This three-sentence summary provides the high-level information about the document: The document is a storyboard for an interactive Flash simulation that allows students to make a series of decisions throughout a scenario where they must ultimately decide whether to try meth or not. The storyboard outlines the learning outcome, details the interaction and flow, and provides the framework for six decision points in the simulation with three options at each point to simulate the consequences of choices.

1. Meth and Me?
Simulation #1 Storyboard
EDU694: Web and Multimedia Authoring for Online Courses
Module #8: Using Flash for Interactivity
Assignment #8.1: Interactive Flash Storyboard
Professor Dr. Ashok Banerji
Marcia L. Ashbaugh
September 29, 2006

2. Assignment 8.1
1. Identify learning outcome
2. Develop outline of interaction
3. Develop schematic flowchart of
interaction
4. Develop full storyboard with details
sufficient for programmer to build
5. Integrate work into website

3. Elements of Assignment
included in this file
(Final draft of flowchart in separate file
Detailed storyboard screens in separate file)
• Learning Outcome
• Outline of Interaction
• Flowchart Draft

4. Learning Outcome
An opportunity to experience consequences
from student’s own choices with a simple
game-style simulation, complete with interim
decision points, for ultimate yes/no decision
to meth offer. Decision points will offer
choices that, when answered, software will
continually analyze, categorize, and predict
an ultimate outcome.

5. Outline of Interaction - 1
• Objectives
– At each point the student must
– Student will “walk” through a anticipate a possible outcome and
simulated real life situation base his/her choice on producing a
created by their own choices, that positive or negative ultimate outcome.
will include a decision to use meth • Software will include multiple
or not. predefined outcomes for a student-
tailored result based on a series of
decisions.
– The student will observe how a
series of decisions produce – The last scene will display a “maze” of
consequences, and how their the student’s choices, along with all
choices will impact their lives. other possible choices and outcomes,
providing thought-provoking analysis of
how each decision affects an outcome
– Each decision point will present a – for better or worse.
realistic choice of actions, one of
which must be selected by the – Each “scene” represents a link on the
student in order to advance. right side navigational bar, but will only
• Intuitive decision process display first frame with name of scene
and graphic link to start of simulation,
software will provide subsequent preventing student from running
consequential scenarios within simulation out of sequence
which a new decision point will be
presented.

6. Outline of Interaction - 2
• Title of Simulation: “Dude! It’s morning!”
• Scene #1
– Animated clock with feet rings and vibrates visibly; then feet pull away and
start walking down a hallway (sounds of heavy walking and yawning),
reaches bathroom door– Click on DECISION POINT:
• Scene #2
– Feet stop at refrigerator door, door opens, displayed are orange juice, milk
cartons, and soda pop cans--Click on DECISION POINT:
• Scene #3
– Feet walk to pantry, door opens, displayed are cereal boxes and candy
bars—Click on DECISION POINT:

7. Outline of Interaction - 3
• Scene #4
– Feet walk to backpack with books spilling out on the floor—Click on
DECISION POINT:
• Scene #5
– Feet walking outside, sound of cell phone ringing and voice: “Yo!” “I
dunno” “Yeah, maybe” “I dunno, man!” “Later”, feet stop at road sign—
Click on DECISION POINT:
• Scene #6
– Feet encounter another set of feet, voice: “Hey, man, try some—it’ll
wake ya’ up good!” “Nah, it won’t hurt ya’-it’s cool, man!” “Just put this
under your tongue” “Noone‘ll even know, man!” “You’ll be down with that
math test-no sh__!” “Hey, dude-this one’s on me.” “Just remember who
made ya’ feel good and look smart!”—Click on DECISION POINT:

8. Outline of Interaction - 4
• Scene #7
– Feet walk into classroom with sound of school bell ringing, paper with
“TEST” displayed, sounds of pencil scratching on paper, scene
concludes with feet leaving classroom—Click on OUTCOME link.
• Scene #8
– OUTCOME (generated by software) displays one of several scenarios
(three presented here):
• Feet walk into home, paper “test” with good grade flutters to floor,
sound of student “That dude was bogus” “I aced that test without
any of that meth sh__!”
• Feet walk into home, paper “test” with bad grade flutters to floor, sound of
student “That meth stuff really worked, man!” “I mean, it blew my mind!”
“What? Bad grade?” “Who cares, man, I feel great!” “Think I might try that
sh__ again for the next test!” “Think I’ll just ring up that dude and score me
some more for tomorrow.” “What?” “Nah, I won’t get hooked.” “It’s just some
cold pill or somethin’.”

9. Outline of Interaction - 5
– OUTCOME cont’d
• Feet walk into home, paper “test” with good grade flutters to
floor, sound of student “Oh, wow!” “Look at that – a ‘C’,
guess that dude was right, meth did clear my head for that
test!” “I feel kinda’ weird, though, like lightning shooting
through my head...my whole body, and I’m so uptight...like
I’m gonna’ blow up or somethin’.”
“Must be catchin’ a cold...that dude didn’t say anything about
any freaky side effects.” “It’s just the test...and my parents
pressuring me to do good in math.” “That’s all...man, I wish
my head would stop spinning!”
Cell phone ring sound, “Hey, man, whassup?” “Yeah, man, it
was great, I got a ‘C’!” “Yeah, like cool, huh?” “Hey, dude!” “I
feel kinda’ weird...” “Truth? Another hit will make me feel
better?” “Cool, dude...yeah, I’ll be right over...”

10. Outline of Interaction - 6
• Scene #9
– Brief clips of: Feet at home on an ottoman in front of TV, relaxed;
feet in emergency room, on a table, shivering; feet looking
seasick, walking out the door, etc. to match outcome version.
• Scene #10
– Maze of decision points and possible outcomes, with student’s
choices’ path highlighted, other outcomes each in different
colors, legend displaying % of right vs. % of wrong vs. % of
indecisive choices and their matching outcome color. Narrative
by teacher: short discussion of choices, outcomes, and
possibilities when choices are made differently.

11. TITLE: Meth and Me?
Simulation #1
“Dude, it’s morning!”
Simulations Content
(link for each from right Navigation
Side Nav Bar on module
Games & Simulations
home page)
Links to next “Scene” Assessment
A maze of
student’s choices
Scenarios Links to “Decision
Results and its outcome
Storyline of student Points” for each Outcome of compared
Student choices to all other
faced with multiple scenario presented
possible choices
choices & outcomes will
give student
base of analysis
Student choice & intuitive software
Functional will dictate next scenario and outcomes
although examples are presented
Navigation Link
In this assignment Back to
Home Page

12. Decision Point #1
 A. Stop in the bathroom to shower, brush
teeth, comb hair (sounds of shower)
 B. Pass by the bathroom (sounds of feet
walking on wood floor)
 C. Pretend to go in, but don’t clean up
(sounds of walking, stopping to pause, then
walking down hall)
Select one of the above and click on Next to
continue simulation
Next

13. Decision Point #2
 A. Choose orange juice (orange juice leaps out of
refrigerator, disappears as gulping sounds play)
 B. Choose soda pop (soda can leaps out of
refrigerator, disappears as gulping sounds play)
 C. Choose milk and soda (milk and soda leap out of
refrigerator, disappears as gulping sounds play)
Select one of the above and click on Next to continue
simulation
Next

14. Decision Point #3
 A. Choose cereal
 B. Choose candy bar
 C. Choose both cereal and candy
Select one of the above and click on Next to
continue simulation
Next

15. Decision Point #4
 A. Pick up books and backpack (books
disappear into backpack, backpack leaps up and
disappears as sound of whooshing plays)
 B. Walk past books and backpack (sounds of
feet walking)
 C. Slow down, stop at books and backpack,
keep walking (sounds of feet walking, pausing,
and continuing to walk away)
Select one of the above and click on Next to
continue simulation
Next

16. Decision Point #5
 A. Keep walking straight—to school (feet walk
upward on screen following white arrow)
 B. Turn around and walk the other direction
(Feet turn 180 degrees and walk back along
blue arrow)
 C. Stop and think about phone call, go back
home (sounds of feet walking, pausing, and
continuing to walk)
Select one of the above and click on Next to
continue simulation
Next

17. Decision Point #6
 A. Tell the person offering meth to “Get Lost” and go on
to school (feet walk to school building graphic)
 B. Take the meth and go to school (Small white ball
leaps across screen and up, sounds of lips smacking,
feet walk to school building graphic)
 C. Stop and think about choice, tell other person you’ll
get back to them later on the offer (sounds of feet
walking, pausing, and continuing to walk to school
building graphic)
Select one of the above and click on Next to continue
simulation
Next