This study explores video game project proposals within a higher education video game course, employing a One-Sheet Document framework provided by instructors to identify the types of video games envisioned by students during the game idea formulation process. This analysis aims to uncover the preferences of students’ proposals in game development, within the test subjects, and their possible implications for game design education. The methodology section outlines the structure of the used One-Sheet Document framework, research objectives, and guidelines given to students. Results analysis yields insights into the distribution of dimensions, perspectives, genres, and keywords in students’ pitches. The discussion section extrapolates key findings and implications from seven years of pedagogical experience while using this framework, enriching understanding of game design education dynamics, which can be leveraged by educators, scholars, and industry professionals to refine curriculum design and cultivate a more engaging learning environment for the next generation of game developers.