• Is about playing, pretending
• Contains: goals and rules
• Is fair!
• State of flow
• Risk / Reward
• Think of a game in which two players are competing against
each other. The game must include a ball but it is not
allowed to kick or throw it. Prove that the activity is really a
game by pointing out the main characteristics of every
– Gameplay (how do we play it)
– Main goal / other goals
– Why is this activity challenging?
– "State of flow"
– Risk / Reward
– Puzzle solving
– Gathering and using items
– Story, setting, and themes
– Dialog and conversation trees
– Goals, success and failure
• Target audiance!
• Learning unit (programming, computer
• Learning goals + Game goals
• Mapping learning goals with game goals!!!
• Our goal is to "blend" learning goals into game
activities -> student is enjoying the game and
doesn't even realize that she is learning
• Designing a game:
– Story is very important!
– Virtual, fantasy world
– Main character, NPC's
• Think of a game from your field of interest.
Pick one learning goal and map it with ingame
• Also define:
– Target audiance
– Main character
• Game engine for designing adventure games
• Easy to use
• No prior knowledge about programming is
• Integration with LMS (SCORM)
– http://www.videogamesprites.net/ - materials
from Nintendo games
backgrounds from older commercial games
– Places where the action of the game takes place
– Player interacts with objects and characters
– Connected with other scenes by exits
• Main character
– Player controlled character
– Define animations (standing, walking, talking…)
• NPC – non-player characters
– Any character that is not controlled by player
– Same animations as for main character
• Game items
– Actions (examine, grab, use, use with, drag to)
– Interactions with characters
– Action -> talk to
– Elements of conversations:
• Links between dialogs
• Global states