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Steve Isaacs - Game Design and Development in the Studio
The document discusses the integration of game design and development into classroom settings, emphasizing the importance of student-driven and collaborative learning. It outlines various curriculum components, tools like Gamemaker, and instructional strategies that promote creativity and problem-solving. Key concepts include constructionism, reflection, and engaging students in a studio environment to enhance their learning experience.
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Steve Isaacs - Game Design and Development in the Studio
- 1. Game Design andDevelopment in the Classroom Presentation resources: http://bit.ly/gamedev_seriousplay Steve Isaacs, William Annin Middle School stevei2071@gmail.com twitter: @mr_isaacs http://gamesandlearning1.blogspot.com
- 2. Bio Steve Isaacs, @mr_isaacs Teacher,Video Game Design and Development ● Masters in Education, Online Teaching and Learning ● Owner/Operator, Liberty Corner Computing, an Interactive Training and Gaming Center ● 21 years in the classroom ● Passionate about game based learning, particularly Game Design and Development
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- 4. What are youplaying?
- 5. Evolution of aGame Design and Development Curriculum ● Summer camps / After school program ● Unit in G & T program ● Full semester elective - Game Design and Development o GameMaker o Portal 2 o MineCraft ● Extension activities / Quest Based Learning ● 6 week cycle / exploratory course in Game Design and Digital Storytelling
- 6. Why is GameDesign and Development Important?
- 7. Constructionism / Creativity "Childrendon't get ideas, they make ideas" "Better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct"
- 8. Designing for anAudience (Client) This is hard for middle schoolers!!!!
- 9. Design Thinking /Iteration Evaluate Play Test Conference Refine Engaging in process from conceptualization to finished product
- 11. Collaboration / Interdisciplinary ComputerGame Development CSC 5930-002 Dr. Tom Way Innovative open studio approach to game development, simultaneously team-taught with a section of the course at Villinova and The College of New Jersey (TCNJ).
- 12. Computer Science Concepts Naturallyemerge in construction of game resulting in genuine, applied introduction to programming:
- 13. Debugging o It didn’twork...why? o Authentic problem...not just hypothetical
- 14. Cultural Capital /Agency
- 15. “In a fishinganalogy, landing the fish would be mastery for the child, and once taught, we let them move on to be fascinated by some other enticing concept or to use their new knowledge to scaffold to the next higher level. They move on, with greater knowledge and experience, to build upon what they now know.” ~Connie - Little Stars Learning http://littlestartlearning.blogspot.com
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- 17. So, what doesgame design in class look like?
- 18. Student-Driven Learning ● Open-ended ●Democratic learning environment ● Studio setting ● It doesn’t have to be an “educational game”
- 19. Setting up theclassroom ● Studio environment o Teacher as facilitator / partner in learning o Quest Based Learning (3dgamelab) Main Quest Lines Side Quests o Collaboration Options in terms of working alone or with others Build in mechanism for peer evaluation and feedback Community goal: help peer make game better (not critique)
- 20. Setting up theclassroom
- 21. Quest Map: Video GameDesign and Development
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- 23. Game Design Tools Modding-- creating content for existing games often with in-game level editors /engines
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- 25. Development Tools GameMaker Studio o2D game engine o All objects programmed with events and actions o Drag and Drop (or coding) environment o Ability to use existing resources or create your own o GameMaker has built-in sprite editor o Strong introduction to Programming
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- 30. Empowering Learners inthe Maker Age ● Wood / Sheet Metal Game Controller ● Makey Makey Game Controller Box ● Makey Makey Power Towel Roll Flute ● Minecraft Automatic Chicken Generator ● Student Created Version of Flappy Bird (code.org) ● Student Created Version of Flappy Bird (GSM)
- 31. Reflection and Debriefing “Debriefingis the processing of the game experience to turn it into learning.” ---Crookall, 2011
- 32. Reflection and Debriefing Whatdoes good reflection look like? ● Game design principles ● Storyline / Character development ● Game Mechanics ● Replayability factor ● Challenge level vs. frustration ● Aesthetics / Sound ● Scoring mechanisms ● Winning / losing scenario
Editor's Notes
- #3 Both
- #4 Both
- #5 Both
- #6 Steve
- #7 Both
- #8 Both
- #9 They have a tendency to want to explain; they want to use words to tell others how it is; getting feedback from players and adjusting game play rather than just saying how it should be; thinking flexibly; seeing your game through the player’s eyes; getting out of “yourself”
- #10 Steve
- #11 Egenfeldt-Nielsen, 2007, raise the importance of providing context for discussion and interaction in order to build community of learners and guide student thinking in a constructionist environment.
- #12 Both
- #13 OOP: in GameMaker developers create and program objects and behaviors inheritance one object inherits characteristics of other object paralellism - sequence of instructions happening concurrently loops - running sequence mult times sequencing - activity and task is series of steps / instructions variables - properties can change based on gameplay modularizing - building from smaller parts
- #14 Steve
- #15 Both
- #16 Both
- #17 Lisa / Steve WhilWQe thTHThese topics are often introduced in higher level (high school) courses, we think the full package of skills and abilities naturally occurring in courses such as game design are appropriate and valuable to explore at much younger ages. Inadvertent underestimation of middle schoolers. But this is a crucial time to grab their attention, give them a little space and let them demonstrate what they can do. While these topics are often introduced in higher level (high school) courses, we think the full package of skills and abilities naturally occurring in courses such as game design are appropriate and valuable to explore at much younger ages. Inadvertent underestimation of middle schoolers. But this is a crucial time to grab their attention, give them a little space and let them demonstrate what they can do. Exposure to things they might be interested in (or good at) during these formative years (Kelleher’s work) Exposure to things they might be interested in (or good at) during these formative years (Kelleher’s work)
- #18 There are a variety of ways to integrate game design in your classes, whether you have the luxury of teaching a game design course or are trying to work in elements of design within another class. We are going to give some examples of ways to do so with different software options.
- #19 Open-ended nature is key to allowing creativity to head in multiple directions. democractic -- students teach the teacher; it is a community effort where a variety of voices are recognized; games in and of themselves are educational...it doesn’t have to just be a game for educational purposes...when we pigeon-hole them, we lose some of the benefits.
- #20 girls, specialization, trying on different roles, creating together
- #21 girls, specialization, trying on different roles, creating together
- #23 girls, specialization, trying on different roles, creating together
- #24 Both
- #25 girls, specialization, trying on different roles, creating together
- #26 Creating something...the empowerment of “I made that.” Drag and drop environment makes programming very concrete.
- #27 GameMaker Studio demo after this slide
- #28 Creating something...the empowerment of “I made that.” Drag and drop environment makes programming very concrete.
- #29 girls, specialization, trying on different roles, creating together
- #30 Egenfeldt-Nielsen, 2007, raise the importance of providing context for discussion and interaction in order to build community of learners and guide student thinking in a constructionist environment.
- #31 Egenfeldt-Nielsen, 2007, raise the importance of providing context for discussion and interaction in order to build community of learners and guide student thinking in a constructionist environment.
- #32 Egenfeldt-Nielsen, 2007, raise the importance of providing context for discussion and interaction in order to build community of learners and guide student thinking in a constructionist environment.
- #33 Egenfeldt-Nielsen, 2007, raise the importance of providing context for discussion and interaction in order to build community of learners and guide student thinking in a constructionist environment.