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Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
Library game design programs
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Library game design programs

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  • 1. Game Creation Programsin Libraries<br />Scott Nicholson<br />Syracuse University <br />School of Information Studies<br />
  • 2. Overview<br />Why Game Creation?<br />Analog Game Creation<br />Digital Game Creation<br />Partnering with Schools<br />Introducing the Community<br />
  • 3. Why Game Design?<br />Theoretical Background: Constructionism (Seymour Papert)<br />Comes from Constructivism<br />Constructivism: Learners create their own knowledge <br />Constructionism: New ideas developed when an external artifact is created and shared<br />Benefit: Long-term retention<br />
  • 4. Why Game Design?<br />Design is an active and creative process<br />Multiple skill-sets (group engagement)<br />Design->Playtest cycle teaches reflection<br />Design is addictive!<br />www.media.mit.edu/~mres/papers/wef.pdf<br />
  • 5. Structure for Game Design Programs<br />Overall Concept<br />Outcome – How will the game affect the players? <br />Can be set by you or have groups determine and then vetted<br />Constraints<br />Time for Creation<br />Format/Materials<br />Time for Play & Complexity<br />Additional constraints (theme, mechanism)<br />“May not be” constraints (no asking questions)<br />Prevents reuse of prior games<br />
  • 6. Organization <br />Groups or Solo?<br />Different time formats<br />One session<br />Intensive (Global Game Jam)<br />Over months<br />Importance of playtesting!<br />Emphasize gameplay over look<br />Demonstrations<br />
  • 7. Analog Game Creation<br />Board and card games<br />“Paper Prototypes”<br />Paper, posterboard, index cards, Playing cards, dice, chips, cubes, card sleeves<br />Educational supply store<br />Print and Play from Prototype<br />Writing the rules earlier in the process<br />
  • 8. Challenges in Analog<br />Tend to be Roll and move or Abstract strategy<br />Many other mechanisms out there: Auctions, trading, cooperative, wagering, pick-up and deliver, set collection, investment, area control/voting<br />1 die = random, 2 dice = probability<br />Alternates to roll-and-move: Cards from hand, fixed number of spaces<br />Player’s actions representative of theme<br />
  • 9. Digital Game Creation<br />Game creation toolkits<br />Scratch – MIT, designed for 8-16<br />Gamemaker, - Yoyo games, Older<br />Sploder – Web-based, basic<br />Little Big Planet, Level creation tools<br />
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  • 13. Digital Game Creation<br />Consider game experience for player<br />How will player be changed?<br />Storyboard first – what will happen?<br />Game Design Document<br />Integration of tutorial<br />Playtest by others is critical (observed interaction without direction)<br />
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  • 15. Digital Game Creation<br />Rules vs. tutorial<br />Integration of tutorial vs. presentation of rules<br />Playtest by others is critical (observed interaction without direction)<br />
  • 16. Challenges in Digital<br />Schmups and Platformers<br />Don’t drop rocks on player’s heads<br />Computers needed<br />Focus too early on graphics and sound<br />Loss of connection between desired outcome and gameplay<br />Paper prototypes -> Develop game mechanisms first<br />Focus on one level before moving on<br />Something playable is important<br />
  • 17. Working with Schools<br />Game creation as pedagogical tool<br />Used after students learn a topic<br />Focus on finding the game in the topic<br />Player experience should come out of topic, not mechanisms of the game<br />Teacher involved in the planning process with student groups<br />
  • 18. Involving the Community<br />Open house to demonstrate games<br />Invite press, local game stores, students from gaming programs<br />Bring in speaker from gaming industry<br />Career paths in programming, art, music, writing, math and physics<br />Engage with larger events<br />National Gaming Day @ Your Library<br />Global Game Jam<br />
  • 19. Conclusions & Questions<br />http://boardgameswithscott.com<br />http://gamelab.syr.edu<br />Twitter: snicholson & scottsturn<br />
  • 20. Let’s Make A Game<br />Concept: Networking Activity<br />Outcome: Players will know something new about other players that is valuable from a job perspective <br />Constraints:<br />Competitive – there must be a winner<br />Timed – game ends in 10 minutes<br />Simple – No more than 6 rules (write them down)<br />Works for 5-10 people<br />Must use at least one item<br />
  • 21. And now..<br />Play your game!<br />What did you learn?<br />What would you change?<br />Next steps..<br />

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