3. . 3
NOTE
1. This presentation is not for public display
2. The graphic elements used in this document to illustrate the game are merely
exemplificative.
3. The integration of the graphic elements is not yet defined. This will be defined in
a second stage of the game specification.
4. Several suggestions for possible off-game activities are made in this document.
These activities might be considered for the Implementation Guide (O1.A6).
4. . 4
Table of Contents
▪ Introduction
▪ Overall Learning Approach
▪ Game Concept
▪ Game Elements and Mechanisms
▪ Playing the Game
▪ Technical Aspects
6. . 6
The Game Specification must be in line with the objectives and the approach set in the application for the
project LBE (presented in the next few slides) approved for funding by the National Agency in Slovenia under
the Erasmus+ KA2 programme.
However, this should not prevent the partnership from introducing the changes to the approach found
necessary to guarantee that the objectives are accomplished and the end-users’ needs are met.
Moreover, it should be ensured that the game/approach follows good practices in the development of
computer learning games.
7. . 7
The main goal of the project is to create an innovative learning Game for the Entrepreneurship Education of
children (6 -10 yo), to use in formal, non-formal and informal education settings.
In the game, players will have to develop and create a product or solution in response to a
challenge/problem, and launch it in the market or deliver it to a client, using a simulated Design Thinking
process. Thus, they will have to cooperate by making decisions and developing joint activities through the
different stages of that process.
At the same time, they will compete with other companies/groups in the game, providing a competitive edge
and a more realistic learning context.
By creating both a cooperative and a competitive environment, this learning tool expects to act on
knowledge, behaviours and attitudes, contributing to the development of a wide set Entrepreneurship skills,
like creativity, teamwork, leadership, market functioning, etc.
Objectives and Game Approach in the Application
8. . 8
“A serious game or applied game is a game designed for a primary purpose other than pure entertainment.
The "serious" adjective is generally pretended to refer to products used by industries like defense, education,
scientific exploration, health care, emergency management, city planning, engineering, and politics.”
(wikipedia)
The development of the LBE Game should follow good practices in serious gaming. In the next pages we will
present some best practices that guide the game specification.
9. . 9
What should we have in mind when specifying / developing
the LBE Game
Using adequate scenarios and a well constructed
storyline
Defining a journey for the player
Creating an environment for the player
Balancing difficulty level and choices
Adding fun
Adding a social dimension
The use of simulation
The use of problem solving
Using assessment and feedback
Customizing
Other general considerations – platform and
others
General Features General Learning Approaches
10. . 10
General Features
▪ Using adequate scenarios and a well constructed storyline
Serious games can resort to different approaches when it comes to pick a scenario and a storyline. Is
essential that both are present and well constructed to attract the user and keep him/her engaged, but
the type of scenario or storyline should adapt to circumstances.
▪ Defining a journey for the player
Serious games should take the player in a journey, from the “onboarding” to mastery (Werbach, 2013)
11. . 11
General Features (Cont)
▪ Creating an environment for the player
Any game should be about the player and serious learning games are no different. The player should be
at the center of the action and needs to feel he/she is in control, i.e., that has autonomy to make
meaningful choices that lead to results (Malone and Lepper, 1987 and Werbach, 2013). Use of non-
deterministic models
▪ Balancing difficulty level and choices
The right amount of difficulty level and choices is a requisite of a successful serious game. A game that is
too difficult or too easy will lead to the lack of motivation of users. The same way, if the user is
confronted with little choices or with an overwhelming number of choices, he/she will rapidly lose
interest in the game. Naturally not all players are alike, but the idea of balancing difficulty and complexity
is key to have an engaging game (Werbach, 2013).
12. . 12
General Features (Cont)
▪ Adding fun
Fun is a success factor for serious learning games (Werbach, 2013). Entertainment, which can derive
from the scenario, from the right amount of challenging factors, from surprise factor, etc. influences
directly the ability of the game to be engaging.
▪ Adding a social dimension
The social dimension in a serious learning game can be useful when we are dealing with the
development of interpersonal competences. Being able to interact with others while playing the game –
in a competitive and/or collaborative environment – helps developing social competences that
otherwise could be impossible to develop.
13. . 13
General Learning Approaches
▪ The use of simulation
Simulation can give users the possibility to have a near real life experience. It is a way of learning by-
doing that can be highly effective depending on the nature of the competences or skills the serious game
intends to develop.
▪ The use of problem solving
Using a real-life scenario as a background or not, problem solving is not only an effective way to pass on
knowledge and skills, as it also makes the games challenging and engaging.
14. . 14
General Learning Approaches (cont.)
▪ Using assessment and feedback
The assessment of competences and feedback to users throughout the learning process of a serious
game improves greatly the learning experience.
▪ Customizing
Customization with the objective to adapt to specific needs of a group or company can enhance the
learning experience. The level of customization, however, should be balanced with the game learning
objectives and other features.
15. . 15
General Learning Approaches (cont.)
▪ Other general considerations – platform and others
• There is no real evidence on the platform more suitable for a serious game.
• When designing a game for use in schools and HEI, one must have into consideration the
limitations of these organizations, namely the hardware and software they usually have
available, the existence and quality of internet connections, etc. Every option will have its
challenges.
• Also the type of use developers want to make of it are important to consider – will it have a
commercial use or not, for instance. Do developers want it to be wide spread?
17. . 17
The overall learning approach is a high level framework that establishes:
▪ which key competences will be targeted by the game [learning objectives]
▪ how will the game facilitate the learning of these key competences [learning delivery method]
▪ what settings are adequate for the use of the game [learning settings]
▪ what is the role of the educator in the game based learning process [role of the educator]
▪ what support is there for the game based learning process [additional learning materials]
▪ how is the learning process going to be evaluated [evaluation]
18. . 18
Learning Objectives
LBE is an educational tool, comprised of a computer game complemented by other learning materials, to be
used in regular education settings and other contexts (e.g. blended learning, self-organised learning), that
provides a simulated environment in which users are challenged to make decisions, individually or in a
group, concerning business-like situations.
The computer game is designed to facilitate the acquisition of key entrepreneurial skills and to provide a
context for other learning opportunities on entrepreneurship topics. In other words, the LBE Game should
be viewed as part of the learning experience intended by the LBE project, rather than the full experience.
19. . 19
Learning is based in Simulation. Simulation is used for the acquisition or exercise of different skills, to
teach effective behaviour in the context of simulated conditions or situations. It allows learning by-doing,
which makes them very effective.
Pupils are led to explore and make business choices to discover Concepts and learn desirable Behaviours
and Attitudes leading to the development of key entrepreneurial competences.
Most entrepreneurial challenges are a result of a set of factors: bad planning, lack of leadership,
excessive dept, lack of innovation drives, etc.. So, the opportunity for pupils to explore a real-life like
environment (necessarily simplified) works in favour of a more engaging and involving learning
experience.
Learning Objectives
23. . 23
In the learning process proposed for the LBE Game, the educator takes on the
role of a facilitator:
▪ He/she will facilitate (when needed) interaction and communication
between players
▪ He/she will help consolidating the learning experience by promoting a
debrief on relevant game activities
▪ He/she may prepare their own learning materials based on the
Implementation Guide (O1.A6) to adapt to the specific need of his/her
pupils/children
▪ He/she will adapt language and level of demand in the approach to each
financial topic
▪ He/she will facilitate access to research material and means (books, internet,
etc.)
▪ He/she will prepare own learning materials to use in class based on the
Implementation Guide (O1.A6) to adapt to the specific need of his/her
students
Role of the Educator (teacher, trainer, parent)
24. . 24
Educators will have at their disposal an Implementation Guide (O1.A6) with
suggestions on the use of the game and additional exercises and activities that may
complement the game experience.
Additional Learning Materials
25. . 25
Evaluation on the acquisition of the key competences will be done
through:
▪ Game progress and score
▪ Self-assessment based on a grid available in the Implementation
Guide (O1.A6)
▪ Group assessment based on a grid available in the Implementation
Guide (O1.A6)
Note: This should be reviewed and detailed later in the Implementation
Guide.
Evaluation
27. . 27
The Game Concept defines, in broad terms, the game’s idea and objectives.
The LBE Game is an Educational Game with main characteristics of a Simulation Game, combined with other
genres such as puzzle games.
28. . 28
The general idea of the game is to simulate a Design Thinking Process for a new Space Cruise Ship to take tourist
through space.
The game will be played by a team of players – 2 to 4 – cooperating with each other during the different stages of
the process of designing and launching a Space Cruise Ship. Ideally each team should have 3 players.
They will specifically have to, inquire “clients” about their needs (EMPATHISE), be able to agree on a definition for
the problem (DEFINITION), generate solution (IDEATE), create a model for the solution (PROTOTYPE), test that
model (TEST) and launch the solution (LAUNCH).
Financial issues are introduced in the game by making the players compliant with a budget. This varies from some
traditional game about entrepreneurship that tend to put the stress on selling products. Our intention is to have
a different approach also considering the lower ages in our age bracket.
This is also a way to keep the focus on the design thinking process – the base for the application. This will also
require an extra effort to create a game algorithm that brings different outcomes and different challenges every
time the game is played, as well as ensuring the fun factor capable of engaging pupils.
29. . 29
Game Objective
The goal of the game is to successfully launch a Space Cruise Ship with the specification of the contractor
and that pleases the future space tourists, ahead of the competitors.
An additional objective can be set for those completing the task with the higher % of budget savings.
30. . 30
(a full story will be written to give an additional context and to make the game more engaging)
The players – 2 to 4 - are a product development team known for ground-breaking views and responsible for
huge market successes.
The team is led by a virtual team leader which will provide indications throughout the game play to the
actual “human” players.
One day, the team leader – Ms. Carson – presents the team with an assignment. She had been contacted by
a tourism company called Out There Travel. Out There Travel wants to be the first company offering Cruise
trips through Space, and set the team a challenge: design and launch the first Space Cruise Ship.
The players will not be alone in the race to create the first Space Cruise Ship ever! The contactor Out There
Travel – decided to give the challenge also to one of your competitors – The Fairly Good Design Company.
The first to come up with a Space Cruise Ship that answers to the contactor’s base requirements and to the
future space tourists needs, will come on top.
Game Story
32. . 32
The Game Elements and Mechanics determine the components of the game and how they relate, enabling
action.
After a brief overview of the game, the Game Elements and Mechanics will be presented in detail.
33. . 33
▪ The game’s goal is to design and launch a Space Cruise Ship before the competitors.
▪ The actual launch of Space Cruise Ship is measured by the compliance with base requirements set by the
contractor (e.g. the ship must fly, cannot cost more than X coins, must have at least 20 rooms) and the
satisfaction of the future space tourists with the facilities offered by your cruise ship.
▪ The advancement of the competitor’s team - The Fairly Good Design Company – will be generated by an
algorithm to keep the player at check during play and avoid they take too long to complete tasks. This
advancements will be represented on the game screen so that all players can be aware of it.
▪ The game should be played by a group of 2 to 4 Players cooperating to achieve a common goal.
34. . 34
▪ The action takes place in a city environment, where the Players have to
go through several steps on a design thinking process.
▪ Each step on the game’s product development process corresponds to a
game Level. Each step is identified as a building so that the process itself
can also be more clear to players.
▪ In each Level, a new part of the game environment opens up. The
objective is that the player realises that the process has specific and
recognisable steps.
EMPATHISE DEFINE IDEATE PROTOTYPE TEST LAUNCH
35. . 35
▪ As players progress, the game environments will be kept open, even the ones related to previous stages. This is
because the design thinking process is iterative and is important that the players realise that at any point they
may have to go back and re-evaluate previous options in face of new information.
▪ The interactive nature of the design thinking process is also the reason why the players will face random and
programmed “events” which will change initial assumptions and drive the need to go back to previous stages
and operate changes.
▪ Once players reach the Test stage (before actual launching), they will have to submit their prototype for testing
▪ A successful test enables the launching of the ship in the final Level.
36. . 36
The game is played by a group of 2 to 4 players contributing to a common objective. The ideal number of player is
probably 3, so there is sufficient diversity of opinions, but still keeping it manageable in terms of time that takes to
discuss and reach the consensus necessary to progress in the game.
Besides competing with the virtual competitor, the teachers can set up several groups in class playing the game and
create an healthy competition between them so see, for instance, who launches the ship first. Or who launches while
saving money (e.g. % of savings in relation to the budget).
The game records will even facilitate the creation of competitions across the school or gathering participants from
other schools, as the game will keep track and issue a certificate to players that achieve the game goal, with the main
statistics – e.g. play time, level of satisfaction of space tourist, budget saves.
There is also no technical limitation to playing the game as a single player. However, the learning value is significantly
reduced, as processes like ideation and others benefit from the exchange of views and collaborative work, and all the
social competences that could be improved with the group playing, like team work, respecting other’s opinions, etc.,
will not benefit from playing the game individually.
Note: The above play alternatives are just ideas and the teacher should be able to decide the best use of the game
within a multitude of possibilities. The different ways the game can be played, will be part of the toolkit.
Players and Game Modes
37. . 37
Virtual Competitor
The Fairly Good Design Company will show up on screen
during play, represented by a progression bar. This progression
will reflect the Players own game so that it keeps them in
check but it does not pose as an obstacle to the success of the
Players.
In other words, the competitors should only beat the Players
when these use excessive time to complete the Levels or show
an evident inability to complete the game (e.g. performed 20
prototype test without success)
38. . 38
Events
Starting on Level 2, there are other events that can occur in the game for the
Players’ benefit or disfavour. Some of these events include:
• Changes in clients’ preferences
• Changes in the budget available
• Other constraints
These events will required to simulate better the process of Design Thinking
and will keep the players in check, testing their management skills, including
social skills, resilience, capacity to prioritize, etc..
40. . 40
Loosing
Players will lose only in the case that the virtual competitor completes
the challenge before the Players do. Other than that, Players can fail as
many times as they wish, as goal of the game is precisely centred in the
process.
42. . 42
At the start of the game, Players may be encouraged to choose a team name. It is a
way of creating a bond and release their imagination.
At the start of each level, Players may also be led to reflect on what they are supposed
to do before the brief introduction of the virtual Team Leader, and before jumping into
action.
A brief moment to discuss the results could also be a good way to consolidate learning
after completing each level.
44. . 44
Level 1 is about EMPATHISING, in this case to understand the needs of those linked to the challenge of creating a
Space Cruise Ship: Contractor and potential Space Tourists.
The Players will have to assess the needs of the Contractor – Out There Travel - which has needs related, for
instance, to the cost of building the ship, capacity, the ability to launch and break through the atmosphere, etc.
On the other hand, Players will have to understand the needs of the potential Space Tourists. They may require
certain types of facilities (e.g. cinema, disco, gym,..) or have specific concerns (noise, smell, safety,…)
To identify these needs, players will have to resort to different ways of collecting data: interviews, observation,
survey.
Players will decide when they are satisfied and may progress to the next level. They can always return afterwards if
they realise they missed something. This freedom allows the players to understand the choices they have and
what may be the cost of skyping parts of the design thinking process, specially if they move too quickly to the test
phase without taking good note of the needs of the “clients”.
In any case, as they plan to move on, the Team Leader will stress the importance of going through this stage
diligently.
45. . 45
We need to get a better understanding from Out There Travels about their requirements for
the Ship. Go to the EMPATHY BUILDING to collect some ideas on a strategy to achieve that.
This is called the EMPATHY STAGE.
2
3
4
1
46. . 46
1 EMPATHY BUILDING
Whose needs should we be accessing?
POTENTIAL SPACE
TOURISTS
OUT THERE TRAVEL
Hum…is the first time there will be Space Tourists, so how can we assess those needs?
LOOK AT THE CLOSEST
COMPARABLE THING
DO A SURVEY TO
POTENTIAL TOURISTS
Create a dynamic query to
spark discussion and help
Players understand what they
are suppose to do and with
what objective
This refers to the survey to
classmates or a predefined
market survey available to
Players
47. . 47
2 CONTRACTOR’S OFFICE
OUT THERE
TRAVEL
Interview OUT THERE
TRAVEL’s Boss
48. . 48
E.g. Observe
preferences for
entertainment, like the
pool
Interview staff
Interview guests, like
couples, older guests,
children
3 SEAPORT / DOCKS
49. . 49
4 MARKET RESEARCH
Download survey, pass it on
in the class, gather results
and input them in the game
! This option needs to be
evaluated in detail for
technical feasibility
Classmates can pose as
potential clients of space
travel
50. . 50
Are you sure you collected all the data you need? You may always come back later, but
having the right data is key to avoid setbacks in the future.
Go to next Level
✓
✓
✓
51. . 51
During play, Players should be encouraged to take written notes about what they’ve
learn from the interviews, the observation and the survey, perhaps even separately
and confront them in the next level where reaching consensus will be required.
53. . 53
Level 2 is about defining more accurately what the “problem” is, or in this case, define que requirements
from both the Contractor and the potential Space Tourist.
While in the previous level, the Players got dispersed data, is now time to make sense of all of it and establish
a common ground that all the members in the team can agree on.
To achieve that, the Players are presented with boxes representing requirements for the Space Cruise Ship
(keywords and small phrases) some of which are true and others are false, in relation to the data available in
Level 1, the Empathise stage.
The Players will then have to selected and group the relevant boxes next to each of the “clients”, i.e., the
Contractor and the potential Space Tourists.
To progress to the next level, two options are still open. One is to allow Players to move to the next level when
they think they did a good job. Other option would be to allow them to advance only when they got all the
boxes right. This last option maybe preferable especially for the youngest children playing the game, as it will
force them to be more structured in their approach, while still allowing to pass on the idea that if they do not
pay attention and go through all the process of collecting data during Level 1, they may be required to go
back, thus “paying a price”.
54. . 54
We got a lot of information from the previous interviews, observations and survey.
We need now to make sense from all that information and be sure that we are
considering all the important things before we move on. Let’s go to the DEFINE
BUILDING and discuss things.
1
55. . 55
1 DEFINE BUILDING
Did you all take notes during the EMPATHY STAGE? Let’s compare them!
THERE ARE
DIFFERENCES
NOTES ARE THE
SAME
Hum…if there are differences, we have to come to a consensus now. Remember you can
always go back as a last resort.
Next
Create a simple query to help spot
differences in the Players views from
the first stage. Helps also realise that
the same data can generate different
interpretations
56. . 56
1 DEFINE BUILDING
POTENTIAL
TOURISTS
OUT THERE
TRAVEL BOSS
#ROOMS: 4
COST TO BUILD: 100
QUIET
POOL
GYM
DISCO
GAME ROOM
CINEMA
SAUNA
ROOM WITH VIEW
ROOM AWAY FROM
SMELLS
ABILITY TO TRAVEL IN
SPACE
SAFETY
300 PEOPLE
LOTS OF
RESTAURANTS
FAST
Drag-and-drop boxes to
the right places.
Print
57. . 57
Are you happy with the choices you made? These choices reflect the PROBLEM you are
trying to solve, thus they should guide your next steps to create the Space Cruiser.
Go to next Level
✓
58. . 58
During play, Players should be encouraged to compare notes and solve differences to
achieve a consensus that allows them to progress as a team.
60. . 60
Level 3 is about generating ideas to solve the problem, thus, in this case, is to come up and agree on a basic
solution for the Space Cruiser.
The Players will have to consider all the aspects of the definitions established in the previous stage, generate
ideas among them, and find a solution/priorities.
In a first stage, Players will be invited to think about a solution on their own. This is the divergent phase. Then
they will be invited to present their ideas an converge on a single solution. This is the convergent phase. For
this last phase, it will be important for Players to be able to prioritize, namely identify the “must haves”, and
conduct an analysis of the options before agreeing on a solution.
61. . 61
We established the requirements for the Space Cruiser with the DEFINE stage, now is
time to start loosing your creativity.
Let’s go to the IDEATE BUILDING and get the process going!
1
62. . 62
1 IDEATE BUILDING
1. First thing first! Print the Ideate Form. Make copies so that every Player has one.
2. Give yourselves 2 minutes to look into the requirements established under the
previous stage.
3. Done? So each Player gets a copy of the Ideate Form. This document is designed to
help you gather ideas individually. You will create an idea for your ideal Space Cruiser.
You have 5 minutes to do this task.
4. Ok, now that all Players are done and have their ideas lined-up, you have 2 minutes to
presented to the other team players your idea. During the presentation, the other
Players should take notes of things they like most and things they feel are less
interesting
5. After the round of presentations, you should now go through all ideas so that Players
can share their thoughts based on the notes they took and on priorities. This is the
starting point to get an aligned view for the Space Cruiser.
6. Finally, fill a Ideate Form with the idea that the team has generated for the Space
Cruiser after the discussion and finding common ground.
Print Ideate
Form
Ideate form may also be digital. It will require to
have a short story, a small blueprint with the
spaces and their distribution.
63. . 63
1 IDEATE BUILDING
7. Now with a common view, altogether you have to come up with a name for the Space
Cruiser.
This task can eventually be inserted into the
previous tasks to make the process more
efficient. The risk, on the other hand, is making
the process too complex.
64. . 64
Now you have an idea for your Space Cruiser! It is time to make it more real, by
creating a prototype, i.e., a proxy of what you want to build that can be later tested to
avoid incurring in too much cost in what might be proven to be a bad idea.
Go to next Level
✓
65. . 65
During play, Players should be directed if needed to respect tasks and times.
The process might be noisy, but noise is part of the creative process so it is important
to let kids express themselves and be passionate, as long as they are respectful of
others’ ideas and positions.
67. . 67
Level 4 is about creating a model of the idea so that it can be tested in the following stage. In the game this
means that Players will have a digital model which they can play with to create a model ship.
Besides respecting the idea consolidated in the IDEATION phase, Players will be facing a new variable – cost.
Thus, while configuring the prototype, Players will have to do it having in mind the cost of each ship’s part to
avoid going over budget.
The result is that Players may even face the need to go back and redefine their idea based on priorities, to
make sure the budget is met. This particular aspect is not typical at this stage of the Design Thinking Process,
but serves the purpose of introducing the financial aspect into the game, which is relevant for the purpose of
developing basic financial skills.
At the end, Players need to reach a viable prototype to move to the next stage.
68. . 68
It’s time to create a prototype base on your idea! This can be quite fun!
Let’s go to the PROTOTYPE BUILDING and get the process going!
1
69. . 69
1 PROTOTYPE BUILDING
1. Drag-and-drop ship parts to place them and take them out.
2. There is an important new aspect to consider – the budget. The cost of each part is
defined, and the total cost the prototype represents is visible.
3. You can only move to the next stage if you comply with the budget, which may require
you to go back and redefine your idea based on priorities to respond to the maximum
of requirements while maintaining the budget under control.
4. When you are done, print the scheme of your prototype for future memory.
Next
70. . 70
1 PROTOTYPE BUILDING
Print Prototype
Infirmary [cost: 10]
Gym [cost: 5]
Room [cost: 2]
Restaurant [cost: 5]
…
Corridors
Propulsors
Aesthetic elements
Drag-and-Drop parts on a modular structure.
This is a simplified scheme. The ship should be
bigger and the graphics attractive.
CURRENT COST: 150
71. . 71
Great, you have a prototype! If you are happy with it you should test it now!
Go to next Level
✓
72. . 72
During play, Players should be encouraged to review the prototype in face of the idea
and the requirements, to check if it responds to all or most of the demands.
When playing in class, the teacher might find the need to establish a time for this task
and a few checkpoints to control the time that is being used. Ideally, however, kids
should be given enough time to complete this task as it implies discussion and
establishing consensus, allowing for a huge gain in terms of soft skills required from
entrepreneurs, like teamwork, self-regulation, leadership, prioritization, creativity, cost
calculation/simulation, etc.
74. . 74
Level 5 is about testing the prototype and validate if the “clients” are happy with the Players’ solution or if
the team needs to go back and redesign the Space Cruiser before launching.
The test has 2 phases. First the ship must prove it can fly – technical requirement. If it passes this test, then
there is the satisfaction test with potential space tourists.
If the satisfaction criteria is met, then the Level is completed.
75. . 75
Is time to test the prototype and see what is really worth!
Let’s go to the TEST BUILDING and get the process going!
1
76. . 76
1 PROTOTYPE BUILDING
Next Test
There will be a flight test based on specific
criteria (e.g. ratio weight / nº propulsors). If it
passes
FLIGHT TEST
77. . 77
1 PROTOTYPE BUILDING
Print Test
Results
CURRENT COST: 150
Have an animations that corresponds to the
actual alignment between the initial
requirements and the prototype. Have a short
test result to print in case of the need for future
changes
SATISFACTION TEST
78. . 78
Great job! You passed both test!
It seems all is right to proceed to the launch of the Space Cruiser!
Go to next Level
✓
79. . 79
During play, Players should be encouraged to experiment and make systematic
corrections and testing till coming up to an acceptable result. Enough time should be
given to perform this testing, as there is a lot to gain from the iterative process and
from the social interaction happening.
81. . 81
Level 6 is meant to extend the experience a bit more, namely to share the results with the other groups of
Players.
Should be a simple Level, so that Players can have a feel of the result of their work. Thus, a few nice
animations about the launching should be created.
82. . 82
OUT THERE TRAVEL is launching the first trip through the stars! They ask us to help
them with some marketing effort.
Let’s go to the LAUNCH BUILDING!
1
83. . 83
1 LAUNCH BUILDING
We have to create a small advertisement and a poster to announce the Space Cruiser and
the trips to the stars!
So, get going!
Next
The objective is to give free reign for the team
to create this add that will appear on the final
screen along with the Space Cruiser launching.
84. . 84
The advertisement shows, along with an
animation of the launching of the space trip,
ending the game.
Players will be able to print a certificate with the
main game stats and a picture of their ship.
Print Certificate
85. . 85
After the game ends, Players should be encouraged to present their results to the
other groups of Players.
Eventually, a discussion around what they have learned from the game, what would
they do differently from what they did, etc. could help consolidating the learning
experience.
88. . 88
▪ The game can have a general music theme.
▪ Sound effects in specific scenarios– e.g. when visiting the cruiser
ship anchored in the seaport, we should ear the sound of breaking
waves and of seagulls. The city overall scenario can have also
urban sounds.
Music & sound effects
89. . 89
▪ Through dedicated webpage
▪ Possible to control accesses
▪ Possible to keep record of users’ performance
▪ Easy to introduce updates
▪ Requires to pay hosting and page maintenance
▪ Possibly interesting to commercial exploitation of the game
Online
Delivery
90. . 90
Game: HTML5
• Phaser - A fast, fun and free open source HTML5 game
framework
https://phaser.io
Backoffice: PHP5/MySQL
• Programming language PHP5
• Database MySQL
Programming (coding)
91. . 91
▪ Use accessible language
▪ Use an adequate font size or enable magnified text
▪ Introduce possibility of audio text, using free online tools
Accessibility
