Some of Joshua Vaters’ fondest childhood memories are of playing video games at home in Sudbury with his grandmother.
The digital hobby had always been a part of his life growing up, and when it came time to decide on a future career, he had game design in mind.
“I’ve always wanted to take game design, right out of the gate,” Vaters said.
“Video games have always made me very happy, so I’ve always wanted to make games to make other people feel the same way.”
But by the time he was ready to attend college, the only program available was through a school in Toronto.
With a young daughter to care for, it just wasn’t feasible to enroll in a program four hours away, uprooting her family so she could follow her dream, Vaters said. Instead, he went to work.
Vaters trained as a professional rubber lining and conveyor belt technician, developing a niche skill set over the past decade that has him in demand at mines and aggregate pits across the city.
But that all changed last summer when he received an email from Cambrian College announcing its new game design program.
He instantly saw it as an opportunity to take back the opportunity that had passed him by so many years before.
“I said, ‘This is it; this is the time. I can’t live my life (thinking) ‘What if?’ So I have to try it.”
Vaters is now one of the inaugural cohort of the university’s game design program, which began in September 2021.
Throughout the four-semester course, students learn about game design theory, game creation, application and production, and the use of augmented reality (AR) and virtual reality (VR).
Thirty-five students signed up for their first enrollment, a strong response to a new year, said program coordinator Aaron Langille, an experienced computer programmer and lifelong video game lover.
Many students are drawn to the program because it’s just plain fun, he noted.
But in an industry that, by 2021, will generate an estimated $4.3 billion in Canada, video game design is also attracting attention for the great possibilities it presents.
“I don’t have to work hard to sell people on the idea of game design,” Langille said.
“It’s something that’s starting to come so naturally to people, because there’s been such a huge shift in not only the size of the gaming industry, but the perception of gaming as a valid thing.”
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While many students may dream of designing their own Minecraft or Call of Duty, the game design principles they learn in the program can easily be applied elsewhere, Langille said. This includes the video game’s non-digital predecessor: board games.
Gamification (inserting game-like aspects into other applications) is a big trend in the corporate world right now, with many companies using gamification tactics to make information or services more engaging for users.
“How do we involve people? How do we keep your interest? How do we tell interesting stories about things that might not be inherently interesting? said Langille.
“All of these skills, we try to do our best in game design courses to say that you can use them in these cases as well.”
An example might be a company incentive program that encourages employees to meet their productivity quotas, he noted. Another is education; if an organization turns learning new information into a game, it instantly becomes more exciting and engaging.
Universities, industry and other employers are also using virtual reality and augmented reality in their training modules to give students a simulation of the scenarios they might encounter in their work.
For example, a common core student might put on goggles and immerse themselves in a virtual reality tour of a working mine before setting foot underground.
All this advanced technology requires someone to design, build and implement it.
“Gaming is at the intersection of so many types of media, and so many creativity-based endeavors and so many technical endeavors, that it’s impossible not to be learning transferable skills while learning game design,” Langille said.
“So I’d like to think we’re opening a world of doors for our students. Even if they’re just thinking about game design, there’s so many places they could go after they’re done.”
Sudbury is already home to a small, young community of designers working in the industry, and Langille predicts it will grow even more in the coming years.
As the COVID-19 pandemic marks, geographic location is no longer a barrier to work in many industries, including game design.
He believes it is very feasible for designers in Sudbury, or elsewhere in Northern Ontario, to collaborate with counterparts around the world.
“I think Northern Ontario is ready, and I think it’s going to be great to start seeing students come from all over to be a part of this,” Langille said.
“There’s no reason why we can’t be a hub for people in Toronto who also want to connect with us. We have as good ideas as anyone else, there’s no question about that. I see it from my students and I see it from the people I meet.”
Joshua Vaters still has another year to go before he’s ready to enter the industry, but the course so far has been eye-opening.
Although he had been a fan of video games, he hadn’t done much programming, and he said it’s been a welcome challenge to balance the creative and coding aspects of the job.
Last summer, he had first-hand experience of both after landing a coveted job at NORCAT, working with the innovation center’s technical team on various projects, including the design of a RV intended to train new electricians in fire safety.
After graduation, he hopes to find work with a local company where he can continue to hone his skills in the industry that has held a lifelong fascination.
When asked if it was worth making such a big change in his life, there is no doubt.
“Oh, definitely,” Vaters said. “I am much happier and I am enjoying it very much. It’s really good.”