Florida Department of Education
Curriculum Framework 

Program Title:	Virtual & Augmented Reality Technologies
Career Cluster:	Information Technology

CCC	
CIP Number	0550041118	
Program Type	College Credit Certificate (CCC)	
Program Length	19 credit hours	
CTSO	PBL	
SOC Codes (all applicable) 	Please see the CIP to SOC Crosswalk at the link below.	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose

This certificate program is part of the Game Development Design AS degree program (1550041100).

A College Credit Certificate consists of a program of instruction of less than sixty (60) credits of college-level courses, which is part of an AS or AAS degree program and prepares students for entry into employment (Rule 6A-14.030, F.A.C.).

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Information Technology career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Information Technology career cluster. 

The content includes but is not limited to stereoscopic image acquisition, game engines and their uses, basic techniques for creating interactive applications and how these techniques can be used for Virtual Reality (VR) and Augmented Reality (AR) projects.  It mixes together knowledge from a variety of correlated topics, including computer graphics, tracking systems, and perceptual psychology. It targets the key areas of augmented reality (AR) and how to enhance real life objects and environments with digitally generated image overlays. Practical experiences in simulation conceptualization, design, development methodologies, essential programming techniques, Science, Computer Programming, Math, 2D and 3D development are embedded throughout the program to emphasize the relationship between these areas and the field of immersive technologies.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Identify the tools used in game development.
02.0	Create simple 3D game environments.
03.0	Develop VR/AR Games.
04.0	Demonstrate an understanding of Game Systems.

Florida Department of Education
Student Performance Standards

Program Title:	Virtual and Augmented Reality Technologies
CIP Number:		0550041118
Program Length:	19 credit hours
	 
This certificate program is part of the Game Development Design AS degree program (1550041100). At the completion of this program, the student will be able to:	
01.0	Identify the tools used in game development.  The student will be able to:	
01.01	Identify different computer programming languages used for game development.	
01.02	Review different development environments for game development.	
02.0	Create simple 3D game environments.  The student will be able to:	
02.01	Reproduce simple objects in different coordinate systems.	
02.02	Manipulate screen coordinates to create new game levels.	
02.03	Convert and export objects and levels between different 3D environments.	
02.04	Create simple shapes and structures that can be exported to games or game editors.	
02.05	Modify an existing level in a game using editing tools.	
02.06	Create a level that can be ported to an existing game engine or editor.	
02.07	Create conditional statements and loops for games.	
02.08	Modify sprites to add simple motion to games.	
02.09	Develop a simple 2D side scrolling game using a game development software kit.	
03.0	Develop VR/AR Games. The student will be able to:	
03.01	Examine the origins, history, and future of VR/AR applications for games.	
03.02	Recognize the key milestones in the evolution of Virtual Reality and Augmented Reality.	
03.03	Discuss the advantages and disadvantages of VR/AR applications.	
03.04	Recognize the hardware used to acquire and display VR/AR content	
03.05	Explain the protocols, principals, and techniques that are necessary to design VR/AR games to work on different platforms	
03.06	Evaluate a variety of VR/AR game development topics, including basic game design, layout, and controls.	
03.07	Identify the best-case and worst-case scenarios when producing VR/AR applications	
03.08	Examine the process of how VR/AR applications are designed for a specific end user.	
03.09	Conduct a project management process to complete the development of a VR/AR application	
03.10	Discuss issues of quality assurance, detect application errors, bug fixes, and overall application improvement.	
03.11	Use a game engine to create a cross-platform VR/AR application.	
03.12	Researching different VR/AR platforms.	
03.13	Develop the basics of 3D graphics, how to create objects, and how to lay them out to create a VR/AR environment.	
03.14	Identify devices that can be used to experience VR/AR	
03.15	Identify the key differences between VR/AR.	
03.16	Evaluate why VR is now more successful than it was during its initial conception.	
04.0	Demonstrate an understanding of Game Systems. The student will be able to:	
04.01	Explain the different types of game systems and their effect on gameplay. 	
04.02	Explain the importance of balance in systems.	
04.03	Explain the importance of the metagame to elder players and how balance can be broken over the short term to create better metagaming experiences over the long term	
04.04	Identify the differences between game parameters, rules, and content. 	
04.05	Identify the monetization strategies available for mobile games.	
04.06	Explain how to design for mobile resolutions, touch screen and mobile form factors	
04.07	Explain player progression and game state management in mobile games.	
04.08	Explain the different roles of probability within game systems and why it is in the best interest of the designer to be able to predict the outcomes of player actions.	
04.09	Explain common fallacies associated with probability in games, with a special emphasis on the fallacy of equipartition.	
04.10	Explain independent and related events in probability, and conditional probability.	
04.11	Explain the game core loops and how systems are related to the greater play experience. 	
04.12	Identify different types of systems that exist in games and discussing how these systems affect each other.	
04.13	Identify data from systems and discuss how data can be used to inform balancing and future design.	
04.14	Explain contemporary techniques to use external game analytic APIs to measure pleasure progress and validate game design choices	
04.15	Explain the relationship between balancing parts and balanced game mechanics.	
04.16	Model a game system using probability and discussing the likelihood events will occur given certain conditions.	
04.17	Test systems with a significant sample and verifying that systems behaviors are predictable.	
04.18	Collect data and discussing the results.	
04.19	Create workbooks of spreadsheets that model systems.	
04.20	Develop spreadsheets with scripts that allow a user to predict the outcome of a system given certain player actions.	
04.21	Test and balance their system models.	
04.22	Explain how the creation of iterative prototypes aid in validating gameplay design choices.	
04.23	Explain how mechanics can be used to tell a story in games and the “do, don’t show” principle of game storytelling. 	
04.24	Explain cussing an interest curve in games and how mechanics can be used to maintain interest over time as well as how these concepts fit in with different storytelling models.	
04.25	Analyze an existing game and discussing how mechanics and systems could be used to tell the story more effectively through player action.	
04.26	Discuss player progressions and immersion in games and how these concepts relate to mechanics and systems.	
04.27	Modify an existing design document to incorporate balanced mechanics that add to gameplay. 	
04.28	Develop system documentation for a game design document.	
04.29	Reference systems documentation effectively and using models to justify game design choices.	
04.30	Create technical documentation that gives developer’s insight into their systems design (such as relevant equations and interrelationships) so that systems can be effectively developed.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Career and Technical Student Organization (CTSO)

Phi Beta Lambda (PBL) is the co-curricular career and technical student organization(s) providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.