Immune System Defense
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  • 1 st bullet examples: Multifunctionality is represented by polymorphism on OO, and enzymes catalyzing different substrates in biological systems. Hierarchical relations are shown through inheritance in OO, and whether an enzyme is a given type of protein
  • Generally platform-oriented, with mathematical or lexical knowledge being required to advance through the stages. Touch typing began to grow popular at this point.
  • There is a much larger diversity here. The touch typing game is significantly more mature. Immune Attack (bottom center) is the educational biology game we compared ourselves to. Civilization IV educates incidentally: it wasn’t marketed as an educational game but is recognized as having educational value
  • 1. -Defend cells from infection -Compete for high scores with other players -Point feedback at the end of each level that depends on the performance in each stage -Clear lack of adjustability -Rigid gameplay (all users play the same exact game) 4. -Movement and placement along with targeting allow the game to be different every time through -Though random, this does not provide a surprise and thus lacks some ability to keep users coming back 5. -Game based strongly in reality -Emotional appeal rests in the students dislike of being sick and desire to be healthy again as quickly as possible

Immune System Defense Presentation Transcript

  • 1. Immune System Defense Patrick Clements, University of South Carolina Jeremy Pesner, Dickinson College
  • 2. Introduction
    • Dr. Zheng drew parallels between OO programming and biological systems in a published paper
    • Also wanted an educational game to have interested students play. Should be fun, but also educational and factually accurate
    • We were called upon to merge all these ideas together
  • 3. Educational Games
    • Have been in existence about as long as computer games
    • Educators tried to capitalize on the “magic of Pac Man”
    • In 1981, Thomas Malone set out five main characteristics that he believed educational games should possess
  • 4. Malone’s Five Points
    • Clear goals that students find meaningful
    • Multiple goal structures and scoring to give students feedback on their progress
    • Multiple difficulty levels to adjust the game difficulty to learner skill
    • Random elements of surprise
    • An emotionally appealing fantasy and metaphor that is related to game skills
  • 5. Previous Educational Games
  • 6. Educational Games Today
  • 7. Our Game and Competition
    • Immune Attack
    Immune System Defense
    • Developed by the Federation of American Scientists, Brown University, and University of Southern California
    • Modern looking graphics
    • Fairly complex controls to non-gamers
    • Little replay value, no difficulty setting
    • Player is educated through a fictional scenario
    • Developed by two college students with XNA Game Studio Express
    • Simple graphics
    • Very simple controls, anyone can pick them up easily
    • Medium replay value (through randomized enemy actions), no difficulty setting
    • Player walks through the realistic biological process
  • 8. The Immune System
  • 9. Software Process
    • Early Ideas:
      • Real-Time Strategy Game (Turn-based combat)
      • Shooter game (Shoot pathogens down)
      • Multi-faceted game with different mini stages
      • Tower Defense Game
  • 10. Software Process
    • How a Tower Defense game operates
    • Our game
      • “ Towers” = immune system cells
      • “ Attackers” = pathogens
      • “ Citizens” = generic body cells
      • Extra controls for user
  • 11. Software Process- Gameplay
    • Points
      • Used to “buy” more cells after a stage
      • Cumulative
      • Earned based on the number of “citizen” cells remaining after each stage
    • Score Calculation
      • Number of cells remaining each round
      • Total number of pathogens destroyed
  • 12. Software Process
    • Implementation
      • Cells derived from base class with multiple interfaces such as Bindable, Dividable
      • Update and Hit Test for each object type
      • “ Vicinity” targeting by immune system cells
  • 13. Future Works
    • Randomly Generated Levels
      • A vein network created from branching nodes
    • Various Types of Pathogens
      • More biologically accurate and entertaining
      • memory based immunities
    • Different Degrees of Difficulty
      • Suit wider range of user abilities
    • Framework?
      • Scripting for use with several different biological systems
  • 14. Conclusion
    • Without formal testing available, evaluate with regards to Malone’s elements of good educational games
    • The Steps:
    • Clear, Meaningful goals
    • Multiple Goal Structures, immediate feedback
    • Multiple Difficulty levels
    • Random Elements of Surprise
    • Emotionally Appealing fantasy
  • 15. Conclusion
    • Game loosely adheres to Malone’s elements
    • Some games are successful without many of the concepts (Simulation games for example)
    • Real value comes from actual testing
      • How entertaining is it?
      • Does the entertainment lend itself to the learning process?