Slides revised Mar 23, 2015.
The course intro for level design course with an introduction to some surrealist methods and development project aiming to use those those techniques. This is part of an experiment in design teaching to extend student design understanding outside of tradition methods.
The slides contains the course intro, instructions to a development assignment and description of prefabs that are offered for the project (the Unity Project will be available later after I I fixed all the details and removed assets that I cannot redistribute).
A lecture on game system design. Introduction to concepts for describing and discussing designs with examples. Some notes about evaluating game system behavior.
Tower Defense Generator: A Tool for Supporting Game Design EducationJose Zagal
These are the slides for a Pecha Kucha talk I gave at the GLS 8.0 conference. The abstract is below:
"In education, game design is often used as a means to an end: for example, to learn computer programming. Inspired by the notion of constructional design, or the design of tools to support others design activities, we are exploring the use of tools to support learning game design as an end in itself. We present a work-in-progress tool called Tower Defense Generator that allows student game designers to actively, and reflectively, explore a games possibility space while developing a deeper understanding of the key features of the tower defense sub-genre, and how those features interact to produce meaningful gameplay experiences. TDG allows learners to use different heuristics to procedurally generate game levels that can then be analyzed, playtested, and modified. We argue that these (and other) features provide for an environment with the appropriate amount of scaffolding to encourage powerful and interesting design explorations in support of learning."
The Basics of Game Design and Scratch - Unit PlanInstantTechInfo
This unit aims to teach middle/high school students the fundamental principals of game design and the basics of the popular game design software, Scratch.
A variety of resources are available for download, free of charge, from:
http://education.instanttechinfo.com/tutorials/gamedesignbasics.html
My Annual Project reprot on MING GAME ZONE
basicaly a C/C++ Game project consist of 5 games....
The Classic Games of :-
1) Tic Tac Toe
2) Snakes & Ladders
3) Battle Pong
4) Snake Man
5) Digital Simulator
Abhijeet Singh
A lecture on game system design. Introduction to concepts for describing and discussing designs with examples. Some notes about evaluating game system behavior.
Tower Defense Generator: A Tool for Supporting Game Design EducationJose Zagal
These are the slides for a Pecha Kucha talk I gave at the GLS 8.0 conference. The abstract is below:
"In education, game design is often used as a means to an end: for example, to learn computer programming. Inspired by the notion of constructional design, or the design of tools to support others design activities, we are exploring the use of tools to support learning game design as an end in itself. We present a work-in-progress tool called Tower Defense Generator that allows student game designers to actively, and reflectively, explore a games possibility space while developing a deeper understanding of the key features of the tower defense sub-genre, and how those features interact to produce meaningful gameplay experiences. TDG allows learners to use different heuristics to procedurally generate game levels that can then be analyzed, playtested, and modified. We argue that these (and other) features provide for an environment with the appropriate amount of scaffolding to encourage powerful and interesting design explorations in support of learning."
The Basics of Game Design and Scratch - Unit PlanInstantTechInfo
This unit aims to teach middle/high school students the fundamental principals of game design and the basics of the popular game design software, Scratch.
A variety of resources are available for download, free of charge, from:
http://education.instanttechinfo.com/tutorials/gamedesignbasics.html
My Annual Project reprot on MING GAME ZONE
basicaly a C/C++ Game project consist of 5 games....
The Classic Games of :-
1) Tic Tac Toe
2) Snakes & Ladders
3) Battle Pong
4) Snake Man
5) Digital Simulator
Abhijeet Singh
Slides from Elisabetta Silli's talk in the GDC Europe 2010 panel about level design.
Movie content can be found on:
http://publications.dice.se
Part designer, part producer, programmer and artist, what is it that makes a level designer effective? The short answer: knowing how to balance all of these roles to maximum effect! This session will examine situations from three AAA games, and the specific challenges they brought about and the solutions required to surmount them. Are level design approaches for radically different games inherently similar, or do accepted methods need to be drastically altered to fit the unique nature of the project? An examination of Alan Wake, Mirror's Edge, and Brink will help answer this question, and many others.
Over view to a book about research methods edited by Petri Lankoski and Staffan Björk (2015). http://press.etc.cmu.edu/content/game-research-methods-overview
- Course description and assignments (slides 3-10)
- Game system design
-- Game elements (slides 12-29)
-- Hints for design (slides 30-32)
- References + reading list (slides 33-34)
Slides introduces Escape package that is developed for teaching Unity. The package contains building blocks for a simple first person sneaking game.
Contents:
- Introduction to prefabs in package
- Level design assignment
Download the Unity package:
http://www.mediafire.com/download/2t49ajxl6n7xq3z/escape_new.unitypackage
Serendipity by Design - IxD S. America 13Dave Malouf
I opened up the talks section of this great conference in Recife, BR in 2013.
The talk was talking about how design can use the powerful tools of art and it's close association to non-linear creativity and associative thinking by building the space and culture of the studio environment.
University teaching as epistemic fluency: Frames, conceptual blending and ex...Lina Markauskaite
University teaching as epistemic fluency: Frames, conceptual blending and experiential resources in teacher pedagogical and ICT choices, by Lina Markauskaite
Presented during sabbatical at University of Berkeley, Glasgow Caledonian Academy and Sheffield University during 2011 April-May
My level design intro course lecture: assignment description
Video at slide 16: https://youtu.be/w_x5wI3PNZA
Video at slide 25: https://youtu.be/OPIwVcOe3k0
Slides from Elisabetta Silli's talk in the GDC Europe 2010 panel about level design.
Movie content can be found on:
http://publications.dice.se
Part designer, part producer, programmer and artist, what is it that makes a level designer effective? The short answer: knowing how to balance all of these roles to maximum effect! This session will examine situations from three AAA games, and the specific challenges they brought about and the solutions required to surmount them. Are level design approaches for radically different games inherently similar, or do accepted methods need to be drastically altered to fit the unique nature of the project? An examination of Alan Wake, Mirror's Edge, and Brink will help answer this question, and many others.
Over view to a book about research methods edited by Petri Lankoski and Staffan Björk (2015). http://press.etc.cmu.edu/content/game-research-methods-overview
- Course description and assignments (slides 3-10)
- Game system design
-- Game elements (slides 12-29)
-- Hints for design (slides 30-32)
- References + reading list (slides 33-34)
Slides introduces Escape package that is developed for teaching Unity. The package contains building blocks for a simple first person sneaking game.
Contents:
- Introduction to prefabs in package
- Level design assignment
Download the Unity package:
http://www.mediafire.com/download/2t49ajxl6n7xq3z/escape_new.unitypackage
Serendipity by Design - IxD S. America 13Dave Malouf
I opened up the talks section of this great conference in Recife, BR in 2013.
The talk was talking about how design can use the powerful tools of art and it's close association to non-linear creativity and associative thinking by building the space and culture of the studio environment.
University teaching as epistemic fluency: Frames, conceptual blending and ex...Lina Markauskaite
University teaching as epistemic fluency: Frames, conceptual blending and experiential resources in teacher pedagogical and ICT choices, by Lina Markauskaite
Presented during sabbatical at University of Berkeley, Glasgow Caledonian Academy and Sheffield University during 2011 April-May
My level design intro course lecture: assignment description
Video at slide 16: https://youtu.be/w_x5wI3PNZA
Video at slide 25: https://youtu.be/OPIwVcOe3k0
Video game design and programming course for the Master in Computer Engineering at the Politecnico di Milano.
http://www.facebook.com/polimigamecollective
https://twitter.com/@POLIMIGC
http://www.youtube.com/PierLucaLanzi
http://www.polimigamecollective.org
Politecnico di Milano, Videogiochi, Video Games, Computer Engineering, game design, game development, sviluppo videogiochi
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
CEWIT Hand-on workshop.
Link to materials - https://languagevariationsuite.wordpress.com/2020/01/31/faculty-accelerator-crash-course-rmarkdown-with-r-introduction/amp/
Videogame Design and Programming - Course organizationPier Luca Lanzi
Lecture for the Videogame Design and Programming course for the MSc Engineering of Computing Systems (Laurea Magistrale in Ingegneria Informatica) - Politecnico di Milano.
Prof. Pier Luca Lanzi
Dipartimento di Elettronica, Informazione, e Bioingegneria
Course Webpage:
http://www.polimigamecollective.org
Course Facebook Page:
https://www.facebook.com/polimigamecollective
A lecture in HEVGA research summer school at the University of Skövde, Sweden (Aug 21-23 2019) on Game Analysis. The focus of the lecture is in the formal analysis and some applications of it.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Level Design
“Once the core gameplay for a game is established, it
is the level designer’s job to create the game-world in
which game play takes place, to build spaces that are
fun for players to play in” (Rouse, 2005, p.449)
Use of ready design and components to populate the
game-world
Where, what, how
Implementation of models, textures, sounds that are
needed in the levels
Level order and how the levels are connected
2
4. Petri Lankoski
Learning goals
Create levels for a game using a specific game system
design
Apply theories and research in level design work
Describe and Analyze level designs
Document and reflect own work
5. Petri Lankoski
Pedagogy
Problem-based / project-based learning
Problem-driven (in contrast to lecture-driven)
Project is the problem, a tool for learning
Set-up
Intro + seminars
Focus on concepts and theories
Project
Focus on applying theories and concepts in development
work
Reflection
Focus on documenting, reflecting, analyzing
6. Petri Lankoski
Portfolio
Game level (not returned via StudentAdmin)
Development diary (project part, 7/4-23/4)
Test plan & report
Two work samples accompanied with an
explanation how the sample exemplifies your learning.
Critique to the levels of another group
Artist of the group writes one critique
Designers of the group writes one critique
7. Petri Lankoski
Grading Criteria
G
Portfolio shows that the student
is able describe and justify their
design choices
Portfolio shows that the student
can apply theories/methods
from reference literature in
design and practical
development work.
Attended all the seminars and
project work
VG
Fulfil the criteria for G
The portfolio shows that the
student is able to critically reflect
their and others designs.
Portfolio shows that the student
has a good command on the
reference literature.
You have kept all deadlines
8. Petri Lankoski
Reading List for Thu (10/4)
All:
Rouse, Game Design: Theory &
Practice (2nd ed), Chapter 23: Level
Design (pp. 449–474)
Surrealist techniques (Wikipedia)
Artist
Salzberg & Kupferman: Stage Light
Primer: sections Principles of
Composition, Functions
Of Stage Lighting, Qualities of Light
Solarsky, Videogame art. Chapter 7
Environmental design and part of
chapter 8, colour (pp. 203–229)
Hayward, Videogame aesthetics.
Gamasutra.
Designers
Licht: An Architect’s Perspective
On Level Design Pre-Production.
Gamasutra.
Stout: Learning from the Masters.
Gamastutra.
Galuzin: Horror/Survival Level
Design. World od Level Design.
9. Petri Lankoski
Game
One game
Theme: Surrealism
Apply in look-and-feel
Palette: complement colors
Core mechanics:
Exploration
Finding power-ups and portals
Portals are hard to see by design
Spatial puzzle
Finding ones way from the beginning to the goal
Portals, power-ups, and kill zones are the main components
for the puzzle
“Published” as a freeware after the course
10. Petri Lankoski
Game...
You get Unity project that include (via version control)
Start screen with full functionality
An into scene
Fully functional
Except, some features depending on your level design in other
scenes
No coding except for visual effects
A set of prefabs that provides the core functionality
11. Petri Lankoski
Development Diary
See template
Remember to
To describe what you did
Describe the problems you face and how you solved the
problem
Explain how you used the course literature in your work
An entry per day, a longer entry once a week
Development phase
Include also quality sprint
12. Test plan & test report
Plan
Plan what to be tested
Aims for systematic approach
You should actively test things that needs to be tested! It is
not possible to see everything in advance.
Report
Contains the cases that where tested
Also the list of issues that remains
12
13. Petri Lankoski
Work samples
Two Samples: for example:
Level design schema, concept art, assets, postmortem, etc.
Instead of 3D files or Photoshop files, use screenshots showing relevant details
Written report (around a page)
What did you do?
How did you do this?
Why did you do this ?
How this sample demonstrates your learning?
Keep in mind the learning goals of the course!
Telling that you have learned to normal map or using Unity profiler, etc. won’t help to
demonstrate your learning
14. Petri Lankoski
Groups for Project
Level Design Groups:
Two levels (he second levels is a copy of the other with some
small changes)
Lead Level Design Group:
overall structure & set-up intro & end scene
Requires co-operating with all groups
Scrum Master Group
No scrum masters in the other groups
ME: lead designer / product owner
15. Petri Lankoski
Sprints
Sprint 1 (7/4-8/4)
Concept: Concept art, maps,
prototypes, etc. -> High level
User Stories (1)
Scrum team does not work
as scrum masters during this,
but with lead level design
group
Sprint 2 (9/4-14/4):
Dev sprint
First level
Sprint 3 (15/4-17/4):
Dev sprint
Second level ready
The game is fully playable
Sprint 4 (20/4–23/4):
Quality sprint (testing &
iteration)
Test the whole game
(1) Keith, Agile Game
Development with
Scrum. Addison
Wesley, 2010, pp. 85-
124
17. Petri Lankoski
Theme
Surrealism
Illogical, visually realistic
Let your unconsciousness
guide
E.g.: Max Ernst, André
Breton, Salvador Dali,
Federico García Lorca, René
Magritte
Match to the style of concept
images, intro scene, and demo
“SURREALISM, n. Psychic
automatism in its pure state, by
which one proposes to express
-- verbally, by means of the
written word, or in any other
manner -- the actual functioning
of thought. Dictated by the
thought, in the absence of any
control exercised by reason,
exempt from any aesthetic or
moral concern.“ (Breton, 1924.)
18. Petri Lankoski
Approach
Disorienting
Pseudo-randomized progression structure
Portals
Power-ups
Some levels looking almost the same, but are not
Spatial puzzle
Finding ones way from the start to the goal
Finding and collecting power-ups that enables to pass gas
clouds that kills (Killing Zones)
Finding portals
19. Petri Lankoski
Level Design and Level
Progression
Power-up access
Hide
simple platform path
Simple puzzle
Hide portals in the level
Portals should be easy to access (if one have needed power-ups)
Levels can be revisited
Use Killing Zones to force players to finds Power-ups
More game world should accessible when more more power-
ups are collected
30. Pseudo-Random Variations
New game will modify the game
Three variations of the portals
Where they are or where the portal leads to
Three variations of where power-ups are
Where the power-ups are
30
32. A Game Example
Windows:
• http://www.mediafire.com/download/aei7qb5z4aotf8l/Messang
OSX
• OSX: http://www.mediafire.com/download/zf3two2blqber1f/Me
32
33. Early plan: Portal Set 1
33
Intro
Level 1A
Level 1B
Level 2A (UP)
Level 2B (UP)
End Level
2A (DOWN)
2B (DOWN)
35. 35
Set: ONE
THREE
Level: Level2B
Exit: Exit01
Set: THREE
Level: Level2A
Exit: Exit03
Set: ONE
TWO
Level: Level2A
Exit: Exit02
Set: TWO
Level: Level1B
Exit: Exit03
Set: THREE
Level: Level1B
Exit: Exit04
Level1A Set: TWO
Set: THREE
Set: ONE
Set: TWO
Set: ONE
Set: TWO Set: THREE
Set: TWO
01
02
03
04
36. Level1B
Set: ONE
THREE
Level: Level2B
Exit: Exit03
Set: TWO
Level: Level2B
Exit: Exit01
Set: TWO
Level: Level1A
Exit: Exit03
Set: THREE
Level: Level1A
Exit: Exit04
Set: THREE
Level: Level2B
Exit: Exit02
Set: ONE
Set: ONE
Set: THREESet: TWO
Set: ONE
Set: TWO
Set: THREE
01
02
03
04
37. 37
Set: ONE
TWO
Level: Level1A
Exit: Exit03
Set: ONE
Level: Level2B
Exit: Exit03
Level2A
Set: TWO
Level: Level2B
Exit: Exit04
Set: THREE
Level: end
Exit: Exit01
Set: THREE
Level: Level1A
Exit: Exit03
Set: THREE
Level: Level2B
Exit: Exit03
Set: THREE
Set: ONE
Set: ONESet: ALL
01
02
03
04
38. 38
Set: TWO
THREE
Level: Level2A
Exit: Exit03
Set: ONE
TWO
Level: Level2A
Exit: Exit02
Set: ONE
Level: Level2A
Exit: Exit02
Set: ONE
TWO
Level: end
Exit: Exit01
Set: TWO
THREE
Level: Level1B
Exit: Exit02
Set: ONE
Level: Level1B
Exit: Exit02
Set: THREE
Level: Level2A
Exit: Exit04
Set: ONESet: TWO
Set: THREE
01
02
03
04
Level2B
41. Petri Lankoski
Surrealist techniques
What & Why
Use surrealist techiques in
When modeling & animating
Putting a level together
The main point is restrict the
conscious control in the process
Examples
Collage: Cut-and-paste from
different images, models,
animations; combine without reason
guiding
Bulleting: Shoot ink to paper;
draw based on what is seen (useful
in drawing concept art)
Excusive Corpse: words & images
are collegially arranged; first
write/draw and hides the most, next
continues the writing drawing and
hides most, etc.
44. Petri Lankoski
Technical overview
The master version of the group’s work on Unity Pro
(on school machines)
Version control activated
Edit->Project Settings->Editor
Version control mode: Asset Sever
Window->Version Control (Ctrl-0)
Server setting as groups passwords in handouts
45. Petri Lankoski
Working with Version Control
1. Get changes from the server
Update
Do each morning
1. Do your updates
2. Test
3. Local Changes
Select all & commit all your changes
Required at the end of sprint, but commit at least once a day
Do not commit untested changes
46. Petri Lankoski
Setting Up a Level
Remove camera from the scene
Add MainManager prefab
Prefabs/MainManager/MainManager
Add PlayerStart
Prefabs/Player/PlayerStart
No need to add PlayerPrefab directly to a level!
47. Petri Lankoski
Portal
Prefabs/Portal
PortalEntrance
Values need to be set (after adding to a scene)
PortalSet: select from pop-up
Portal end:
level name: the level where portal leads to
Portal name: the portal exit where the player object is
transferred to
PortalExit
Rename object after adding it to a scene
Name needs to be unique
48. Petri Lankoski
Portal & Power-up Set
New game will randomize
Portal Set
Power-up Set
A portal is active if its set match to the active portal set
Power-up is active if its set match to the active power-
up set
Examples coming
49. Debug GUI
Toggle on–off: 0 + 8
You can
Set active Portal Set & Power-up Set
Add Power-ups to PC or remove all
Jump to different Portal Exits in the scene
49
50. Petri Lankoski
Power-ups & KillerZones
Power-up
Prefabs/PoweUp
Five different types of power-
ups
Each enables to pass a specific
type of KillerZone
Edit Power Up Set after adding
power-up
Killer zone
Prefabs/KillerZone
Five different types of Killer
zones
Distinguishable by the smoke
color
52. Petri Lankoski
Other Prefabs
Following eye
An eye ball looking towards player object
MainMenu
Used in MainManu level
Intro Boss
Used in intro scene. Fixed behavior: on level start, freezes
player, plays dialogue (can be edited on Inspector), frees
player and follows Waypoints
53. Petri Lankoski
Project Organization
Groups has their own folders
Add your assets here
Use the directory created for your group (Group1, group2,
…)
Your stuff outside of your group folder will be deleted
Prefabs
It is a good practice to use prefabs
Everything that goes to a scene that needs some kind of
set-up should be made as prefab
54. Project…
Edit only your groups assets without consulting
teacher
Ok change prefabs after added to Hierarchy
NOTE instances of prefabs share the Materials
Make sure that you only edit the materials of your group
Duplicating a prefab or game object does not duplicate
material
No not add multiple versions of a same file to Assets
folder
Replace the earlier version
54
55. Naming assets and Scripts
Use GRN prefix for every script you add
Example:
A sound script of the Group1
GR1PlayOnEnter.cs
Use only English in file names!
Letters öäå (etc.) will break things
55
56. Petri Lankoski
Hierarchy Organization
Use empty objects for grouping
things
Always rename objects when
you have more than one
Eg.:
Waypoint -> Waypoint1
Waypoint -> Waypoint2
…
See example in intro level
57. This week
Read the materials for workshop
Play the example game
Get familiar with the Unity project
57