Abstract
will play it and under what circumstances—is not clearly defined, it becomes difficult to maintain learners’
motivation and for instructors to provide essential and meaningful feedback. This paper examines the impact of clearly
defining real-world use as the production goal on learning experiences and outcomes. The study is based on practical cases
from an in-house new employee training program at the author’s company, as well as an industry–academia collaborative
course conducted at Vantan Game Academy Tokyo, Nakamura Seminar (six sessions, June 2025–January 2026).
By setting concrete goals—such as games actually played during a company trip or game concepts designed for permanent
exhibition in a resort hotel—production constraints, evaluation criteria, and feedback became more explicit. As a result,
learners demonstrated greater initiative and produced higher-quality works. Post-class questionnaire results also indicated a
high level of satisfaction. These findings suggest that this approach can function as an effective design pattern for game
production education.
