Random Tidbits from GDC 2008 for Students

To add to my notes from last year, here are some random bits of conversations I had this year that students may find interesting:

• Game projects that actually solve a social problem rather than merely being fun will get you more press, because most student game projects don't have any practical value to the player. If you provide some, you will stand out. Note that in the case of a game that raises awareness of an issue, the call to action can be the reward for beating the game!


• Evaluate lots of game authoring tools, from Game Maker to DarkBasic to Torque. Reviews listing the strengths and limitations of each would make for an excellent post on your blog if you have one, and could be of great help to professors who might be considering some or all of them but who have no time to evaluate them. This will also give you great practice at getting up to speed with a new tool, something you will probably have to do from time to time in the industry.


• If you go to GDC, don't drink. I know there are tons of great parties with open bars, but just don't do it. Think: how much did you pay to go to GDC? Probably $1000 or more. How many free drinks would you need in order to make the cost worthwhile? Too many. So, use your time at parties productively: network, meet people, find out who's hiring. Once you have a full-time job, you can buy your own drinks.


• Tip from Brenda: a great way to get promoted at a game company is to find a stressed-out lead and ask what you can do to help. This is also a great way to get noticed as a student if you find a stressed-out professor who used to work in industry.

I also found some interesting advice specific to student game projects, courtesy of the games that won this year's IGF Student Showcase:

• For student projects, keeping the scope small and focused should be your number one priority. Nearly all of the student IGF winners this year only showcase a single game mechanic; then they build the entire game to support it. If your proposed game is large enough that it requires the inclusion of mini-games, it is too big for you to finish. If your proposed student project is a mini-game, you're probably on the right track.


• You can make a better student project if you learn and use good tools. This year's IGF students used a wide variety of tools: Anim8or, Photoshop, Cubase LE, XNA, Adventure Game Studio, Aftereffects, Source, Visual Studio, 3DSMax, SVN, MS Project, Excel, Panda 3D, Python... you name it. These can save huge amounts of time. Learn at least a few of them early on in your college career, so you'll have the time to use them on projects during your final year.


• Rapid prototyping with iteration is your best friend. If you can't have your student game project up and running in some form in a week or two, it's too big. Use a steady stream of testers who have never played your game before, and keep modifying to make the new-player experience as solid as possible.


• If at all possible, work on team projects rather than working alone. The game industry really cares about whether you can fit in to a team, and if you can only create projects on your own it will be much more difficult for you to get hired... no matter how brilliant your projects are.


• Enter your project in lots of competitions. Many students reported that the pressure of competition forced them to keep their scope small and their quality high while still making regular progress.


• When coming up with a name for your game, make it something pronouncable. It just annoys people when they have to say "Narbacular" or "Poesysteme" or "Synaestheste"...


• Make your game extensible. If your game ends up being really great, you may want to continue working on it after graduation to make it into a full, commercial game.


• If working on a project for a class, do as much preproduction work as possible before the semester begins. If your team enters the class already knowing what the concept is, you'll have that much more time for iteration.


• Some game concepts are not particularly challenging for programmers or artists. If you are working on one of those teams, you may be tempted to make things more complicated just so you can show off your skills. Don't do this. Do what's best for the game, not what's best for the developers.


• The best Producer for a student project is someone who's really good at details. When the game has a thousand small tasks (and reasons why half of them need to be there), it's great to have someone on your team who can keep track of all this stuff, and it's even better if that person is the producer.


• The best game designers for student projects aren't the ones with the best game design skills, but the best people skills. Game designers are going to be telling everyone else on the team what to do, and being able to order your peers around in a way that encourages buy-in and good feedback and communication is absolutely critical if you want stuff to get done. If your "best designer" is a programmer, he or she can still contribute to the design (and will happily do so).


• If you finish your student project and it's something you're happy with, consider incorporating as an LLC. It's cheap, it's easy, and it means you all now have a shipped title at a professional game studio.

GDC: Breaking In to Academia notes

This year at GDC, I hosted a roundtable entitled Breaking In to Academia. Brenda has been kind enough to post notes of the session, for anyone in the industry who might be curious what it's like to teach (or anyone in academia who would like some additional insight on the mindset of those in industry who would like to teach).

At GDC, students are Pikmin

If you've never played the game, Pikmin are these strange little creatures that follow you around and follow your orders. Among game professors here at GDC, to Pikmin is now a verb, referring to the act of a student following the professor around everywhere in the hopes of being introduced to some cool industry people (instead of just networking and finding people themselves). My thanks to Brenda for introducing me to this amusing word.

There is an up side to this. The students that respect you will do pretty much anything you tell them. I could tell my students to form a human pyramid, and they'd probably do it. If I were a little more playful than I actually am, I could probably have a lot of fun with this.

In reality, it means that I can coordinate with students. This year there are some time slots (I'm looking at you, Wed 2:30-3:30 and Fri 4:00-5:00) where they've got five or six really great sessions going on simultaneously. With seven students at the ready, I can coordinate things so that each session is covered by someone who takes notes, and we can all type them up and send them to each other later. This frees me up to go to the more obscure sessions, secure in knowing that I've got some spare eyes in the high-profile ones. It also frees up the students: if all of the sessions are taken care of, any excess students can hit the Career Pavillion at a time when they'll be practically the only ones there, which greatly helps their chances of being remembered.

In an ideal world, I'll also make sure the students are not just networking for themselves but for each other. As an example, suppose one of my students is a brilliant game designer, and another student is looking to be an environmental artist. If the designer finds a company looking for environment artists, instead of just saying "sorry, not interested" they can add "...but, I know someone who would be perfect for this, can I give them your card?"

Is this what leveling up feels like?

Last night was the first time at GDC when someone walked up to me, called me by name, was clearly happy to see me again... and I absolutely didn't recognize this person at all. So, I'm apparently part of a community that's larger than my close circle of personal friends, and they know who I am. It's a bit scary.

GDC: When it rains, it pours

From zero speaking engagements for the past two years, to two of them this year. I'm also on a panel ("Industry Veterans as Educators") at the Education SIG Summit.

I swear, leaving the industry was the best thing that ever happened to my game development career. Oh, the irony.

Speaking at GDC

In news that I'm sure will be completely unsurprising to any who read this blog, I'll be holding a roundtable entitled Breaking In to Academia. Session info is here.

This is a huge honor for me. Five years ago, if you'd asked me how I would know when I finally "made it" in the industry, I'd have said "when I'm a speaker at GDC." Ironically, I get my 15 minutes of fame after I stop working full-time in the industry (arguably, I get my 15 minutes because I left the industry). Life is strange that way, sometimes.

Anyway, I hope I'll get to see at least a few of you there.