Game Development for Diverse Academic Backgrounds: Designing an Inclusive Pedagogy

This study examines the design and delivery of an undergraduate Game Design elective tailored for students from non-computing disciplines. Conducted over three years in three editions of the same course, this study involves 215 students, 4 teaching staff members, and 9 teaching assistants. We outline the pedagogical approach adopted to support learners with limited technical backgrounds and describe the key learning activities implemented throughout the course. We present data on student perceptions and engagement, highlighting both successes and areas for improvement.