Day 3

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Day 3

  1. 1. Day 3 <ul><ul><li>Review of Course Assessments </li></ul></ul><ul><ul><li>PowerPoint Dissection </li></ul></ul><ul><ul><li>Scratch Basics </li></ul></ul>
  2. 2. Components of Games <ul><li>Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role. </li></ul><ul><li>~Wikipedia~ </li></ul>
  3. 3. Let’s Get Specific <ul><li>Assessment pieces in the course </li></ul><ul><li>Investigation Journal (5%) </li></ul><ul><li>Book Review (20%) </li></ul><ul><li>Needs Analysis (10%) </li></ul><ul><li>Forum Discussions (5%) </li></ul><ul><li>Class Participation (10%) </li></ul><ul><li>Concept Document (15%) </li></ul><ul><li>Final Project and Presentation (35%) </li></ul>
  4. 4. Investigation Journal Forum Discussions <ul><li>“ Students will keep a journal throughout the course where they reflect on course experiences, discussions, and activities, as well as reactions to/review of games encountered inside and outside of class. Students should record at minimum two entries per week (at least 36 entries) and upload to Moodle on or before the last class meeting (October 23).” </li></ul>
  5. 5. Book Review <ul><li>“ Write a book review for A Theory of Fun for Game Design . Use the following website as a guide http:// www.lavc.edu /library/bookreview.htm .” Post your review for other course members to review and use the discussion forum to share thoughts. </li></ul><ul><li>This will be incorporated into the Journal and Forum Discussions. Ignore the book review guide. </li></ul>
  6. 6. Journal / Forum Topics <ul><li>Reality Bytes – 8 Myths about Video Games Debunked </li></ul><ul><li>Simulation Summary </li></ul><ul><li>Review of Chapter 4 – What Games Teach Us </li></ul><ul><li>Review of Chapter 5 – What Games Aren’t </li></ul><ul><li>Review of Chapter 6 – Different Fun for Different Folks </li></ul><ul><li>Review of Chapter 7 – The Problem with Learning </li></ul><ul><li>Pre-Needs Assessment </li></ul><ul><li>Initial Flowchart </li></ul><ul><li>Review of Chapter 8 – The Problem with People </li></ul>
  7. 7. Needs Analysis (10%) <ul><li>Students will complete a needs analysis to determine the appropriate use of activities, games or simulations in their classroom and determine what content objective(s) they will focus their final project on. The needs assessment should consider student performance and how utilizing activities, games or simulations will strengthen areas where students exhibit weakness, whether it is an essential 21 st century skill or a particular concept. Students should discuss the value of games and simulations in teaching and learning. </li></ul>
  8. 8. Needs Analysis (10%) <ul><li>They should include how activities, games, or will: </li></ul><ul><li>Appeal to different learning styles? </li></ul><ul><li>Increase student motivation and engagement? </li></ul><ul><li>Provide opportunities for students to develop their creativity? </li></ul><ul><li>Provide an environment for visualizing difficult concepts? </li></ul><ul><li>Enable student-centered learning? </li></ul><ul><li>Allow students to develop their problem solving, critical thinking, and collaboration skills? </li></ul><ul><li>Motivate students to practice their skills and develop expertise? </li></ul><ul><li>Allow students to gain experience through trial and error? </li></ul>
  9. 9. Concept Document (15%) <ul><li>Students will use a template to design a concept document outlining their final project. The document will include: </li></ul><ul><li>title of proposed final project </li></ul><ul><li>summary of activity, game, or simulation </li></ul><ul><li>goal(s) of final project </li></ul><ul><li>objective(s) for achieving the goal </li></ul><ul><li>tool used to design final project </li></ul><ul><li>flow chart illustrating how users will progress in the game </li></ul><ul><li>how user will be assessed </li></ul>
  10. 10. Game Conceptualization <ul><li>Produce a draft document outlining a plan for an educational game. You must propose specifics for the topic, learning goals, rules and the physical game. Include: </li></ul><ul><li>topic for the game and why it is appropriate </li></ul><ul><li>Who the audience is and why this game would work with that audience </li></ul><ul><li>What you expect the players to learn and how they will learn it </li></ul><ul><li>How the game is played including specifics of the design, rules, etc. </li></ul><ul><li>The document should be concrete so that a reader would know what the game is and why it will work. </li></ul>
  11. 11. Flowcharts <ul><li>Create a Flowchart for the entire game </li></ul><ul><li>Your game is going to be complex and there will be many decisions that the player will have to make and each decision opens up a whole new path for the player to take. Creating a flowchart is the best way to keep track of all the possible paths through the game. </li></ul><ul><li>Kalif, W. (2006, October 13). How to Write a Video Game Script . Retrieved June 27, 2009, from http://ezinearticles.com/?How-to-Write-a-Video-Game-Script&id=327520 </li></ul>
  12. 12. Suggested Readings
  13. 13. Design Tools

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