Lesson Sequence -Xbox 360 ControllerKODU IN THE CLASSROOM   Adapted for the UK from the Kodu Classroom Kit for Educators
ContentsKodu in the Classroom: Xbox 360 Controller������������������������������������������������������������������������...
Kodu in the Classroom: Xbox 360 ControllerWelcome to the UK Xbox 360 Controller version of Kodu in the Classroom.This reso...
Teaching with Kodu                                                                           About the DevelopersThis reso...
Kodu in the ClassroomSuggested Learning SequenceSession 1	    Navigating, Intro to Programming Concepts, Adding ObjectsSes...
Session 1: Basic Navigation and Kodu PrinciplesWhen finished, students will be able to:CC Navigate the Kodu macro environm...
During the exercise consider the following options that Kudu can respond to:CC Forward and backward.CC North, South, East,...
Introducing Navigation and the Kodu Main PageBefore having the students log on to Kodu, it is useful to quickly walk them ...
Program will bring up the code menu. Read the code together and ask if they see these behaviours inthe code for both the K...
Student Group Activity 1: Eating ApplesObjectives: Add objects, change colour, select objects, createsequential programmes...
Session 2: Creating a LandscapeWhen finished, students will be able to:CC Change and create a Kodu environment.CC Use tile...
CC Creating hills and valleys; using the smoothing feature: Select the raise/lower icon from the Toolbar.   Again, using t...
Getting an overview of the game worldWhile students are building their worlds, they may find it difficult to see what they...
Student Team Activity 2Objectives: Create land with texture, add water, trees, rocks etc.Making LandscapeDirections: We ju...
Session 3: Using the Controller to MoveCharacters, Create Paths and Set BehavioursWhen finished, students will be able to:...
The idea of a ‘path’ will most likely be new to the students. Show them the height of the path can beraised and lowered by...
Student Sheet Activity 3: ObjectBehaviour and PathsObjectives: Students move characters using the keyboard and on their ow...
Session 4: Starting Unique Stories andCharactersWhen finished, students will be able to:CC Create a protagonist (user-cont...
The Plot of the story:Exposition 	Ask the students about the story before the game. How is the story set up? How and      ...
Student Sheet Activity 4: Characters and PlotObjectives: Add characters, brainstorm and perhapsbegin implementing a plot s...
Challenge ActivityGive a character a way to speak through a dialogue box. These are like the bubblesin cartoons in which c...
Name:						Directions: Complete the following questions and then hand in your thoughts.Setting (what does the landscape lo...
Session 5: Strategy, Mood and ToneWhen finished, students will be:CC Better at developing strategies within games.CC Bette...
Student Sheet Activity 5: Mood and ToneObjectives: Revise mood and tone based on strategy.Directions: In class you have be...
Session 6: Making Clones and Creatables		Students will be able to:CC Understand cloning and creatablesCC Creating a two or...
26
L     astly, add code to the “mother” blimp. Eg. Shoot blips at the jet when close by. Show the students    how this code ...
Student Activity 6 - Making Clonesand CreatablesObjectives: Make clones, understand the premise of creatables, and craft a...
Session 7: Changing Behaviours Using Pages,Establishing and Shifting Perspectives		Students will be able to:CC Understand ...
PagesThe stick directing the turtle to Koduwan is the first use of pages. Its use changes the state of stick fromclosed (P...
Camera ModeExplain that camera angles can be set from the Edit                 Camera ModesWorld screen or you can program...
Student Sheet Activity 7: Camera Anglesand Shifting BehaviourObjectives: Shift camera perspective, use close-by and far aw...
Session 8: Power-ups, Health and TimerStudents will be able to:CC Use timers, health monitors, and power-ups.In the games ...
TimerThe Timer can be used in a myriad of ways—beating the clock game scenarios to establish how longa character/player ei...
General PointsThe point systems of a game world can be as complex or simple as the user wants to make them.Character point...
Student Sheet Activity 8: Timers, Healthand Power-upsObjectives: Use timers, health monitors and power-ups.Directions: You...
Session 9: More on Scoring - Basics toCommunicationStudents will be able to:CC Use scoring in more complex ways.As you hav...
Student Sheet Activity 9 - Scoringand BehaviourObjectives: Use scoring to change a behaviour.Directions: Each member of yo...
Session 10 Kodu Finale: Student PresentationsStudent PresentationsThis entire session will be devoted to student presentat...
Advice on Safer Gaming                                           than adults to experience these seizures). The risk of   ...
KODU IN THE CLASSROOM   Adapted for the UK from the Kodu Classroom Kit for Educators         © and ℗ Microsoft UK Limited,...
KODU Game Lab: Lesson Sequence - 360 Controller
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KODU Game Lab: Lesson Sequence - 360 Controller

  1. 1. Lesson Sequence -Xbox 360 ControllerKODU IN THE CLASSROOM Adapted for the UK from the Kodu Classroom Kit for Educators
  2. 2. ContentsKodu in the Classroom: Xbox 360 Controller���������������������������������������������������������������������������������������������������������������������������������� 3 Teaching with Kodu������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 4Kodu in the Classroom Suggested Learning Sequence�������������������������������������������������������������������������������������������������� 5Session 1: Basic Navigation and Kodu Principles�������������������������������������������������������������������������������������������������������������������� 6 Student Group Activity 1: Eating Apples������������������������������������������������������������������������������������������������������������������������������������������ 10Session 2: Creating a Landscape ��������������������������������������������������������������������������������������������������������������������������������������������������������������� 11 Student Team Activity 2 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 14Session 3: Using the Controller to Move Characters,Create Paths and Set Behaviours���������������������������������������������������������������������������������������������������������������������������������������������������������������� 15 Student Sheet Activity 3: Object Behaviour and Paths��������������������������������������������������������������������������������������������������� 17Session 4: Starting Unique Stories and Characters���������������������������������������������������������������������������������������������������������� 18 Student Sheet Activity 4: Characters and Plot�������������������������������������������������������������������������������������������������������������������������� 20Session 5: Strategy, Mood and Tone������������������������������������������������������������������������������������������������������������������������������������������������������� 23 Student Sheet Activity 5: Mood and Tone ������������������������������������������������������������������������������������������������������������������������������������ 24Session 6: Making Clones and Creatables������������������������������������������������������������������������������������������������������������������������������������� 25 Student Activity 6 - Making Clones and Creatables����������������������������������������������������������������������������������������������������������� 28Session 7: Changing Behaviours Using Pages, Establishingand Shifting Perspectives��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 29 Student Sheet Activity 7: Camera Angles and Shifting Behaviour��������������������������������������������������������������������� 32Session 8: Power-ups, Health and Timer������������������������������������������������������������������������������������������������������������������������������������������ 33 Student Sheet Activity 8: Timers, Health and Power-ups�������������������������������������������������������������������������������������������� 36Session 9: More on Scoring - Basics to Communication������������������������������������������������������������������������������������������ 37 Student Sheet Activity 9 - Scoring and Behaviour��������������������������������������������������������������������������������������������������������������� 38Session 10 Kodu Finale: Student Presentations��������������������������������������������������������������������������������������������������������������������� 39 Student Presentations������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 39 2
  3. 3. Kodu in the Classroom: Xbox 360 ControllerWelcome to the UK Xbox 360 Controller version of Kodu in the Classroom.This resource is designed to help you use Kodu as part of a class, as part of an afterschool programme or to support learners who wish to discover and use Kodu at home.The aims of the resource are to get students using Kodu to gain an understanding of basic computerprogramming concepts and also to suggest ways that Kodu might be used to complement a moretraditional curriculum.The main goal of Kodu is to get students motivated about computer programming in a fun, easy to useenvironment, while at the same time getting them excited about potential careers in computer science byallowing them to create their own games.In the UK, we are keen to see more producers of digital content and not just consumers of digital content.Kodu offers an engaging way to start to build on these skills. After using Kodu for a short time, students will:CC Better understand the steps involved in creating a computer programme.CC Improve problem-solving skills, and foster problem-solving practices.CC Follow online and offline directions more fluidly.CC Learn to compose stories in an alternative format and through varying mediums.CC Implicitly practice maths through branching and scoring.CC Develop more positive attitudes towards computer programming.CC Create increasingly complex games thus showing a deeper understanding for complex coding sequences.CC Show evidence of perspective taking and empathy in game play.CC Collaboratively work to create innovative solutions.Kodu DescriptionThe user interface is the foundation of working with Kodu. The language is simple and entirely icon-based. Programmes are composed of pages, which are broken down into rules, which are further dividedinto conditions and actions. The Kodu language is designed specifically for game development andprovides specialised primitives (the nouns, adjectives, and verbs of the language) derived from gamingscenarios. Programmes are expressed in physical terms, using concepts like vision, hearing, and time tocontrol character behaviour. Kodu can express advanced game design concepts in a simple, direct, andintuitive manner. 3
  4. 4. Teaching with Kodu About the DevelopersThis resource has been developed to run as a sequence of Kodu was developed by a teamlessons using a combination of teacher/whole class input, student of research programmers atdiscovery and independent learning. Microsoft who are passionate about kids having fun and beingThe reality is, however, that teachers and students are welcome challenged as they learn how toto use and adapt this resource in any way that they think is programme.appropriate. For More InformationWe all learn in different ways, which means we need to teach and Visit http://research.microsoft.engage young people in different ways as well. com/en-us/projects/kodu/ for more information about Kodu and its developers.Problem Solving Culture through Collaboration Visit the Kodu blog to see what others say about Kodu orThe use of Kodu helps develop a problem-solving culture. While post your thoughts about theworking through the tasks and activities, young people should be programme.reminded that if they come up against a problem or barrier theyshould support each other collaboratively to help overcome it.A Culture of CritiqueThroughout any game design process, it is also important that we encourage young people to becritical of their own and other people’s work. This process must be honest, open and transparent. Mostimportantly, it must be ongoing throughout the game design process rather than being left to the endwhere it may be problematic to got back and make changes.One method to help develop this culture is to have students work in small groups, taking turns todiscuss each project’s intentions, challenges and successes while others in the group give warm andconstructive feedback. Another strategy might include regular whole class exhibitions or displays duringwhich students peruse the games at various stages in development and ask questions of other studentprojects. Experience shows that young people are not always good at giving constructive feedback, andsometime situations need to be modeled by teachers or older students.Reflective PracticeIt is also suggested that you and your students keep a journal, blog or ePortfolio about their work withKodu. This is an important part of the games design process and also provides you with evidence of thelearners’ journeys.Audience for Student WorkAudience is an important part of any learning and teaching methodology. A real or virtual exhibition ofstudent work can have a powerful impact on work ethic and achievement. 4
  5. 5. Kodu in the ClassroomSuggested Learning SequenceSession 1 Navigating, Intro to Programming Concepts, Adding ObjectsSession 2 Creating a LandscapeSession 3 Using a Controller to Move Characters, Create Paths and Set BehavioursSession 4 Making Clones and CreatablesSession 5 Starting Unique Stories and CharactersSession 6 Strategy, Mood and ToneSession 7 Changing Behaviours Using Pages, Establishing and Shifting PerspectivesSession 8 Power-Ups, Health, TimerSession 9 More on Scoring--Basics to CommunicationSession 10 Presenting Your Game 5
  6. 6. Session 1: Basic Navigation and Kodu PrinciplesWhen finished, students will be able to:CC Navigate the Kodu macro environment using an Xbox 360 controller.CC Understand the foundational principles of programming.CC Access the programming mode of Kodu, potentially adjusting simple code for a specific purpose.Warm up activity and introduction to programming skillsThis in-class physical simulation is fun and handy to get students thinking about some of the ideas ofwhat it is like to programme games in Kodu.Materials:CC 3 red apples (balls or some other coloured object will do)CC 2 green applesCC 1 bagCC 1 or 2 blind foldsInform the class that in Kodu they will need to:CC Select character(s) and make them behave and react in certain ways.CC Build an environment in which the characters operate.CC Fill that environment with objects that the characters either interact with or not.CC Create rules and reactions that allow the characters to function in the environment.Ask for a student volunteer to act as a Kodu character. Have the student sit in a chair in the middle ofthe room blindfolded. Then ask the other students how the room should be arranged to create a Koduenvironment. Tell them that you have 5 objects to place in the environment (three red apples, and twogreen). Place them in different spots in the room. Inform them that we need to direct our Kodu characterto find and pick up the apples. Note that every action must be outlined and described in detail.To help organise their “commands,” inform students that the character only listens to you, so they needto filter the commands. Ask for clarification and further detail if something is vague or difficult to enact.Depending on how energetic your students are, you may need to call on students to help with classroommanagement.Keep asking how, when and where questions. Feel free to remove the blindfold from the student if he orshe is prompted to see (this type of direction is referred to as a “command” in Kodu). 6
  7. 7. During the exercise consider the following options that Kudu can respond to:CC Forward and backward.CC North, South, East, West.CC Fast and slow.CC Jump and turn.CC Bump up against things.CC It can be programmed to move toward and away from certain objects.CC Kodu can see, hear, and distinguish colours.CC Kodu can express love, anger, sadness and craziness.CC Kodu can say things through text as well.CC Kodu can even wait at places.Things to Remember: All of these actions and reactions need to be programmed by the user. So, asyou take commands from the class, be sure to continually ask them how, when, why and where in orderto get increasingly detailed about the action.A typical scenario might be:Teacher: want Kodu to do something that involves these apples. Let’s try to just move our Kodu We to the apple and put it in his bag. What would be the first thing we would tell it to do?Student: Move to the apple?Teacher: How? Does he walk?Student: Yes, he walks.Teacher: Fast or slow?Student: Fast.Teacher: How does he know when? What prompts him to move?As the scenario transpires, it might be helpful to write the commands on the board so the class can easilyrecall them. Once a coherent set of commands are established, put your Kodu in motion. 7
  8. 8. Introducing Navigation and the Kodu Main PageBefore having the students log on to Kodu, it is useful to quickly walk them through the game creationenvironment. Here are some of the main navigation concepts in the game…Main Menu: This is the first screen you will see after loading Kodu. If you have played games before, thetop menu item will be ‘Resume’. Selecting this will reload the last world you had open and start playing(Play Mode). If you want to select a new game, you can Load World.Load Level Menu: Across the centre of screen is a list of saved worlds. You can scroll through the listusing the left and right shoulder on the controller. Select the world you are interested by pressing the Abutton. Although it is possible to create worlds from scratch, Kodu comes with a number of pre-builtworlds. These worlds come with land and may also include pre-programmed characters. In this lessonwe will start by modifying a pre-built world.Play Mode: Each world starts in the Play Mode. You can toggle between Play and Edit mode using theback button on your Xbox 360 Controller.Edit Mode: To enter into Edit Mode, you must press the back button. Edit Mode is where you willprobably be spending most of your time. You know you are in Edit Mode because you can see theToolbar at the bottom of your screen. Navigate through the Toolbar using your right and left trigger.Here you can create the landscape for your game world, populate it with bots and programme theirbehaviours.Home Menu: You can get here by pressing ‘Play’. The Home Menu will let you go back to the worldyou’re currently working with, save your current world and any changes you made, load another existingworld, start with a completely blank world or go back to the Main Menu.Games Design: Eating Apples - IntroTo echo the activity of moving and coding figures in the room, turn to Activity 1 Eating Apples level inKodu. Navigate to the level during class, and tell the students to take note of everything that is happeningon the screen. Select ‘Play’ to run the programme, and ask what they notice.CC Kodu eats the apples.CC Kodu moves from apple to apple.CC Kodu does not eat the green apple.CC The tree produces more apples and they pile up behind Kodu.Now, show the students the programme code that is running this set of behaviours—Kodu and the tree.The code can be read by pressing Esc when the game is launched.Next, select the Kodu icon from the Toolbar and hover the cursor over the object (Kodu or tree) of whichyou want to read the code. The object will brighten. Pick up an object using A and edit its programmewith Y . 8
  9. 9. Program will bring up the code menu. Read the code together and ask if they see these behaviours inthe code for both the Kodu and the tree. After reading the code, edit the world while asking students howthe code could change for the set of behaviours.CC Add an apple. (This is produced by choosing Kodu from the Toolbar with the mouse, and then clicking on the landscape where you want the apple to go. The object selection ring will appear, and select the apple tile.)CC Make one apple in the sequence green; make sure Kodu doesn’t eat it. (Use the A to select an apple. A circle of apples and the colour palette at the top will appear. Navigate though the choice of colours to make one of the apples green.)ReflectionAfter the students have worked through the Activity 1 Eating Apples, use the following questions forreflection and planning:CC What was challenging?CC What was easy?CC What was a success?CC What did they learn or what did they already know?CC What do they want to learn next?What You Can Expect from the Student ActivityUnstructured or free time is essential for students to become familiar with the tool and some generalprogramming concepts. You will find that most of the students will work through the list that you provideand then explore the various features on their own—adding more characters and objects and giving thembehaviours.Some students will even work with the landscape. Others will start playing games and not even look atthe To Do list. What you allow is up to you, but it is always good to regroup to share their experiences andthoughts.Also, if any students are working in tools that you will be covering in the coming lessons, then considerhaving those that students teach other students how to use that feature. 9
  10. 10. Student Group Activity 1: Eating ApplesObjectives: Add objects, change colour, select objects, createsequential programmes for objectsDirections: We just went over some of these steps. Now work with your groups tocomplete each of the following, check it off your list. Make sure each member solvesat least one TO DO. Check in with your teacher once you are done or if you are havingtrouble.To Do Check List O pen the world ‘Small with water’ A dd an apple. Make this apple blue A dd Kodu to your level M ake Kodu find the apple that you just added M ake Kodu eat the apple once he finds itThen, you are free to play. Try to add other objects to this level adjust Kodu’s behaviour and change theenvironment. Remember to work with your team. Ask for help if you need it.Challenge ActivityAs a challenge activity, go to Tutorial 01 v3 and do what the Kodu asks. Also, see if youcan re-programme the castle to behave in a different way once it is bumped, and try tofigure out how the camera can follow Kodu on its trek to the castle. 10
  11. 11. Session 2: Creating a LandscapeWhen finished, students will be able to:CC Change and create a Kodu environment.CC Use tiles for setting and the development of tone and mood of game worlds.Creating and changing the Kodu landscape is one of the most interesting initial activities for early usersof Kodu. They often spend hours changing and designing intricate landscapes in which their games andanimations operate. Landscapes set the tone for actions that follow. For these reasons, we devote agood amount of time to the landscape features and student experimentation.The intentions of the activities is for the young people to begin building worlds from the ground up(literally) and thinking creatively about their use of tiles and how to assemble them for a particular effect.As a classUsing a computer hooked up to a projector, ask for volunteers to demonstrate some of the landscapefeatures.Opening an empty world, ask students to demonstrate how to add and delete land as well as give itcolour and texture. Ask them to verbalise what they are doing so the class can hear their thought processand instructions. As you move into talking about mood and tone, be sure to have students try to definethese terms.CC Add/delete land to the existing landmass: Choose a green paintbrush in the Toolbar. Select the appropriate landscape material by pressing (Y) and selecting one from the toolbar. Next, select the brush shape (X) and brush size (D-pad). By using the left stick and holding down either the right trigger to add land or the left trigger to delete land, students can draw the landscape.CC Add land of a different colour/texture around the perimeter of the landmass: Use the same steps as before. Only change the landscape material and perhaps the brush size. The speed of land addition or subtraction can be controlled by the degree to which the controller is shifted. 11
  12. 12. CC Creating hills and valleys; using the smoothing feature: Select the raise/lower icon from the Toolbar. Again, using the Brush Picker and Brush Size. The speed of land raising and lowering can be controlled by the degree to which the triggers are pressed Also note to students that the smoothing out feature allows a less jagged landscape which also allows manoeuvrability. Plateau Jagged Land WaterCC Create an island or a lake: The water icon in the toolbar allows users to add lakes, seas and oceans to their worlds. In order to add these environments, the designer of the world must first create a landmass on which the water rests. Notice in the above screenshots how the water did not fill the spaces in which land was not drawn. When the water icon is clicked, users are given options for the colour of the water. These can be perused using the arrows and the mouse.CC Adjusting settings for water and sky: The settings icon at the very end of the toolbar provides some of the most powerful features in Kodu and impact both the movement in and look of the world. Thus, there are some settings that influence tone and mood a great deal. Here are a few settings that have an impact on mood and tone, as well as the general creation of the world.CC Glass Walls is the default setting for all game worlds and acts to contain the game play to the drawn environment. Without the walls, characters can careen into the abyss outside the game world.CC Show compass allows the user to understand which direction they are moving. This is particularly important when users start moving characters and using arrow keys to drive movement.CC Wave Height adjusts the size of the waves in the game world.CC Water Strength changes the level of distortion of the water.CC Sky provides the user with varying atmospheric types.CC Lighting establishes the amount and type of light that is cast in your world.After you have covered each of these areas with your students, ask them to experiment with the toolsthat make a landscape, as well as using the tools to create tone and mood. 12
  13. 13. Getting an overview of the game worldWhile students are building their worlds, they may find it difficult to see what they are actually craftingdepending upon the angle in which they view their worlds. To help navigate their worlds as they arebuilding them, show them the Green Hand on the Toolbar. When the Green Hand is selected, you canuse the Xbox 360 controller to zoom in, zoom out and change your view of your creation.Note: If you have your controller plugged into your PC, you can zoom in and out at any time using thecontrollers shoulder buttons.Reflection Curriculum Link—GeographyMake sure that you allow time for reflection. Ask Amazing landscapes can be designed andstudents to share with each other what they find demonstrated with Kodu.interesting about one another’s worlds. If they finish Depending on the age of your students,this activity early, tell the students to feel free to you might ask them to illustrate differentexplore the other worlds that already exist in Kodu. geographical terms: hills, valleys, mountains, peninsulas, cliffs, islands, bays, isthmuses,What You Can Expect from the Student volcanoes, plateaux, channels, etc.Activity Kodu can also illustrate changes toThe landscape tools are particularly riveting for the landscapes: consider for instance, illustratingstudents. Some students will spend hours building erosion, landmass changes due toand revising their environments to create a specific earthquakes and volcanoes, glacier activity,effect. etc.Some learners will become so engrossed in their An interesting exercise for students mayworld, they will put their efforts in landscaping be to create a topographic map of aas opposed to character development, game mountain(s), river, state, province or country,strategy, plots and usability. It is important to perhaps even illustrating the same land massremember that people tend to compose and pre- and post- a geological event.create in different ways. They may also choose of re-modelA successful games design team will consist of geographical features that are familiar toa variety of people who contain a wide range of them.skills and complementary abilities. 13
  14. 14. Student Team Activity 2Objectives: Create land with texture, add water, trees, rocks etc.Making LandscapeDirections: We just went over the different tools for creating a landscape. It is yourturn to try it out. As you complete each of the following, check it off your list. Checkin with a teacher once you are done or if you are having trouble.To Do G o to Demo1 C reate a landmass with… A t least two types of materials C reate rolling hills, mountains (with a white peak), and valleys M ake an island or two off the coast of your land A dd water as either a river, lake, ocean or all of the above Create a magical forest somewhere in your landscape (You can define magical in any way you want. There are number of objects to choose from: trees, rocks, stars, coins, etc.) C reate storm clouds over one part of your landscape.Challenge LevelAfter you have created your world, see if you can find where to change the mood and tone of the game.Specifically, try changing some of the settings. Investigate the following settings and note how theychange the meaning of your world: W ave height W ater strength S ky L ighting B reezeHow do adjustments to the setting change the feeling of your world? Come prepared toshare your world with your classmates. 14
  15. 15. Session 3: Using the Controller to MoveCharacters, Create Paths and Set BehavioursWhen finished, students will be able to:CC Use the Xbox 360 Controller to move characters in a game world.CC Create paths on which characters will move.CC Give objects behaviours.As a ClassAs a class, work through the optional challenge activity that was in Tutorial 01 where you are asked tomake the castle behave differently. Some of your class may have already completed this challenge, soyou may be able to use them with the walk through.As a reminder, after opening the game world of Tutorial 01 v3, press Esc and click on the Kodu icon inthe toolbar. Put the cursor over the Kodu avatar and press the A button. Choose Program. The currentcode is below. There are two ways to do this. In either case, the user must enter edit mode, choose theKodu icon, put the editing ring under the Kodu on screen and press Y to programme.One way to move Kodu is using sensors. In this case movement is automated. To use sensors, the codewould beWhen: see, castle (or building) far away Do: move toward quicklyTo control the movements of Kodu (or ‘drive’ Kodu), the programming sequence would beWhen: gamepad, left stick Do: move, forward, quickly.If the student demonstrates one of the above methods, be sure to suggest an alternative method to showthat the problem can be solved in multiple ways.Also be sure to have the students read the code that precedes the new line that is entered. It is good forthe students to practice reading the syntax of the code.Next go to Idyll v6. This game has a number of components from the lesson. Instead of playing thegame right away, have the students read the code collectively. Start with the Kodu—the code is fairlystraightforward. While you can go to Page 2 and read the code, pages will be covered in the next lesson.Now, run the game. Ask the students what is happening in the game that they didn’t see in the code.They will likely notice that the castles disappear and create wisps. They also notice the blimp moving. Andthey may also notice that points are accumulated—this is programmed through the tree. Go back andtake a look at the code for each of these components. Of most interest to us for this lesson are the castleand the blimp.Read the code for the castle. Again, it is straightforward. When Kodu bumps the castle, it releases awisp and it blows up. Next, read the code of the blimp. There is only a DO statement, no WHEN. Ask thestudents what this means. 15
  16. 16. The idea of a ‘path’ will most likely be new to the students. Show them the height of the path can beraised and lowered by highlighting a node, left clicking and then choosing Change Height. Also note thatthe colour and type of the path need to be specified in order for the blimp to move along the path.While looking at Idyll KB, ask them how they would create a second path for a hot air balloon. This isdone by choosing the Path icon from the main Toolbar. Once the Path icon is clicked, use the Y buttonto add nodes, which act as angle points to connect the path sequence. Simply press the A button everytime a node is needed in the path. Pressing the Y button on a node brings up more options—allowingfor the deletion of a node, the adding of more nodes to the sequence, the changing of height of a path,and the changing of the path to a particular type of path. Eg. A road, a wall, a platform etc.Reflection Curriculum Link – ScienceToward the end of class, ask the students to The path feature and the coding tiles Movediscuss what they found during their lesson. See /Toward and Fast/Slow in Kodu could beif they had similar problems and if solutions were particularly useful in animating biologicalfound. and physical happenings.Discuss how they solved problems. Sometimes Consider, for instance, animating thethis entails trial and error; other times this includes tribulations of fish or turtle during theirlooking at code in the other programmes. migratory paths from sea (dodging debris and fishing vessels) to locks and fishRemember this activity is meant for students to ladders to natural predators. Concepts likeshare strategies. over-fishing might easily be put into a game format, too. From a physical science perspective, Kodu might animate stellar patterns, trajectories or atom formation. Animating these concepts can help students to retain concepts with greater depth and complexity. 16
  17. 17. Student Sheet Activity 3: ObjectBehaviour and PathsObjectives: Students move characters using the keyboard and on their own,programme object behaviour, create a path that a character/object will follow.Directions: We just went over the tools for making characters move.It is your turn to try it out.As you complete each of the following, check it off your list.Check in with your instructor once you are done or if you are having trouble.To Do Check List: Go to the landscape you created during the last session or to an existing game in Kodu. For simplicity’s sake, choose a world that has land of some sort. C reate a character that the user manipulates with the controller C reate a second character that has automated movement C reate a path on which a third character moves C reate an object that does something either when it is bumped, sees or told to do something using the controller or when it is programmed to do something automatically through a DO statement.Challenge ActivityAfter you have finished your TO DO for Activity 3, try your hand at Tutorial 02. See if you can figure outhow to programme the motorcycle to move and fire using the keyboard and mouse according to theinstructions.Also take a look at 3D Flare Paths to see how to make 3D representation and interesting graphic affect.Check out the action game Rock Fight v09 for an example of elevated paths. If you want to play thegame, you will need to convert it to a keyboard version of the game. Be sure to change the entry screenfor the user, directing them on what keys to use when playing the game. You canchange this screen by going to the Wrench icon in the main Toolbar and changing theStart Game with World Description. Also, when playing and analysing the game,think about how the path/ramps are used and add to the intensity of the game. 17
  18. 18. Session 4: Starting Unique Stories andCharactersWhen finished, students will be able to:CC Create a protagonist (user-controlled), an antagonist (automated), and peripheral characters.CC Base character behaviours and actions on environments and reactions to each other.CC Begin to understand gaming plot and background story.Now that the students have created settings and have learned many of the more sophisticated featuresof Kodu, they will try to add characters that interact and build plots. There are a variety of characters inKodu, and the interactions between them can take millions of different track. It is all up to the imaginationof the user.Some students will be highly influenced by the gaming genres they play, so you will have kids buildinghigh-impact action games while others take a more sim-like approach. It is important, however, to havea discussion on how characters interact and for them to brainstorm the types of characters they want toput in their worlds.As a classStart by asking students about their favourite books, comics and films while defining some literary terms.For instance, you might want to review the meaning of:CC Main character (protagonist).CC Opposing character (antagonist).CC Side (peripheral) characters.CC Plot—the hook/inciting incident, rising action, and climax (which in literary terms consist of exposition, rising action, climax, resolution and conclusion.)As you are having this discussion, see if you can relate the characters in your discussion to the charactersin Kodu. For example what type of characters are the Turtle, the Fish and Kodu? Are they the maincharacters, the opposing character or peripheral characters?Discuss with learners the potential plot for their game story. Again using proper terminology, add depth tothe dialogue with your students. 18
  19. 19. The Plot of the story:Exposition Ask the students about the story before the game. How is the story set up? How and why are the characters in opposition to each other? What motivates characters?Rising Action What moves the story forward? What events move the game forward?Climax What seems to be the climax in this game?Resolution Does the game supply a resolution or conclusion? And if not, how might it?Conclusion There isn’t a conclusion, but students may brainstorm about how the game might end.ReflectionThrough discussion, start to work with students to develop a potential plot for their games. A furtherquestion is to get students thinking about how scoring might be used to push the story forward and addstrategy to the game.What You Can Expect from the Student ActivityThe goal of this activity is for the students to start thinking of their games as more than simple racing andshooting environments. Games are often a complex network of interactions, and while a few stories arefairly flat in structure, most have characters that are in opposition to each other, have alliances, progressto a particular goal. Pushing the students to think of their work as a form of text may help them designmore complex worlds and more complex code. Consider using the supplemental activity to further bringthe students into complex story creation. 19
  20. 20. Student Sheet Activity 4: Characters and PlotObjectives: Add characters, brainstorm and perhapsbegin implementing a plot structure.Directions: In the previous lesson, you created a landscape. If you haven’t addedcharacters yet to your landscape, now is the time to do that. Before you start adding orrevising your characters, give some thought to the way in which the characters interact.Complete the TO DO list and discuss with your classmates the ideas you have. (Feelfree to consult Kodu to review its bot tiles for character ideas.)To Do Check List: C haracter Brainstorming P rotagonist (Main Character)CC Who or what is your main character?CC What motivates the character?CC What are its likes and dislikes?CC Does it have emotions?CC How does it communicate with others? A ntagonist (Opposing Character)CC Who or what is your antagonist?CC What motivates the character?CC What are its likes and dislikes?CC What are its emotions?CC How does it respond to the main character and why? P eripheral Characters (side characters)CC What or who are the side characters?CC What role do they play—do they support the main or opposing character?After you have answered the above questions, start putting the characters into the world you startedcreating earlier. If the setting that you made doesn’t seem to fit your characters, revise it or chose a newlandscape to alter or build. 20
  21. 21. Challenge ActivityGive a character a way to speak through a dialogue box. These are like the bubblesin cartoons in which characters say something. This is found under “Say” in theprogramming tiles. How might use this feature effectively in a game?Supplementary ActivityIf your students are finding it hard to come up with an idea for their game worlds, consider providing themwith creative prompts. Below are set of first lines (some adapted) from literature.Seeds of CreationKodu, having lost his way in a gloomy forest, and being hindered by wild beasts while ascending amountain, is met by a bot, who promises to show him three worlds…Once upon a time…. It was a dark and stormy night….Kodu was beginning to get very tired of sitting by the river with his sister, so….This is Kodu. He is a good little creature. And always very curious…The Koduians, after a seven years’ voyage, set sail for home, but are overtaken by a dreadful storm. Thestorm sinks all the ships, except one. Their leader demands the storm to stop, and the waters calm. Butthe winds have driven them off course to a land of friends and foes.Kodu, obsessed with traveling through time, builds himself a time machine and, much to his surprise,travels over 800,000 years into the future. The world has been transformed with a society living inapparent harmony and bliss. But as Kodu stays in this world of the future he discovers a hidden evil….At the last red sunset, a black line of low hills showed up in the distance. I saw a creature in the distancewith its two…The villagers of Little Leatonia still called it “the Riddle House,” even though it had been many years sincethe Riddle family had lived there. It stood on a hill overlooking the village, but not looking as grand as itonce did. All Leatonians thought the house was creepy since half a century ago something strange andhorrible happened there.During the whole of a dull, dark, and soundless day in the autumn, when the clouds hung low in theheavens, I had been passing alone through a depressing part of the country. Suddenly, I found myselfwithin view of the strange House of Unsure.“Now,” said the king, “I have faith in this quest. Knights of the Blue Guard depart. I am sure I will neversee all of you together again. Off now to the meadows of Galahad to save our people from doom. Resttonight since a long journey filled with strange and wondrous creatures and places is in your future.” 21
  22. 22. Name: Directions: Complete the following questions and then hand in your thoughts.Setting (what does the landscape look like?)Mood (whimsical, dark/brooding, does the pace of the game go up and down?)Characters (behaviours, conflicts, friends, alliances?)Objects (do the trees, buildings, rocks, etc. hold a special function?)Plot (how does the story progress?)Why would someone want to play the game? What will make it unique? 22
  23. 23. Session 5: Strategy, Mood and ToneWhen finished, students will be:CC Better at developing strategies within games.CC Better at understanding the influence of mood and tone on game play.Although the students have likely been implementing strategic designs in their games, as well as enactingstrategies as they play each other’s games, they should be made aware of this element of play.Strategy is the approach the player takes to win the game, and programming strategy is designed by thegame author to allow for varying ways for the game to be won or lost. In any game, there are likely to beseveral ways for the game to be won.As a ClassExplain that many of the strategies the game designer included were intended to make the gamechallenging and interesting. There are usually many ways to play a game, and while luck often plays a rolein winning or losing, strategy requires thinking through the best method to an end goal. The more a gamedesigner can anticipate and build in the strategies and provide adjustments to make the action more orless intense, the more successful his or her game is likely to be. When establishing a strategy in a game,the designer might take into account the abilities of the player’s avatar, the environment, the task, and theprotagonist and peripheral characters.Discuss with your students about the various ways strategy might be built within a game. Use theirpast projects and the other games that they have been exposed to during the unit of work to talk aboutstrategy.Mood and ToneMood and tone can add a lot to the user experience. The media and settings in Kodu can change moodand tone drastically. If students have not explored these features, you should point them out. A changein settings can change the difficulty and intensity of a game a good deal. Under the Setting Tile, you canchange the sky, lighting, water, and numerous other effects. From the various games that the studentshave explored, ask them how setting affected the mood. Ask them how sound and music within gamesinfluenced the feel of the game. As students talk about various games, bring the environments up toestablish contrasts that will spur further dialogue. Show student how to change environmental settings,as well as sound and music. This can be done by looking at the code. 23
  24. 24. Student Sheet Activity 5: Mood and ToneObjectives: Revise mood and tone based on strategy.Directions: In class you have been creating your own game worlds. Strategy,intensity, mood and tone can always be improved.Given what you have talked about in class, think about how your game canbe improved and the tone and mood might be changed.Things to Consider:CC Do you think the player has a fair chance in the game—is it winnable by skill or luck? If it is more by luck, then you may want to revise the game.CC What are the strategies a player can use to work through your game?CC Does the action of the game bring you into the game world?CC Are music or sound effects used in the game? Are they overly annoying or do they create tone or mood that engages the player? 24
  25. 25. Session 6: Making Clones and Creatables Students will be able to:CC Understand cloning and creatablesCC Creating a two or more person gameThis lesson will take advantage of contrasts between cloning and creatables, and it will use frustrationas a key window to learning. Creating armies, groups, hoards, gaggles, swarms etc. is easy in Kodu.However, giving individuals within the groups the same set of qualities is not readily intuitive and can betime consuming when using the cloning feature alone. Usually, students start by cloning and then soonbecome tired of programming the same character attributes multiple times should they want to edit thegroup’s behaviour.This lesson will make students use the clone feature for the blimps and then try to modify the behaviourof the group—this is not easily done because for the five blimps that they make, they will need to changefive different lines of code. As a response to this frustration, you will then walk them through how to usecreatables in which code can be changed just once.As a classAs a whole class or in groups, run through the steps below:Cloning and Creatables to Blimps and Jets. The task of the class is to make a battle in which one player controls the Go blimp and a second player controls the jets. The two can either work together to defeat a common enemy or they can be in opposition. It is up to you. First, programme the blimp. Ask a volunteer to put the ring under the blimp and look at the code. Programme the blimp so it moves forward quickly by using the left stick. After you have created the blimp, make up to five clones of it using the right trigger when the blimp is glowing blue. N ext, make sure that the blimps can move forward. Now give the blimps the ability to shoot blips. How many times do you need to change the code? Ask the class if there is a way in which to make it so you can just enter code in one location. (You can do this with creatables.) Demonstrate this by making a second set of blimps that operate automatically without user input. Have the student put the new set of blimps somewhere else. Make the blimp green or another colour to distinguish it from the first set. N ext, press X Settings and scroll down the list to Creatables. Select this option. Now, go back to the main programming state and clone this blimp. Point out that lines appear between blimps. 25
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  27. 27. L astly, add code to the “mother” blimp. Eg. Shoot blips at the jet when close by. Show the students how this code transferred out to all the blimps. When you play the actual game, the mother creatable will not be on the screen—it only appears during edit mode.Two (or more) PlayersNow that creatables are covered, recap the process by repeating it with the jet on the other side of thefield. Clone the jet so that there are two. If you want, you can make it a creatable. At the same time, showthem how a second player can be added to the game. Under the Y Programme, select: (Jet 1 ) When: gamepad, left stick, player 1, Do: move forward quickly (Jet 2) When: gamepad, left stick, player 2, Do: Move forward quickly A nd so forth for additional players. Up to four players can be added when using an Xbox 360. Show the students how they can create a game that everyone can play. Pass out all the controllers.ReflectionsStudents should think about the game that they might want to Curriculum Links—create for their final project. The following questions might be Historyhelpful to help them reflect: The use of Creatables is powerful, S etting (what does the landscape look like?) and it can create an impressive effect of a legion of troops M ood (whimsical, dark/brooding, does the pace go up and all moving the same fashion. down?) Consider how the tool might be C haracters (behaviours, conflicts, friends, alliances?) used to design the actions of a O bjects (do the trees, buildings, rocks, etc. hold a special famous battle while using primary function?) and secondary sources as the research base. P lot (how does the story progress?) W hy would someone want to play the game? What will make it unique? 27
  28. 28. Student Activity 6 - Making Clonesand CreatablesObjectives: Make clones, understand the premise of creatables, and craft a gamethat everyone in your group can play.Directions: Follow the To Do below and have your instructor check out our progressbefore moving onto the extra activity. This is a fairly open-ended activity so feelfree to be creative in your use of creatables. Make sure you create an activity thateveryone can play.To Do I n a world you have already crafted or in a new game altogether, add two or three sets of characters—like we did with the two sets of blimps and the set of jets. (Creatables do not necessarily need to march in unison.) Make sure that your programme uses the move/wander code to craft a more naturalistic effect. E stablish a character or group of characters that are controlled by a second player. You will need a second controller to test the game out. Another person on your team should be able to test out the second player. N ow make your game 3 or 4 players depending on how many people are in your group. You should have a game that everyone can play.Extra ActivityIf you finish and you have time to spare, check out Technique: Launching Creatablesv02. Note how the apple has to be made into a creatable in order for Kodu to launch it.Take the apple away, and Kodu can launch nothing. Can you reason through why thiswould be? 28
  29. 29. Session 7: Changing Behaviours Using Pages,Establishing and Shifting Perspectives Students will be able to:CC Understand the idea of pages, when they are used and why.CC Use nearby and far away features.CC Shift camera angles in settings and in the code.This lesson is based on discovery. Have students play Vendura v14. After they have played the game fora while, ask them to look at the world and see if they can determine how many objects and characterscomprise the world and what each object or character does.Here’s a list:Turtle — we control, acquires wisp shooting ability by interaction with KoduStick — informs the turtle (the user) that Koduwan has been waitingKodu — instils power and disappearsWisps — given to turtle as a powerCastles — unleash mines that shootHearts — creatable that act as foodMines — move randomly and shoot at KoduFactory — acts as the object that triggers the endPushpad — informs the turtle what to doIn order to get groups to co-operate, assign each student atleast one object or character toevaluate. They should be taskedto reporting back to the grouphow the object or characteris coded. Using the projector,have them present each of theirfindings. Pay particular attentionto pages, and to how nearby, faraway, and camera shifting areused.To help guide the discussion,consider how in Vendura,objects and characters providethe player with an understanding of what’s going on. They act as directions for what to do next. However,to create the effect of shifting action, pages are necessary. Pages help shift behaviours either based ontime or in reaction to some occurrence. 29
  30. 30. PagesThe stick directing the turtle to Koduwan is the first use of pages. Its use changes the state of stick fromclosed (Page 1) which is its constant state to open (Page 2) to express another set of behaviours whichrun and then return to the initial state of closed (Page 1) after a certain amount of time.The second use of pages comes with the turtle’s approach of Koduwan. Page 1 supplies a restingstate for the kodu. Page 2 activates a behaviour—Koduwan turning and greeting the turtle. After threeseconds, Page 3 is enlisted. It supplies another set of text to carry the story along. After eight seconds, awisp is created and given to the turtle as Koduwan disappears in a boom.Close By and Far AwayPoint out how dramatic effect is created through this series of exchanges and behaviours. While pageshelp facilitate the operations, the ‘close by’ and ‘far away’ tiles allow users to create an element ofsurprise. In the entry sequence, both the stick and Koduwan’s behaviours are guided by sensing the turtlenearby and then shut off based on the timer. This is effective for moving the story along.Camera ShiftAlso, point out how the camera perspective shifts when the turtle hovers on the red land square. Whenplaying, this shift in perspective seems to be caused by the turtle’s approach to Koduwan. This is aneffective use of land and camera to jar the user into a suspended like state. Camera positioning is aneffective tool for the creation of a particular effect. 30
  31. 31. Camera ModeExplain that camera angles can be set from the Edit Camera ModesWorld screen or you can programme the camera angle Fixed position: This option keeps thefor a particular character. You may also set the position camera from moving at all while youfor the camera at the start of your game. To do so, go to are playing. This is good for arcadewhere to camera should be and then select ‘Edit World’. style games that require an overheadDiscuss how different camera modes can be used to view. The view will be different oncreate different perspectives for game play. Here are widescreen display.some types of perspectives: Fixed Offset: Keeps the camera a fixed F irst-person: Players view the game through the distance and direction from whatever eyes of the character. object the camera is following. This T hird-person: Players exist within the game world- can be a cursor or a bot. which is less immersive. Feels like you are right Free option is the default and lets the behind the character or looking over their shoulder. camera roam free unless the program T op-Down: Player has a global view of the game for a bot tells the camera to be in world. first person or to follow it. If you’re in S ide-scrolling: Fast paced; action is viewed from Fixed Position or Fixed Offset camera, side-view camera; doesn’t show a lot about the pressing the X button will let you set world. the position of the camera. Isometric: Player has a global view.Extra ActivityHave students reinstate the original perspective.On Page 2 write:When: see, Kodu, none, close by Do: Switch Page 3On Page 3 write:When: see, Kodu, none, nearby Do: open, onceWhen: see Kodu none Do: switch, page 1Introduction to the Game ProjectClose the session by talking about the final project for Kodu. The criteria for the project are up to you,but by introducing the project now, the students will have plenty of time to generate ideas and to workon their projects. Be sure to have students plan by drawing out or planning their games through abrainstorming web, narrative free write, or some other format to get the creative juices flowing. 31
  32. 32. Student Sheet Activity 7: Camera Anglesand Shifting BehaviourObjectives: Shift camera perspective, use close-by and far away, implement shift inbehaviour using pages.Directions: You have just looked at code and techniques for creating dramaticeffects and for crafting changes in behaviour within a character. Now it’s time topractice.To Do Check List: C onsider the three things you talked about during today’s lesson—close-by and far away, camera angles, and pages. E xplore the various games you have in your Kodu deck and how you might implement the three operations within a single game. For instance, look at Chaotic Orbitals v3 and code in a camera shift to first person, maybe by holding down the Spacebar. The camera shift might also be initiated by bumping, come close to, eating, or grabbing the coin. N ow, add characters that change behaviours based on their interactions with each other or objects in the world. To create this system of interactions, you may need time to brainstorm and play with the tiles to see what is available to you. If you need assistance, consider adding character and objects in Chaotic Orbitals v3 that have a resting state (Page 1) and then are spurred on to another behaviour based on interactions with other characters.Extra ActivityIf you finish the above activity and want another programme challenge, go to Technique,Change Behaviour. First play the game and see if you can ‘win’ the game. Next, programmethe game so that you view game play from the perspective of the cycle.OR Work on your own game world. 32
  33. 33. Session 8: Power-ups, Health and TimerStudents will be able to:CC Use timers, health monitors, and power-ups.In the games that we have used in lessons you will have seen timers, health monitors and power-upsbeing used. This session will look at these three areas a little more closely.As a classTo start, discuss with the class the concept of power-ups. In all likelihood they will have a fairly goodgrasp of how they operate. Basically, a character eats, grabs, bumps etc. something that gives it aspecial skill or ability for game advantage. Often this is temporary. There are also power-downs whichhave the opposite effect. Technique: Change Behaviour is an example of a very simple power-up. Byeating the apple, the bot is able to jump. This might be demonstrated on the projector. Some studentsmay have experimented with this game already.Ask your students to explore two games that utilize power-ups, at the same time they are also connectingto scoring and health. Tell the students you want them to play each of the game and identify the power-up (or down) and also identify the code associated with each. After they have played the games, discussthe finding as a group.It is also important for your students to start thinking critically about the games. It is useful for them to talkabout how the power-ups/downs might be better implemented with games and how these might lendthemselves to more strategic game play. Health monitors also play a role in the games. Ask them howthese add a second strategic element beyond simple scoring.The three games to play and discuss are: R ock Fight: The player needs to grab hearts for ammo and loses points for shooting; the health monitor goes up has hearts are grabbed and down as ammo is released. Shadow Hunter: The player needs to eat coins and as it does so, the health of the player goes up. Pandemica: The player needs to eat apples to accumulate points and be healedEstablishing Code for the Timer, Health Monitor, and PointsThese three tools can boost communication within the game by signaling the condition of the characters,as well as show how they are performing in the game world. Obviously, points are crucial to winning orlosing a game, but they can also be used to facilitate the giving or taking away of powers or abilities. Allthese tools can be found on the main tile wheel under Program. 33
  34. 34. TimerThe Timer can be used in a myriad of ways—beating the clock game scenarios to establish how longa character/player either does or does not have ammo, a power or a tool. The latter can be facilitatedby working between Pages (previous lesson), in which the code of behaviours for a character/player isbound within a time limit.Health MonitorThe Health Monitor is an effective way to communicate information to the player about his or hercharacter, as well as the other characters in the field of play. They can also facilitate changes in behaviour.For instance, when the health of a character falls below or above a point limit the code might switchto another set of behaviours that push the game narrative or play forward. Health can also be set incomparison to a set point total or another character’s health points. 34
  35. 35. General PointsThe point systems of a game world can be as complex or simple as the user wants to make them.Character point tallies are distinguished by designating colour in the code.Game CreationHave the students continue to develop their game worlds. As they begin to develop them, encouragestudents to think about how health, timers, and point systems might work in their world. The students donot have to include all these elements, especially if their game is more narrative based, but they shouldbegin to think about how one of the elements might be incorporated into their game worlds.Reflection Curriculum Link - MathsDuring the last parts of the lesson, have the Maths experts know that everything isstudents share what they created with one another. maths—or at least can be turned intoIf possible, try to note down the different ways maths. Kodu offers a number of waysin which students tackled the problem. Or try to in which a teacher can stress appliedsurface the issues that students were having as mathematics while students craftthey created their power-ups. behaviors and engage in design.The following question may be useful for reflection: While coding naturally lends itself to the concept of branching, the featuresCC Do you think the player has a fair chance in the associated with health, timing, and game—is it winnable by skill or luck? If it is more points can put mathematical reasoning by luck then you may want to revise the game. into overdrive, especially they are used to facilitate an action or behaviour andCC What are the strategies a player can use to work communicate information. through your game? Built into the tools are systems ofCC Does the action of the game bring you into the comparison, which co-ordinate greater game world? and less than problem solving.CC Are music or sound effects used in the game? If you are interested in this have a look Are they overly annoying or do they create tone or at the separate guide ‘Kodu to support mood that engages the player? numeracy and maths’. 35
  36. 36. Student Sheet Activity 8: Timers, Healthand Power-upsObjectives: Use timers, health monitors and power-ups.Directions: You have just looked at how power-ups operate. You have also identifiedhow health monitors are applied to characters to activate another level of strategywithin game play. Now, it is your turn to implement power-ups.To Do Check List: Use either your own game world or an existing world to create a system of power-ups and downs. A s you are considering how to initiate your system, think about how land, objects, and other characters might be involved. To add a layer of challenge, try to make the power-up or down temporary—meaning put it on a timer.Extra ActivityAs you and your peers develop games, play and offer feedback to each other. Yourinstructor will be asking you to reflect on either your or another’s game and how strategyis developed within it. 36
  37. 37. Session 9: More on Scoring - Basics toCommunicationStudents will be able to:CC Use scoring in more complex ways.As you have progressed though previous tasks you will have likely been using scoring while playing anddeveloping your own games. This lesson will help you understand coring in more detail.As a classCreate a new level for this lesson. You can call this ‘Keep Score’. Use a simple landscape. Add a Koduand at least four cycles. Programme Kodu to shoot on command. Kodu should score five points everytime he shoots a cycle.It is a useful exercise to add this code in front of students. Ask them how many need to be added beforeKodu can win the game (the answer is 4). Now add saucers that move randomly and subtract points fromKodu’s score. A volunteer can add these saucers. The volunteer will have to change the programme forKodu so that his score changes when he is hit (bumped) by the saucer (When bump saucer, subtract fivepoints). This will make the game more challenging.Have students play Bonk Out v.18 with their groups.After playing this game, discuss if the game was fun. Have them look at the code and discuss how thetimer and points are used in the game. Ask how the action of the game compares with other gamesthat also use points, health meters and timers. The key to understanding scoring is to notice that is notjust a method to track who wins and who loses, but it can also be a method to adjust behaviours and tocommunicate.Game CreationStudents have now got all of the skills that they need to create a basic game within Kodu. They shouldspend the remainder of the session working on their games for their final projects. Make sure that there isan in-built opportunity for students to share their own work.ReflectionThe following questions will be useful for reflection and to help students write their reflective journals /ePortfolios:Did you create your game with an audience in mind?What types of people do you think would like your game most?Is your system of points or a timer involved in the construction of the game? How are they used?Based on watching others play your game and the feedback you have received, is your game toochallenging or easy? What makes you think so? 37
  38. 38. Student Sheet Activity 9 - Scoringand BehaviourObjectives: Use scoring to change a behaviour.Directions: Each member of your group should solve one of the TO DO’s. Check offeach TO DO as you complete the task.To Do Choose any game environment you want to compete the tasks below C reate a simple game in which points are given for doing certain things—like eating, bumping, holding/dropping etc. D esign a situation in which a competitor either subtracts points from your score or has its own score tally comprised of a different colour C ode a system in which an action is taken or not taken based on a set of scoresExtra ActivityWork with your group to add a Pushpad to the level you are working on. Your pushpadshould create a saucer every 0.5 seconds. How do fractions work in Kodu? Whathappens when you add the tile ‘random’? 38
  39. 39. Session 10 Kodu Finale: Student PresentationsStudent PresentationsThis entire session will be devoted to student presentations. Outsiders (parents, game developers in thecommunity, other students) will be invited to come play the games that students have created. This is agreat opportunity for students to showcase and share the games that they worked to create.To take you furtherIf your students have enjoyed making their own games they might want to have a go at making two verydifferent types of Kodu games by following Charlie Love’s (from Learning and Teaching Scotland) excellentKodu Tutorial Videos.- Kodu Introduction Tutorial 1.1 - 1-12 http://youtu.be/pucRItZ6vI0- Kodu Introduction Tutorial 1.2 - 1.12 http://youtu.be/bd-lnR5i3ao 39
  40. 40. Advice on Safer Gaming than adults to experience these seizures). The risk of photosensitive epileptic seizures may be reduced by taking For advice on safer gaming, please visit our Play the following precautions:Smart, Play Safe website at www.playsmartplaysafe.eu.Additionally, please note the following console use and CC Sit or stand farther from the TV screen.healthy gameplay pointers. CC Use a smaller TV screen. CC Play in a well-lit room.Console Set-Up, Use and Care CC Do not play when you are drowsy or tired.Failure to properly set up, use and care for the Xbox 360video game and entertainment system can increase the If you, your relatives or anyone in your care/supervisionrisk of serious injury or death or damage to the Xbox have a history of seizures, consult a doctor before playing.360 video game and entertainment system. Please Musculoskeletal Disordersread the manual and the manuals of any accessoriesaccompanying your console for important safety and Use of game controllers, keyboards, mice or otherhealth information. Keep all manuals for future reference. electronic input devises may be linked to serious injuries orFor replacement manuals, go to www.xbox.com/support. disorders.Before allowing children to use the Xbox video game and When playing video games, as with many activities, youentertainment system: may experience occasional discomfort in your hands, arms, shoulders, neck or other parts of your body. i. Determine how each child can use the Xbox 360 However, if you experience symptoms such as persistent console (playing games, connecting to Xbox or recurring discomfort, pain, throbbing, aching, tingling, LIVE, replacing batteries, making electrical, AV numbness, burning sensation or stiffness, DO NOT cable and network connections), and whether IGNORE THESE WARNING SIGNS. PROMPTLY SEE they should be supervised during these activities. A QUALIFIED HEALTH PROFESSIONAL, even if the ii. If you allow children to use the Xbox 360 console symptoms occur when you are not playing a video game. without supervision, be sure to explain all relevant Symptoms such as these can be associated with painful safety and health information and instructions. and sometimes permanently disabling injuries or disorders of the nerves, muscles, tendons, blood vessels andThe Xbox 360 console will not play copied or ‘pirated’ other parts of the body. These musculoskeletal disordersgames or other unauthorized media. Attempting to defeat (MSDs), include carpal tunnel syndrome, tendonitis,the Xbox 360 anti-piracy protection system will cause your tenosynovitis, vibration syndromes and other conditions.Xbox 360 console to stop working permanently. It will alsovoid your Limited Warranty and may make your Xbox 360 While researchers are not yet able to answer manyconsole ineligible for authorized repairs, even for a fee. questions about MSDs, there is general agreement that many factors may be linked to their occurrence, includingYou must accept the terms and conditions of the Limited medical and physical conditions, stress and how oneWarranty and accompanying user manual to use your copes with it, overall health and how a person positionsXbox 360 console. If you do not accept these terms and and uses their body during work and other activitiesconditions, do not set up or use your Xbox 360 console (including playing a video game). Some studies suggestand return it to Microsoft for a refund. that the amount of time a person performs an activity may also be a factor.Play Healthy Some guidelines that may help you play more comfortablyImportant Health Warnings About Playing Video Games and possibly reduce your risk of experiencing an MSD can be found in the Healthy Gaming Guide at www.xbox.com.Photosensitive Seizures These guidelines address topics such as:A very small percentage of people may experience a CC Positioning yourself to use comfortable, not awkward,seizure when exposed to certain visual images, including postures.flashing lights or patterns that may appear in video games.Even people who have no history of seizures or epilepsy CC Keeping your hands, fingers and other body partsmay have an undiagnosed condition that can cause these relaxed.‘photosensitive epileptic seizures’ while watching video CC Taking breaks.games. CC Developing a healthy lifestyle.These seizures may have a variety of symptoms, including If you have any questions about how your own lifestyle,lightheadedness, altered vision, eye or face twitching, activities or medical or physical condition may be related tojerking or shaking of arms or legs, disorientation, confusion MSDs, see a qualified health professional.or momentary loss of awareness. Seizures may also causeloss of consciousness or convulsions that can lead to Hearing Lossinjury from falling down or striking nearby objects. Extended exposure to high volumes when using a headsetImmediately stop playing and consult a doctor if you may result in temporary or permanent hearing loss. Someexperience any of these symptoms. Parents or those unapproved third-party headsets may produce highersupervising should watch for or ask children about the sound levels than approved Xbox 360 headsets.above symptoms (children and teenagers are more likely
  41. 41. KODU IN THE CLASSROOM Adapted for the UK from the Kodu Classroom Kit for Educators © and ℗ Microsoft UK Limited, 2011. All rights reserved.

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