solve problem
   • Problem areas are identified based on given condition
   • Mathematical techniques are selected based on the given problem
2. Apply mathematical procedure/solution
   • Mathematical techniques are applied based on the problem identified
   • Mathematical computations are performed to the level of accuracy required for the problem
   • Results of mathematical computation is determined and verified based on job requirements
3. Analyze results
   • Result of application is reviewed based on expected and required specifications and outcome
   • Appropriate action is applied in case of error

UNIT OF COMPETENCY : USE RELEVANT TECHNOLOGIES
UNIT CODE : 500311114

This unit of competency covers the knowledge, skills, and attitude required in selecting, sourcing and applying appropriate and affordable technologies in the workplace.

1. Study/select appropriate technology
   • Usage of different technologies is determined based on job requirements
   • Appropriate technology is selected as per work specification
2. Apply relevant technology
   • Relevant technology is effectively used in carrying out function
   • Applicable software and hardware are used as per task requirement
   • Management concepts are observed and practiced as per established industry practices
3. Maintain/enhance relevant technology
   • Maintenance of technology is applied in accordance with the industry standard operating procedure, manufacturer’s operating guidelines and occupational health and safety procedure to ensure its operative ability
   • Updating of technology is maintained through continuing education or training in accordance with job requirement
   • Technology failure/ defect is immediately reported to the concern/responsible person or section for appropriate action

DEFINITION OF TERMS

GENERAL

• Certification – is the process of verifying and validating the competencies of a person through assessment
• Certificate of Competency (COC) – is a certification issued to individuals who pass the assessment for a single unit or cluster of units of competency
• Common Competencies – are the skills and knowledge needed by all people working in a particular industry
• Competency – is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace
• Competency Assessment – is the process of collecting evidence and making judgments on whether competency has been achieved
• Competency Standard (CS) – is the industry-determined specification of competencies required for effective work performance
• Context of Assessment – refers to the place where assessment is to be conducted or carried out
• Core Competencies – are the specific skills and knowledge needed in a particular area of work – industry sector/occupation/job role
• Critical aspects of competency – refers to the evidence that is essential for successful performance of the unit of competency
• Elective Competencies – are the additional skills and knowledge required by the individual or enterprise for work
• Elements – are the building blocks of a unit of competency. They describe in outcome terms the functions that a person perform in the workplace
• Evidence Guide – is a component of the unit of competency that defines or identifies the evidences required to determine the competence of the individual. It provides information on critical aspects of competency, required knowledge, required skills, resource implications, assessment method and context of assessment
• Level – refers to the category of skills and knowledge required to do a job
• Method of Assessment – refers to the ways of collecting evidence and when evidence should be collected
• National Certificate (NC) – is a certification issued to individuals who achieve all the required units of competency for a national qualification defined under the Training Regulations. NCs are aligned to specific levels within the PTQF
• Performance Criteria – are evaluative statements that specify what is to be assessed and the required level of performance
• Qualification – is a cluster of units of competencies that meets job roles and is significant in the workplace. It is also a certification awarded to a person on successful completion of a course in recognition of having demonstrated competencies in an industry sector
• Range of Variables – describes the circumstances or context in which the work is to be performed
• Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s skills, knowledge and attitudes gained from life and work experiences outside registered training programs
• Resource Implications – refers to the resources needed for the successful performance of the work activity described in the unit of competency. It includes work environment and conditions, materials, tools and equipment
• Basic Competencies – are the skills and knowledge that everyone needs for work
• Training Regulations (TR) – refers to the document promulgated and issued by TESDA consisting of competency standards, national qualifications and training guidelines for specific sectors/occupations. The TR serves as basis for establishment of qualification and certification under the PTQF. It also serves as guide for development of competency-based curricula and instructional materials including registration of TVET programs offered by TVET providers
• Required Knowledge – refers to the competency that involves in applying knowledge to perform work activities. It includes specific knowledge that is essential to the performance of the competency
• Required Skills – refers to the list of the skills needed to achieve the elements and performance criteria in the unit of competency. It includes generic and industry specific skills
• Unit of Competency – is a component of the competency standards stating a specific key function or role in a particular job or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF

SECTOR SPECIFIC

• Algorithm – is a type of effective method in which a list of well-defined instructions for completing a task will, when given an initial state, proceed through a well-defined series of successive states, eventually terminating in an end-state. The transition from one state to the next is not necessarily deterministic; some algorithms, known as probabilistic algorithms, incorporate randomness.
• Artificial intelligence programmer – develops the logic the game uses to carry out a large number of actions. An AI programmer may program pathfinding, strategy and enemy tactic systems. This is one of the most challenging aspects of game programming and its sophistication is developing rapidly.
• Browser – a software package that provides the user interface for accessing Internet, intranet and extranet Web sites.
• Compiler – is a computer program (or set of programs) that translates text written in a computer language (the source language) into another computer language (the target language). The original sequence is usually called the source code and the output called object code. Commonly the output has a form suitable for processing by other programs (e.g., a linker), but it may be a human-readable text file.
• Computer – a device that has the ability to accept data; internally store and execute a program of instructions; perform mathematical, logical, and manipulative operations on data; and report the results.
• Computer Terminal – any input/output device connected by telecommunications links to a computer.
• Data – objective measurements of the attributes (characteristics) of entities such as people, places, things, and events.
• Documentation – a collection of documents or information.
• Eclipse – is an integrated development environment (IDE) written primarily in Java. The initial codebase originated from Visual Age. In its default form it is meant for Java developers, consisting of the Java Development Tools (JDT). Users can extend its capabilities by installing plug-ins written for the Eclipse software framework, such as development toolkits for other programming languages, and can write and contribute their own plug-in modules.
• Edit – to modify the form or format of data
• Encryption – to scramble data or convert it, prior to transmission, to a secret code that masks the meaning of he data to unauthorized recipients.
• End user – anyone who uses an information system or the information it produces.
• Ergonomics – the science and technology emphasizing the safety, comfort, and ease of use of human-operated machines. The goal of ergonomics is to produce systems that are user-friendly: safe, comfortable and easy to use.
• Flash – can manipulate vector and raster graphics and supports bi-directional streaming of audio and video. It contains a scripting language called ActionScript. It is available in most common web browsers and some mobile phones and other electronic devices (using Flash Lite). Several software products, systems, and devices are able to create or display Flash, including the Adobe Flash Player. The Adobe Flash Professional multimedia authoring program is used to create content for the Adobe Engagement Platform, such as web applications, games and movies, and content for mobile phones and other embedded devices.
• Game programming – a subset of game development, is the programming of computer, console or arcade games. Though often engaged in by professional game programmers, many novices may program games as a hobby.
• Game loop – the key component of any game, from a programming standpoint. The game loop allows the game to run smoothly regardless of a user’s input or lack thereof.
• Game programmer – is a programmer who primarily develops video games or related software (such as game development tools). Game programming has many specialized disciplines; practitioners of any may regard themselves as “game programmers”. A game programmer should not be confused with a game designer; many designers are also programmers, but not all are, and it is rare for one person to serve both roles in modern professional games
• Graphics programmer – historically, this title usually belonged to a programmer who developed specialized blitter algorithms and clever optimizations for 2D graphics. Today, however, it is almost exclusively applied to programmers who specialize in developing and modifying complex 3D graphic renderers. Some 2D graphics skills have just recently become useful again, though, for developing games for the new generation of cell phones, PDAs and handheld game consoles. A 3D graphics programmer must have a firm grasp on advanced mathematical concepts such as vector and matrix math, quaternions and linear algebra.
• Game physics programmer – is dedicated to developing the physics a game will employ. Typically, a game will only simulate a few aspects of real-world physics. For example, a space game may need simulated gravity, but would not have any need for simulating water viscosity.
  20. Gameplay programmer – Though all programmers add to the content and experience that a game provides, a gameplay programmer focuses more on a game’s strategy and the “feel” of a game. This is usually not a separate discipline, as what this programmer does usually differs from game to game, and they will inevitably be involved with more specialized areas of the game’s development such as graphics or sound.
• Information – data placed in a meaningful and useful context for an end user.
• Information and Communication Technology (ICT) – refers to technologies associated
  with the transmission and exchange of data in the form of sound, text, visual images, signals or any combination of those forms through the use of digital technology. It encompasses such services as telecommunications, posts, multimedia, electronic commerce, broadcasting, and information technology.
• Integrated development environment (IDE) – is a software application that provides comprehensive facilities to computer programmers for software development. An IDE normally consists of a source code editor, a compiler and/or interpreter, build automation tools, and (usually) a debugger. Typically an IDE is dedicated to a specific programming language, so as to provide a feature set which most closely matches the programming paradigms of the language. However, some multiple-language IDEs are in use, such as Eclipse, ActiveState Komodo, recent versions of NetBeans, and Microsoft Visual Studio.
• Key frame – is a single still image in an animated sequence that occurs at an important point in that sequence; key frames are defined throughout an animated sequence, in order to define pivotal points of motion before the frames in between are drawn or otherwise created to “tween” the motion between the two key frames.
• Local Area Network (LAN) – a communications network that typically connects computers, terminals, and other computerized devices within a limited physical area such as an office, building, manufacturing plant and other work sites.
• Microsoft DirectX – is a collection of application programming interfaces (APIs) for handling tasks related to multimedia, especially game programming and video, on Microsoft platforms.
• Object code – or an object file, is the representation of code that a compiler or assembler generates by processing a source code file. Object files contain compact code, often called “binaries”. A linker is typically used to generate an executable or library by linking object files together. The only essential element in an object file is machine code (code directly executed by a computer’s CPU). Object files for embedded systems might contain nothing but machine code. However, object files often also contain data for use by the code at runtime, relocation information, program symbols (names of variables and functions) for linking and/or debugging purposes, and other debugging information.
• Outsourcing – turning over all or part of an organization’s information systems operation to outside contractors, known as systems integrators or facilities management companies.
• Quality Assurance – methods for ensuring that information systems are free from errors and fraud and provide information products of high quality.
•  Production. During production, programmers churn out a great deal of source code to create the game described in the game’s design document. Along the way, the design document is modified to meet limitations or expanded to exploit new features. The design document is very much a “living document” much of whose life is dictated by programmer’s schedules, talent and resourcefulness.
• Prototyping – Writing prototypes of gameplay ideas and features is an important activity that allows programmers and game designers to experiment with different algorithms and usability scenarios for a game. A great deal of prototyping may take place during preproduction before the design document is complete and may, in fact, help determine what features the design specifies. Prototyping may also take place during active development to test new ideas as the game emerges.
• Simulation – the process of imitating a real phenomenon with a set of mathematical formulas. Advanced computer programs can simulate weather conditions, chemical reactions, atomic reactions, even biological processes.
• Software – computer programs and procedures concerned with the operation of an information system.
• Sound programmer – Not always a separate discipline, sound programming has been a mainstay of game programming since the days of Pong. Most games make use of audio, and many have a full musical score. Computer audio games eschew graphics altogether and use sound as their primary feedback mechanism.
• Source code – is the collection of files needed to convert from human-readable form to some kind of computer-executable form. The source code may be converted into an executable file by a compiler, or executed on the fly from the human readable form with the aid of an interpreter.
• Standards – measures of performance developed to evaluate the progress of a system toward its objectives
• System – an assembly of methods, procedures, or techniques unified by regulated interaction to form an organized whole
• Vector – is a line or a movement defined by end-points or, essentially, the distance between point A and point B. Vectors can be used to calculate animated motion mathematically instead of through the use of manual key frames; vectors can also be used to define computer-animated shapes.
• Video game – is a game that involves interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred to a raster display device. However, with the popular use of the term “video game”, it now implies any type of display device. The electronic systems used to play video games are known as platforms; examples of these are personal computers and video game consoles. These platforms are broad in range, from large computers to small handheld devices. Specialized video games such as arcade games, while previously common, have gradually declined in use.
• User- friendly – a characteristic of human-operated equipment and systems that makes them safe, comfortable, and easy to use.