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Session Overview
Introduction
Game design process
ORIENT using games to make learning fun changing the way we play games
Your turn
Us
Lynne Hall Marc Hall John Hodgson Joanne Richardson
ENTICE School of Computing and Technology
http://www.cat.sunderland.ac.uk/
Digital World
Complex digital world Digital natives and the digitally eloquent
Input from cinema Cuts, montage, flashbacks
Input from interaction Engagement, entertainment, persistence
Evolving literacy Being able to read and write in emerging forms of
media Digital life
Production as well as consumption Learning, extending, sharing
Game Environments
Lots of video games in contemporary society Realism-based simulations
Contemporary car racing games Business simulations Sports, combat and civilization development
Abstract simulations Adventure and fantasy – Role playing games Space battle games
Puzzles Tetris Traditional table top games (e.g. Scrabble, Cards)
What do you like about your favourite games?
Reward Immersion Competition Escape Challenge Relaxation Excitement Intellectual stimulation Accomplishment Variety
Entertainment Control Humour Role playing Social interaction Discovery Aesthetics Creation Advancement
What do you dislike about games?
Punishment Tedium Inconsistency Presentation glitches Boredom Frustration Interruption Crashes Eyestrain Wrist fatigue Poor acting/plot
Characteristics of a Good Game
Easy to start, tough to master
Intuitive controls – easy to do it
Balanced difficulty ramping
Gradual learning curve
If it isn’t fun, it won’t be played…
Educational Computer Games
1,000s of educational software titles Cater for specific age groups Usually follow the main stages of the curriculum Can be not fun at all! Some games that are fun and can help learning
Zoombinis Some examples of fun games that can be used for
learning
Zoombini’s Logical Journey
Teaching maths to 4-8 year olds
Puzzles within a games world
Effective learning whilst having fun
Makes maths accessible and understandable
Fun to play Doesn’t feel like learning
Using games to learn
Business simulations Combat training
Wargaming scenarios MarineDoom
Learning to fly / drive Flight simulation Rubens Barichello –
practices using F1 driving games
Simulation
The Sims (EA) Simulation of life Manipulation of
characters, events and culture
Allows exploration of alternative approaches
Social creativity
Strategy
Age of Empires (Microsoft) Decision making Responding to diverse
conditions Use of resources Defence & attack Building empires
Story / Quest
The Settlers 4 (Bluebyte) Identifying resources
needed for survival, subsistence and success
Understanding of basic building blocks of societal development
Puzzle
Rollercoaster Tycoon (Atari) Design Aesthetics Resourcing Issues Finance versus fun Marketing
RPG / Action
World of Warcraft (Blizzard) Active participation in
stories Problem solving
involving complex puzzles
Collaboration Goal-oriented activity
Case Study: RunescapeGames can be good for you!
3 year study Positive results
Teaches valuable skills Requires collaboration Mirrors real world aspects Work-related learning
Prof. David Buckingham, of London University's Institute for Education: “computer games should be taught at school, because they are as much a part of modern literacy as reading and writing”
Games as a career?
Many jobs Huge sector Many different skills
Writer Programmer Graphic designer Animator
Many opportunities
Ideas (Writer)
Very first ideas about what the game will be. Action? Strategy? Life-like? Sports … …
Modelling/Texturing (Graphic Designer)
Levels and Characters modelled in 3D Pictures put on the models to make them more
detailed.
Testing
Testers play the game Look for problems (bugs) Make sure the game isn’t too easy or too hard
ORIENT
Meant to make learning about friendship fun… Issue: How to use a game to learn about PSHE
and citizenship To help teenagers learn and use friendship
strategies for aiding refugee and immigrant children into becoming part of the class / school
Uses 3D characters and sets
What’s it for?
Purpose of Game: It’s to teach children ways to help people fit in to a
group.
Audience: It is for teenagers about your age.
Game Overview
What mini-game will involve? What will the users have to do? What will the characters do in the game? What sets do you need? What props?
Game Purpose
What is the point of what the user is doing? How will they succeed? What are the fail conditions?
Game Outline
Game as a cartoon strip (Storyboard) Main events (Mind Mapping) Possible event outcomes What is meant to happen What is start event (How will it start?) What is end event (How does it end?)
Storyboards
Just like a comic strip Frames depicting
How will the users interact What is the activity and purpose in the
application What can the children do with the
application Add notes if you need to
Creating storyboards
A4 paper is your screen – you can draw and stick
But it can become “alive” if you want Role-play Acting out what the user would be doing Becoming part of the game
Choose a culture
CogsLive a cerebral life, with the village resembling a giant library containing meeting rooms and coffee shops. They love to form committees and
place the acquisition of knowledge over anything. Mechs
Live in the middle of the polar region of the planet, living in densely packed multi story apartments. The Mechs believe in moving forward in life through production and love to build various objects.
SpritesLive in a region of the planet that has a dense covering of forest, living in tree houses in balance with the environment. The Sprites believe in an environmentally conscious approach to life, with technology based upon sustainability.
In your Groups (max 4):
5/10 min Mind Mapping Game Ideas
Create a Storyboard (comic strip) Model the characters/props Design some sets (where does it happen and
what does it look like) Who is going to present your idea (all of you or
just one?)
Games design
How did you think games were designed? Did you enjoy these approaches? Have you learnt anything? What did you enjoy most?
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