Digital Game Design (M.Des.)

The digital game design discipline combines inputs from computing, fine arts and social and cognitive sciences with an emphasis on developing students’ communication skills, teamwork and creative thinking skills. 

The programme focuses on developing skills in the areas of digital media, digital arts, history and theory of games/gaming, 2d and 3d graphics, simulation and modelling, storytelling and narrative architecture. 

Students get inputs from professional game designers, artists and other professionals for exposure in current best practices in the domain, including on-line, educational, strategy and internet-based multi-player games. It further provides inputs in the areas of digital rendering, writing, music and sound production and user-interface design. 

The programme also provides inputs on game monetisation and design research. Students explore how game design studios operate and explore business models prevalent in the gaming industry along with the contribution of independent developers/designers towards the industry.

Curriculum Objectives

• The broader objectives of education programmes at NID, both at Undergraduate and Postgraduate stream are listed here. The education programmes under each discipline are designed to meet these objectives so that students are able to progress through their courses in an integrated manner.
• The curriculum should generate the scope for opportunities to integrate experiential and explorative learning in order to understand and achieve a high degree of creative innovation and quality.
• A flexible framework for student-centered learning, whereby courses and assignments are able to harness the potential each student has in terms of creative expression and multi-dimensional learning.
• Each programme must provide the opportunity to identify, plan and achieve learning goals through an understanding of cultural, social and technological developments in the context of historical, contemporary and individual concerns.
• The objective, learning value and standard for each course are predetermined, but the context and relevance is repositioned by the faculty depending on the changing realities of the design profession and the level of professional competence achieved and demonstrated by the each group of students.
• To provide interdisciplinary and progressive knowledge of design but with a focused understanding of an area of specialisation suited to the professional design practice.
• There should be ample opportunity to develop innovative and exploratory thinking, necessary technical skills and the ability to locate individual design approaches within the appropriate professional context.
• To enable the students to develop a sense of social and professional commitments. They must learn to own the responsibility for their professional decisions.
• The ability to develop critical, analytical, speculative and reflective problem-solving skills in an integrated manner. To understand the scenario cum user based and culture centric approach of design.
• To provide thorough understanding of technical, managerial and design fundamentals along with a strong exposure to real life situations so that they are able to experience how the intellectual, creative and other skills acquired could be adopted to benefit the user, society and industry.