focus on games

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Teacher Support Pack

Focus on GamesA course for Key Stage 3 ICT

Written as part of a collaborative project by teachers fromBedfordshire LA comprising:Dee Brewis (Alban Middle School);Roy Dickinson (Robert Bloomfield Middle School); Sue Dye (Arnold Middle School);Steve Kiddy (Beauchamp Middle School);Kate Lamacraft (Alameda Middle School);Colin Matthews (Goldington Middle School);Mike Walmsley (St Gregorys Middle School);Jenny Willis (ICT Strand Leader, Bedfordshire County Council)

Page design by Garth Stewart (21.09.08)

ISBN 1-84393-165-6


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Page 2 Focus on Games

Immersive Education 2008

Production Credits

The Immersive Education TeamCreated and marketed with the support of the Immersive Education Team

Emily Allen

Michelle Armstrong

Sarah Barnett

Nathan Brooks

Nicola Bungay

Tom Burton

Donna Burton-Wilcock

Vicky Carroll

Andy Hudson

James Jobbins

Vicky Lears

Mandy Miles

Rebecca Radcliffe

Ray Shaw

Jamie Sheldon

Craig Smith

Garth Stewart

Philippa Tomlinson


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Focus on Games Page 3


Contents

Introduction 5

Introduction 7

Unit 1: Understanding Games and Game-play 15

Unit 1: Activity 1 What is a Game? 17 Sheet 1.1 Is the Game a Success? 20

Unit 2: Familiarisation and Introducing Key Concepts 21

Unit 2: Activity 1 Getting to Grips 23 Sheet 2.1a Checklist 27

Sheet 2.1b Mini Brief 29 Unit 2: Activity 2 Going Further 31 Sheet 2.2a Creating and Planning Speech 34 Sheet 2.2b Review Template 38

Unit 3: Project Work 41

Unit 3: Activity 1 Thinking About Games 43 Sheet 3.1a Keeping Safe Brief 45 Sheet 3.1b Criteria for Success 46 Unit 3: Activity 2 Planning 49 Sheet 3.2a Planning Sheet 51 Sheet 3.2b Self Evaluation 1 52

Unit 3: Activities 3-5 Making 53 Sheet 3.3a Self Evaluation 2 55 Unit 3: Activity 6 Evaluation 57 Unit 3: Activity 7 Refinement 59 Sheet 3.7a Walkthrough 61 Sheet 3.7b Peer Evaluation 62

Appendices 63

Appendix 1: MissionMaker Student Walkthrough 65 Appendix 2: Potential Comments on Unit 1 Games 71


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Page 6 Introduction Focus on Games



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Focus on Games Introduction Page 7


Introduction

As with all Immersive Education software, MissionMaker isfundamentally a creative tool. It enables both students and teachersto plan, build and play a range of games before evaluating andrevising them according to end-user need. Its open-ended approachmeans that it can be used to support a range of curriculum areas aswell as cross-curricular projects.

Unlike a level editor, MissionMaker allows users to start with arelatively blank canvas and provides a wealth of choice, enablinggame-makers to select their own game-playing genre based mainlyaround the chosen locations and the consequent narratives theysuggest. The choices range from baronial courts, through modernstreets to science-fiction space stations. All can be customised by theaddition of locally produced visual and audio media.

In summary, MissionMaker is a game-authoring tool that enablesusers to become critical producers of games as opposed to mereconsumers and, as such, can provide a useful tool in supportingaspects of the ICT curriculum. In particular, the software can be auseful tool when planning the following strands:

strand 2 developing ideaso analysing and automating processeso sequencing instructions

strand 3 communicating informationo fitness for purpose

strand 4 evaluatingo evaluating work.

Coverage

The following Teacher Notes provide suggestions for 10 weeks workbased on the experiences and ideas of a group of middle-schoolteachers in Bedfordshire. They can be adapted for use with any ICTgroup during Key Stage 3. The ideas are grouped into three units. Unit 1 Understanding Games and Game-play (1 lesson) Unit 2 Familiarisation and Introducing Key Concepts (2 lessons) Unit 3 Project Work (7 lessons)

It is assumed that lessons last around 1 hour and that students will

be able to continue gathering resources and planning outside ofscheduled lesson time.


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ICT Curriculum Coverage1 Key Concepts Units1.1 Capability 1 2 3

1.1a using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value

1.1b exploring and using new ICT tools as they become available

1.1c applying ICT learning in a range of contexts and in other areas of learning, work and life

1.2 Communication and collaboration 1 2 3

1.2a exploring the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowingpeople to work together in new ways and changing the way in which knowledge is created

1.3 Exploring ideas and manipulating information 1 2 3

1.3a solving problems creatively by using ICT to explore ideas and try alternatives

1.3b using ICT to model different scenarios, allowing people to identify patterns and test hypotheses

1.3c manipulating information and processing large quantities of data efficiently

1.4 Impact of technology 1 2 31.4a exploring how ICT changes the way we live our lives and has significant social, ethical and cultural implications

1.4b recognising issues of risk, safety and responsibility surrounding the use of ICT

1.5 Critical evaluation 1 2 3

1.5a recognising that information must not be taken at face value, but must be analysed and evaluated to take account of its purpose, author, currency and context

1.5b reviewing and reflecting critically on what they and others produce using ICT

2 Key Processes Units2.1 Finding information 1 2 3

2.1a consider systematically the information needed to solve a problem, complete a task or answer a question, andexplore how it will be used

2.1b use and refine search methods to obtain information that is well matched to purpose, by selecting appropriatesources

2.1c collect and enter quantitative and qualitative information, checking its accuracy

2.1d analyse and evaluate information, judging its value, accuracy, plausibility and bias

2.2 Developing ideas 1 2 3

2.2a select and use ICT tools and techniques appropriately, safely and efficiently

2.2b solve problems by developing, exploring and structuring information, and deriving new information for a particular purpose

2.2c test predictions and discover patterns and relationships, exploring, evaluating and developing models by changingtheir rules and values

2.2d design information systems and suggest improvements to existing systems

2.2e use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where agroup of instructions needs repeating, and automating frequently used processes by constructing efficient proceduresthat are fit for purpose

2.2f bring together, draft and refine information, including through the combination of text, sound and image

2.3 Communicating information 1 2 3

2.3a use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit thecontent

2.3b communicate and exchange information (including digital communication) effectively, safely and responsibly

2.3c use technical terms appropriately and correctly

2.4 Evaluating 1 2 3

2.4a review, modify and evaluate work as it progresses, reflecting critically and using feedback

2.4b reflect on their own and others uses of ICT to help them develop and improve their ideas and the quality of their work

2.4c reflect on what they have learnt and use these insights to improve future work


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3 Range and Content Units1 2 3

3a use of a range of information, with different characteristics, structures and purposes, and evaluation of how it matchesrequirements and its fitness for purpose

3b use of a variety of information sources, including large data sets, in a range of contexts3c use and review of the effectiveness of different ICT tools, including a range of software applications, in terms of meeting user needs and solving problems

3d developing an understanding of the need to:

employ safe working practices in order to minimise physical stress

keep information secure

manage information organisation, storage and access to secure content and enable efficient retrieval

3e the impact of ICT on individuals, communities and society, including the social, economic, legal and ethicalimplications of access to, and use of, ICT

4 Curriculum Opportunities Units1 2 3

4a make choices about when and where it is appropriate to exploit technology to support them in their learning andeveryday life

4b work creatively and collaboratively

4c be independent, discriminating and reflective when choosing when to use technology

4d apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries

4e share their views and experiences of ICT, considering the range of its uses and its significance to individuals,communities and society

4f use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them


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1.3 Organising and investigating

Year 7 Year 8 Year 91save files using appropriate filenames and organise files in a

hierarchical folder structure

save files in appropriate formats andcreate a hierarchical folder structure

identify the significant data requiredto solve a problem

identify the essential data and ICTtools required to solve a problem

develop closed questions which willlead to specific answers in a suitableform e.g. text, numbers and actsafely and responsibly in seekinginformation

develop open and closed questionswith sensitivity, recognising peoplescultural, social and ethical differences

use automated processing at thepoint of collection to gather responses efficiently using open andclosed questions

design a questionnaire or data-collection sheet to collect relevantdata

design a questionnaire or data-collection sheet to collect relevantdata, and obtain and use feedback toestablish what are good questions

develop testing, includingemployment of user feedback, torefine existing approaches andcreate new ones

recognise the structure and format of data that can support checking andcorrecting to remove errors after entry; recognise that data may not beplausible and that this affects results

produce or adapt a data structure,enter data into this and check thatdata is reasonable and accurate

produce or adapt a data structure toenhance efficiency, and enter datainto this; establish a range of validation checks and visual checksto ensure a viable data set

generate simple queries usingAND/OR operators applied to dataitems within fields

use more complex queries AND,OR, NOT; use different searches toproduce the most effective result or to collect extra or different data for more detailed conclusions

develop a flat-file database structure,taking into account possible ways inwhich the database may beinterrogated

use graphs to represent information;show all key features; justify their choice of chart or graph; produce a

report from the information and checkthe accuracy of their conclusions

represent information in graphs,charts or tables, and in a reportwhere appropriate; justify the form of

representation and check theplausibility of their conclusions

represent information in differentforms and integrate information fromdifferent ICT tools to produce a

solution

consider examples of electronicdatabases in everyday life

identify examples of automated datacollection and recognise the impactof electronic databases on learning,everyday life and employment

describe the impact of electronicdatabases on learning, everyday lifeand employment, and the potentialfor misuse of personal data

check whether the ICT tools they useare appropriate for the task

evaluate different applications interms of the structure and method of processing data

establish complex success criteria toevaluate a solution to a problem

1 Naming conventions important when working with versions of games so is this linerelevant?


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2 Developing ideas

2.1 Analysing and automating processes

Year 7 Year 8 Year 9

represent simple processes asdiagrams to plan the task

identify the key elements of aproblem and representcomponents in a plan

represent complex informationsystems in diagrammatical form tosupport their development

use automated processes to supportconsistency of style and presentation

automate simple processes byharnessing software tools; recognisewhere automation tools, such asfiltering, can be used to improvesafety when using the internet

refine existing systems and makethem more efficient throughautomation

2.2 Models and modelling


recognise the difference betweendata, text and formulae in a computer model and organise these so that themodel is fit for purpose

combine variables within a model indifferent ways to form rules

extend the scope of a complex modelby incorporating or changing rules

use a model to predict an outcome recognise that the rules containedwithin a model determine its output,and make more complex predictionsbased on several variables

refine rules (to increase validity),using information from other sources

explain how rules govern a model amend existing simple models bychanging variables and formulae

extend existing more complexmodels and create their own from agiven design, reviewing efficiency

obtain information from a model andcheck this for plausibility

identify whether a model has anappropriate set of variables to makeit suitable for a particular purpose,and assess its accuracy bycomparing its outcomes with thosefrom other sources

check their output against that fromother sources to assess the validityof the model, where appropriate

2.3 Sequencing instructions


rationalise a set of instructionsby repeating sections

use precision and accuratesyntax when framing instructions

use efficient structuring of instructions and recognise howthis increases flexibility and easestesting

plan and implement sets of instructions, predicting outcomesbefore execution

test and refine sequences inorder to achieve specificoutcomes

break down a problem intomanageable sections that can berepresented by sub-procedureswhere appropriate

recognise that sequencinginstructions is fundamental to awide range of ICT applications

review own and otherssequences of instructions toimprove efficiency


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3 Communicating information3.1 Fitness for purpose


recognise the common layoutsand conventions used in differenttypes of communication and howthese address intended andfamiliar audience needs

plan communication projects andselect the appropriatecommunication (type, length,media) for the intended audience(considering audience needs andexpectations), purpose andenvironment

use an understanding of technical considerations toproduce effective and efficientdigital communications

recognise the limitations andopportunities of different layoutformats and use theseappropriately

reflect on the work of others tohelp plan and amend their communications and understandhow effective presentations or publications address specificaudience needs and expectations

use a knowledge of publicationsand media presentation techniquesto devise complex success criteriato assess the quality and impact of communication products, andapply these criteria to their work

3.2 Refining and presenting information2


use ICT to improve their workthrough drafting and refining

draft, refine and structure their workusing a combination of ICT tools toconvey meaning more effectively

combine text, images, tables andsounds from a number of sources toconvey meaning

modify and develop text, images,tables and sounds from severalsources within the structure of apiece of work

refine and combine differentcomponents of text, images, tablesand sounds from a range of sources

match the content and style of their work to the audience and purpose

extract, combine and modify relevantinformation for a specific purpose,

and structure and sequence this tomeet audience needs

work independently and efficiently tosynthesise information from a range

of sources, structuring and refiningpresentations for specific audiencesand purposes

import and export data in appropriateformats

use a range of ICT tools efficiently torefine the presentation of informationfor a specific purpose

identify the advantages anddisadvantages of different softwareapplications for specific purposes,and justify their choices, integratingICT tools where appropriate

3.3 Communicating


capture, store and exchange

information digitally by a variety of means

select appropriate methods of

exchanging digital information andrecognise that the format affects themethod of exchange

recognise and describe the technical

limitations and strengths associatedwith a range of digital communicationmethods

use digital communication to shareinformation and collaborate withothers for a purpose

use digital communications for thesharing and collaborativedevelopment of ideas for a variety of purposes

use a range of tools to automate thesharing of information andcommunication for a range of purposes

recognise the risks associated withthe sharing of personal informationdigitally and to take actions to protectthemselves

work in a safe and responsible waywhen communicating with others

be responsible, safe and secure in allcommunications

2 Students will be importing sound and images and writing instructions through a variety of means, so does that make some of 3.2 relevant?


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4 Evaluating4.1 Evaluating work


select ICT tools which willsupport the development andaccuracy of their work, and learnthe benefits of checking,correcting and refining their workas it progresses

improve the quality of outcomesfor specific audiences andpurposes by using a range of ICTtools

use ICT tools together todemonstrate a variety of outcomes, enabling the mostappropriate choice of tool to bemade

agree and use simple criteria,and understand how to improvetheir work

make and use simple successcriteria that ensure fitness for purpose

devise and review complexsuccess criteria to modify anddevelop their work as itprogresses

explain the reasons for choicesthey have made

justify the process they use inrelation to the task

evaluate the effectiveness of their approach to developing anICT solution

act purposefully on feedback gather and use feedback toinform future work

gather, record and usesystematic feedback from users toimprove their work

understand when to use ICT tosolve a problem

reflect on their previous workand learning in order to improvetheir work

apply prior learning to their work


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Focus on Games Unit 1: Understanding Games and Game-play Page 15


Unit 1: Understanding Games andGame-play

1 Lesson 1 hour


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Unit 1: Activity 1 What is a Game?

In this activity students will consider the ingredients that arenecessary in making a game. They will then play one of fourMissionMaker games in order both to practise their navigationalskills in the software and to assess who the games are aimed at andwhy they have been produced. Finally, they will consider howcomputer games compare with other forms of games.

All students will: discuss the appropriateness of games for specificpurposes and audiences.

Most students will: consider criteria for assessing whether a gamefulfils its purpose and is appropriate for its intended audience.

Some students will: look at the impact of games on individuals interms of the potential social, cultural and ethical implications.

By the end of the activity students will have: compiled a list of criteria for assessing the appropriateness of a

game for a particular audience made assumptions about the purpose of a game and cited

evidence for their beliefs.

MissionMaker Game 1.1a Horror Game 1.1b Animals Game 1.1c Browning Game 1.1d Science

Sheet 1.1 Is the Game a Success?

This activity begins with a whole-class briefing, before pairs playgames and then feed back ideas to the group. Individuals then playone of the games in order to share ideas about audience and purposewith the whole group.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Explain to students that you are going to be exploring the typicalconstituents of a game and that you want them to start by playingNoughts and Crosses.

2. As they play, they should make a list of the ingredients of a game,for example, rules, players, goals and so forth. It sometimes helpsto extend this list by moving onto a second game like I spy orHangman.

3. Ask students to share their ideas with the class and make a classlist on the whiteboard.

4. Finally, brainstorm the different genres of games that studentsplay, for example, board or card games, sports and computergames. Explore how far they share similar characteristics andbegin to think about the purpose and audience for particular

games, as well as the potential impact on players.

5. Allocate one of the MissionMaker Unit 1.1 games to each studentand model the key navigational features. That is: moving around by holding down the middle scroll button and

moving the mouse OR using the arrow keys (left-handedpeople might prefer to use the WASD keys)

moving backwards using the S or down arrow keys looking around without moving by holding down the right

mouse button and moving the mouse crouching by pressing the Ctrl (control) key jumping by pressing the space bar.

6. Students will also discover, in the inventory, the camera buttonfor taking pictures and making notes and the Use button forscoring points, increasing economies and/or shooting. Drawattention to these as the students play.

7. As they play, ask students to say who they think the game is aimedat and why, as well as deduce the intended purpose. Ask them tolist the reasons for their deductions. Those who need a little more

structure can refer to Sheet 1.1 Is the Game a Success? This gives thepurpose and audience for each game and asks whether the playerthinks the maker has succeeded in achieving his or her objectives.

8. Share ideas about the four games and explore their levels of successin terms of achieving their intended purposes and being appropriatefor the audience. Make a list of the features students used to maketheir assessments. For example, in terms of appropriateness for aparticular audience, students may have looked at the use oflanguage and how information is communicated. Refer to Appendix

2 Potential Comments on Unit 1 Games for some suggestions for thesorts of things students might notice.

Introduction

Development

Plenary


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Sheet 1.1

Is the Game a Success?As you play your game, think about the following two questions and complete thetables.

1. Does your game achieve its purpose?

YES NO

2. Is your game suitable for its intended audience?

YES NO

Game 1.1a Horror

Purpose To demonstrate, in an interactive way, some of the key features of the horror literarygenre, in particular the folklore of vampires.

Audience Readers of horror fiction.

Game 1.1b Animals

Purpose To help young children learn the names of common animals in order to be able to readand say them, as well as recognise the noises they make.

Audience Young children as they begin to learn their alphabet.

Game 1.1c Browning

Purpose To introduce the poem My Last Duchess to gifted and talented students so that theybetter understand what the poem is about when they read it.

Audience Gifted and talented Year 8 pupils.

Game 1.1d Science

Purpose To help Key Stage 3 students revise for their Science SATs.

Audience Year 9 students preparing for examinations.


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Focus on Games Unit 2: Familiarisation and Introducing Key Concepts Page 21


Unit 2: Familiarisation and IntroducingKey Concepts

2 Lessons 2 hours


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1. Show students how to add tiles and rotate them to create alocation where openings match up. Discuss how the choice oflocation reflects the narrative thread that provides coherence to agame. Explore the world that you have created in 3D. Discusswhat sort of story might occur in the game-world youve created.

2. Look at the available doors and ask which would be suitable forone of the doorways in the game you are modelling. Discuss thelogic that underpins the decision.

3. Model creating the rule to open the door that you have selected.Describe the conditionality in terms of the if this, then thatstatement in the rule box. Explain clearly that in order to create arule, you have to work backwards, that is:a. decide on the end result you want to achieve, in this instance,

open doorb. choose the trigger that will make this happen; the easiest isobject clicked

c. set the activator, that is, the object that needs to be clicked;again, the easiest is the door itself.

4. Read the rule as it appears in the rule editor at the bottom of thescreen, re-emphasising the if this, then that structure. If the classthinks the rule is correct, accept it by clicking on the accept/createrule tick.

5. Look at the other trigger types available and ask students toexplore what they think they are: spatial trigger someone or something entering a space (a

trigger volume or room) object clicked clicking on something within the game state trigger all objects within the game have more than one

state active and inactive some (active props) have morestates, such as on and off, up and down, open and closed these can trigger events within the game

global trigger something to do with the game as a whole, forexample, start of game, time elapsed, points earned and soforth

speech trigger a character or the player saying something(this should be left for the next lesson, as speech can becomplex and may need instruction)

shot by player a character or object being shot by the playerusing either the Ray Gun or Wand

6. Talk a little about the logic behind the triggers and how a playermight know what to do. This might include the use of popups,descriptions of props or obvious logic; for instance, if you find a

key, it should open a door.

Introduction


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7. Explain that students are now going to create their own four-doorgame demonstrating some narrative logic. Sheet 2.1a Checklist explains the basics of what needs to be included, whereas Sheet2.1b Mini Brief is more appropriate for those who already havesome understanding of how MissionMaker works. Those who aregiven the Mini Brief should also begin by loading Game 2.1Starter .

8. You can find brief films explaining how to create games onhttp://www.immersiveeducation.com/training/material/missionmaker/ and also on the second disk of the software. There isalso a Student Walkthrough available in Appendix 1 at the end ofthis pack.

9. As students discover how different rules can be created, they

should share them with a partner, small group or whole class.10. Remind the class to save games with a unique name at regular

intervals.

11. Spend a few minutes exploring what students have discoveredand, if there is time, they could demonstrate skills developedusing a projector and whiteboard.

12. Discuss and troubleshoot any problems encountered.13. If there is time, students could play some of the games from Unit

1 again, this time to identify skills they still need to develop, forexample, adding characters, speech, sound effects and video.

Development

Plenary


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Sheet 2.1a

ChecklistName:

Date:

Your task is to:

create a game-world made up of five location tiles add four doors into the spaces connecting the five tiles open the doors using the following triggers:

o spatial trigger o object clicked

o state trigger

o global trigger

ensure that:

o the rooms are linked logically to provide a story context for the game

What is the story outline?

o the player will be able to work out how to open the doors

What instructions or clues have you included?

o you have created a game that is appropriate for use in a school context

What have you done to make sure its safe and appropriate for use in the classroom?


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Sheet 2.1b

Mini BriefYou have been recruited to complete a game started by another gameproducer. You have been told that it is being made to teach young children, four to five years of age, to count to ten and read numerals and number words. It isassumed that the children will be helped in this task by a parent.1. Open MissionMaker and load Game 2.1 Starter .2. Is this game appropriate for a four- to five-year-old audience? List your reasons

below.

Appropriate Inappropriate

3. Change the inappropriate elements within the game so that they are moresuitable.

4. Does the game fulfil its purpose? That is, will it enable the children using it tocount to ten and recognise both numerals and number words? List your reasons below.

Fulfils purpose Things still to do

5. Adapt and complete the game so that it is better able to fulfil its purpose.Make a note below of what you have done and why.

Changes/Additions Reason(s)

Continue on a new sheet if necessary

MiniBrief


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Unit 2: Activity 2 Going Further

In this activity students will develop the skills necessary to useMissionMaker as a tool for creating games a little further and evaluatewhat they have produced. They will share skills that they havedeveloped through exploration with other members of the class.

All students will: experiment with sequencing instructions to solveproblems, test hypotheses, develop ideas and reflect on the outcomesproduced to inform future work.

Most students will: test and refine sequences in order to achieve

specific outcomes appropriate to the task and work creatively andcollaboratively on skill development.

Some students will: complete a game to a brief and devise criteria toevaluate how far what they have produced is fit for purpose.

By the end of the activity students will have: refined a four-door game in order to demonstrate the level of skill

necessary to complete the summative project work shared their learning and tips for game-making with others.

MissionMaker Game 1.1a Horror Games created in previous lesson

Sheet 2.2a Creating and Planning Speech

Sheet 2.2b Review Template

Access to internet for MissionMaker training videos (also availableon second disk with the software)

This activity begins with the teacher modelling some more advancedMissionMaker skills to the class, before they use the basic frameworkto explore alone and in pairs other functionality which they can sharewith the class at the end.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Play the beginning of Horror game, in which the Player meets ayoung girl in a darkened street. Recap the importance of narrativeand try to work out what might be happening in this game. Talkthen about how the character is used and the purpose of thespeech. For instance, you might ask why a young girl has beenchosen, why the street is dark and what the hooting owl adds tothe atmosphere.

2. Demonstrate adding characters and creating speech, referring toSheet 2.2a Creating and Planning Speech.

3. Ask pairs to describe to each other what characters and speechthey might add to the game they created in the previous lesson.How might the character fit into the overall narrative and howmight the speech be used?

4. Give students time to add a character and introduce speech intotheir game.

5. For the remainder of this lesson students should work throughSheet 2.2b Review Templateto check that they have explored themain functions and used them in a way that contributes to theintegrity of the game, that is, that each element is fit for purpose.

6. Ask pairs to review each others games and to suggestimprovements. Reviewers should be instructed to give reasonsfor their suggestions.

Introduction

Development

Plenary


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Sheet 2.2a

Creating and Planning SpeechMany commercial games include very little dialogue. This is because it iscomplicated. However, once you get the hang of creating dialogue between theplayer and a character in the game, it is very logical. Completing a planning sheethelps enormously.

Process: Planning1. Decide why the speech is being used and what you want to achieve.2. Remember the character in the game has the first and last word!3. Write the dialogue out as a branching diagram see overleaf. In order to add

to the game-play, you must give your player a number of responses to choosefrom.

Process: Creation4. Create all the possible speeches first.

Click on the NEW menu, MEDIA and then speech.5. You will see this box:6. Overtype Speech 1

with the label you

gave it in your planning document.The labels are vital andwill help you allocatethe speech later.

7. Next type the SpeechText in the spaceprovided.

8. Decide whether youwant to use text to speech.

If you do, leave TTS Speech as True. If you want to record your own voice,click on this and change it to False.

9. If the speech is to belong to a character in the game, leave In Player List asFalse. If it is to be allocated as one of the players choices of response,change this to True. That is, it will be added to a list from which the player canchoose.

10. If you want to use text to speech, choose the Voicename by clicking in thespace and choosing from the dropdown menu. If you want to record your ownvoice, click on the microphone at the bottom.


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This brings up the speech record boxwhich will contain your script. Increasethe volume to maximum by draggingthe green square to the right. Whenyou are ready to record, click on thered circle and speak, clearly, into themicrophone. Click on the red squareto stop.

11. Repeat this process for all thespeeches.

12. Now you need to decide what it is that makes the character speak to theplayer. The simplest method is to attach a trigger volume to the character andthen get the character to speak if the player enters the space. Alternatively,

the player could be required to click on the character, as if tapping their shoulder! Create the rule.a. Click on the character to select him or her.b. Go to actions and click Say ; you will see a dropdown menu.c. Select what you want the character to say (C0) and then click on the

arrow at the far right to choose the trigger and activator that will make himor her say it.

d. Accept the rule.13. Next add the players options. That is, what the player can choose to say in

response to the character:a. Go to MY MENU and MEDIA.b. Select the first of the players possible

responses by clicking on the speech bubble(P1a).

c. In the Edit window, choose actions and Addto Player List .

d. Click on the arrow to select the trigger, whichthis time will be the Speech Trigger .

e. You will be asked to select a piece of speechmedia from your game. Go to MY MENU andMEDIA to select the characters speech whichleads to this choice of response (C0).

f. Click on Spoken in conversation by in theEdit frame and then on the character whosaid it. Accept the rule.

g. Repeat this step for the other option (P1b).


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14. Now add the characters responses to the two options. Which the character will say will depend on the answer the player chooses.a. Click on the character to select him or her.

b. Go to actions and click Say; you will see a dropdown menu.c. Select what you want the character to say (C1a or C1b) and then click onthe arrow at the far right to choose the trigger Speech. Select the playersspeech from MY MENU, MEDIA and then the activator Spoken inconversation by... To select the player, go to MY MENU and click on Player Attributes.

d. Accept the rule, which should look like the one below.

e. Repeat this step for the characters response to the second choice in thePlayer List.

15. Test that the speech works.16. Can you work out how to remove speech from of the Players List once it has

been chosen?


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Process: Drafting the speech

Begin with what the character says

Label: CO ..

Now add the players choices

Label: P1a .. Label: P1a ..

Finally, add the characters response to each of the players choices

Label: C1a .. Label: C1a ..


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Sheet 2.2b

Review TemplateDoors

Door ACTION TRIGGER ACTIVATOR

1

2

3

4

Did your test player know how to open the doors? YES/NO* * delete as appropriate

How could the doors be improved?

Pickups

How did you make use of the pickups you included? Did they add points, increaseeconomies and/or were they used as activators for triggers? Give examples:

Pickup Use/value

How would you change the pickups youve used to make them more effective?


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Popups

Did you use popups? YES/NO* * delete as appropriate

How did you use them and why?

Props and Active Props

What is the difference?

A prop is ...

An active prop, on the other hand, ...

Give a reason for including each and, if appropriate, explain how they worked.PROP/AP

Reason for use Action Trigger Activator

1

2

3

4

5


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Special Effects

Did you use special effects? YES/NO** delete as appropriate

Why?

Characters

Which characters did you use and why?

Character Name Purpose Speech

1

2

3

What else did you find out about when exploring the MissionMaker software? Howmight you use this learning in a game?

NEW SKILL

USE

What else would you like to be able to do? Why?

I want to be able to: Because:

Name: Date:


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Focus on Games Unit 3: Project Work Page 41


Unit 3: Project Work7 Lessons 7 hours


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Page 42 Unit 3: Project Work Focus on Games



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Unit 3: Activity 1 Thinking About Games

In this activity students will be given a brief and then develop thecriteria by which a game for a particular audience and purpose canbe judged.

All students will: respond to a brief and consider the nature of theaudience before exploring the criteria for the game they wish tocreate.

Most students will: identify the key elements of the brief, considerthe audiences specific requirements and suggest a series of

additional criteria by which the game will be judged.Some students will: use their understanding of the capabilities of thesoftware to consider an appropriate response to a fully articulatedproblem and devise complex success criteria to assess the quality andimpact of their game.

By the end of the activity students will have: explored/devised a list of criteria for judging the success of the

game to be made.

MissionMakerSheet 3.1a Keeping Safe Brief Sheet 3.1b Criteria for Success


This activity begins with the teacher explaining the nature of thebrief and discussing some of the implications for the game. Students

then work alone or in pairs to review or create the criteria for asuccessful game.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Ask students to read Sheet 3.1a Keeping Safe Brief . Discuss whatthis might mean for a game, in terms of both the audience andpurpose. For example, you might think about the languageappropriate for the age group, the size of the font to be used andthe inclusion of audio in offering the right level of support.

2. Ask students to explore the facilities and assets available to themin MissionMaker and to make a list of the ones that could best beused to promote a healthy lifestyle.

3. Having explored the audience and purpose in a little detail, askstudents to come up with a list of criteria by which they thinktheir game could or should be judged. For those who strugglewith this, ask them to read and comment on Sheet 3.1b Criteria for

Success. If possible, ask students to supplement this list with theirown ideas.

4. Finally, invite students to suggest the sort of storyline that couldprovide the narrative thread to hold the game together.Hopefully, this will prompt more thought about the nature of thegame before the next session

Introduction

Development

Plenary


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Nature of the game

What things should be used? How should the challenges be framed?

Criteria met?

What things should NOT be used? What should be avoided?

Criteria met?

Purpose

What elements of a healthy lifestyle will you include and why?What things should be used? How should the challenges be framed?

Criteria met?

What elements of a safe lifestyle will you include and why?What things should be used? How should the challenges be framed?

Criteria met?

Add other criteria on a separate sheet.


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Unit 3: Activity 2 Planning

In this activity students will plan a game to a specific brief and inresponse to established criteria.

All students will: plan a game.

Most students will: plan a game to cover the key elements of thebrief, and in response to established criteria for success.

Some students will: plan an appropriate response to a fullyarticulated problem and complex success criteria.

By the end of the activity students will have: planned a game in response to a brief.

MissionMakerSheet 3.2a Planning Sheet Sheet 3.2b Self Evaluation 1


This activity begins with the teacher explaining the importance ofplanning in relation to a brief and criteria for success. Students thenwork alone or in pairs to plan a game.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Ask students to re-read Sheet 3.1a Keeping Safe Brief and any notesthey made last lesson, including their criteria for success. Discussideas they may have had between this and the previous session.

2. Having discussed what is available in the software and thecriteria for success, students are in a position to start planningtheir game on paper. Either use Sheet 3.2a Planning Sheet or startfrom scratch.

3. Ask students to review each others plans for clarity andconsistency.

4. Share plans in groups or with the whole class.5. Ask students to complete Sheet 3.2b Self Evaluation 1.

Introduction

Development

Plenary


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Sheet 3.2a

Planning SheetStage Description/Learning MissionMaker Features Used

StartHow does the game start?What introduces the story?

Example

Alien arrives in spaceshipcharged with finding out howyoung people on Planet Earth

survive into their twenties andolder. Very few aliens livebeyond their teens.

Example

Sci-fi rooms; alien character ascompanion; popup explainingmission; bleep sound effectsbefore popup that appearswhen you click the consul in the

spaceship.

StartHow does the game start?

What introduces the story?

Finish

What is the purpose of thegame? How do playersknow they have completedthe challenges?

Challenge 1What does the player haveto do and what do theylearn?





Other elements of thegame that contributetowards purpose andaudience


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Sheet 3.2b

Self Evaluation 1What have you achieved this lesson under the following headings? What can youdo to improve?

I have done the following well: I need to improve:

Purpose/Learning:

Purpose/Learning:

Purpose/Motivation:

Audience/Language:

Audience/Content:

Other

Other


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Unit 3: Activities 3-5 Making

In these lessons students will build their games according to theirplans and bearing in mind their criteria for success. They shouldcomplete a self-evaluation at the end of each session.

All students will: make a game and learn the benefits of checking,correcting and refining their work as it progresses.

Most students will: make a game to plan, and in response toestablished criteria for success.

Some students will: make a game appropriate to the audience andfor the stated purposes; they will judge their output against theircomplex success criteria.

By the end of the activity students will have: made a game.

MissionMakerSheet 3.3a Self Evaluation 2


In the three lessons, students will work alone (or in pairs) to createtheir games and work with others to test and refine what they make.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Tell students that they have three lessons in which to create thegame that they have planned.

2. As students create their games, remind them to save at regularintervals and to test that the rules they are adding work in theplayer mode.

3. When significant chunks of the game have been created, studentscan ask other students to test what they have done to check itsusability.

4. Give students time at the end of each session to complete Sheet3.3a Self Evaluation 2.

5. Based on the evaluation, they can plan/list what needs to be

completed in the next lesson.6. In the final lesson of the creation phase, ask students to devise a

questionnaire to use as the basis for an interview with theintended user group once they have had a chance to play thegame.

Introduction

Development

Plenary


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Sheet 3.3a

Self Evaluation 2What have you achieved this lesson under the following headings? What can youdo to improve?

I have done the following well: I need to improve:

Purpose/Learning:

Purpose/Motivation:

Audience/Language:

Audience/Content:

I have asked others to test my game. They found:

This means I needed/need to

Name: Date:


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Unit 3: Activity 6 Evaluation

In these lessons students will work with volunteers from the targetaudience to assess the playability of the game and whether itachieves its purpose.

All students will: agree and use simple criteria and understand howto improve their work.

Most students will: gather and use feedback to inform future work.

Some students will: gather, record and use systematic feedback fromusers to improve their work.

By the end of the activity students will have: made notes based on observation of users playing their games. completed semi-formal questionnaires based on interviews.

MissionMaker

Access to sample of user group

Questionnaires created in previous lesson

Completed Sheet 3.1b Criteria for Success

In the lesson students will work with students from the target usergroup to observe how they play the game. They will interview theplayers at the end. If access to the user group is impractical, ask peerswho have not seen the game to play it and provide feedback basedon knowledge of audience and purpose.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Brief students on etiquette of working with a younger age groupand remind them of the purpose of the session. That is, to observehow the user plays the game and to make notes on changes thatneed to be made in order to make the game fit for purpose.

2. Allow students to work with the intended user group, observingand making notes, for about 20 minutes.

3. Ask students to spend the next 10 to 15 minutes talking to theplayers about their experience. They should use thequestionnaires they created to help structure the conversation.

4. Students should use the notes they have made, along with theircompleted Sheet 3.1b Criteria for Success, to create a list of

refinements needed to improve their games and make them morefit for purpose.

Introduction

Development

Plenary


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Teacher Notes

Unit 3: Activity 7 Refinement

In this lesson students will complete the changes they considernecessary, having trialled their game with the intended user group.They will then present their game as a walkthrough, giving reasonsfor the choices they made.

All students will: act purposefully on feedback and explain thereasons for choices they have made.

Most students will: reflect on their previous work and learning toimprove their work, as well as justify the process they use in relationto the task.

Some students will: apply prior learning to their work and evaluatethe effectiveness of their approach to developing an ICT solution.

By the end of the activity students will have: reviewed notes about previously produced games and prioritised

changes

created a walkthrough of their game focusing on audience andpurpose

evaluated other students games and walkthroughs.

MissionMaker

Access to a projector for showing individual games

Sheet 3.7a Walkthrough

Sheet 3.7b Peer Evaluation

In this activity students will work alone (or in pairs) to refine theirgame and complete a walkthrough. If there is time, students shouldshare games and walkthroughs with members of the class.

Overview

Objectives

Outcomes

Resources

GroupOrganisation


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1. Ask students to review the notes they made at the end of the lastlesson and to prioritise the changes that need to be made.

2. Give them some time to make these changes.

3. If students dont already know, show them how to take picturesand make notes within the playing mode. Sheet 3.7a Walkthrough explains this.

4. Ask students to create a walkthrough of the game, focusing onspecific elements that relate to the audience and purpose. In otherwords, they are creating a walkthrough to justify the decisionsand choices they made in developing the game.

5. Put students into pairs to share games and walkthroughs. Players

of the games should complete Sheet 3.7b Peer Evaluation.6. If there is time, share some good examples with the class.

Introduction

Development

Plenary


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Sheet 3.7a

WalkthroughYou can create a walkthrough of your game to explain the choices you havemade in order to ensure that your game is fit for purpose.

As you create the walkthrough, capture key images and make notes to explainhow this makes the game suitable for the target audience and/or how it fulfils theintended purpose; that is, promoting a healthy lifestyle.

Creating a Walkthrough1. Make sure you are in player mode.

2. You will see a camera icon to the right of the itinerary. Click on this to open thearea where you can capture pictures and make notes.

3. Locate your viewfinder using the mouse and thenclick the Take Picture button at the top of the

camera.4. Click on the notes icon below to add your

explanation.

5. You can scroll through your pictures and notesusing the buttons to the left of the notes.

6. Click on the X button to close.7. When you have finished, you will be asked if you

want to save your pictures. Click on Yes andselect to save in either Rich Text Format or as a Kar2ouche Storyboard. If youare unsure, ask your teacher.

` Give your walkthrough a unique name.


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Focus on Games Appendices Page 63


Appendices


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Page 64 Appendices Focus on Games



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F o c u s o n G a m e s

A p p e n

d i c e s

P a g e

6 5

I m m e r s i v e

E d u c a t

i o n

2 0 0 8

A p p e n

d i x

1 : M i s s i o n M a k e r

S t u d e n

t W a l

k t h r o u g h

G e t

t i n g

S t a r t e d

T h i s i s t h e m a i n s c r e e n o f

M i s s i o n

M a k e r .

F r o m

h e r e y o u c a n c r e a

t e n e w g a m e s , l

o a d

p r e - m a d e

g a m e s a n

d s a v e y o u r g a m e .

Y o u c a n a l s o e x p o r t

i t a s a

P l a y M

i s s i o n

t o b e

p l a y e d

i n t h e

M i s s i o n

P l a y e r .

H a v

i n g l o a d e d y o u r g a m e , y o u c a n p l a y o r e d

i t i t . J u s t c l

i c k o n

t h e c o r r e c t

t a b .

Y o u c a n n o t e d

i t P l a y M

i s s i o n s , s o

i t i s a

g o o d

i d e a

t o s a v e

t h e m a s

M i s s

i o n s u s

i n g

t h e

s a v e

t a b b e f o r e c l

i c k i n g e x p o r t .

T h e E

d i t S c r e e n

T h i s i s w h a t y o u s e e w

h e n y o u c l

i c k n e w

a n d e d

i t .

T o p

l e f t i s

t h e m y g a m e m e n u a n

d t o p r

i g h t i s t h e n e w m e n u .

T h e n e w m e n u

i s m a d e u p o f

t h e c a

t e g o r i e s o f

b u i l d i n g

b l o c

k

y o u c a n u s e

t o m a k e y o u r g a m e .

T h e m y g a m e m e n u

k e e p s a

r e c o r d o f

t h e

b u i l d i n g

b l o c

k s y o u

h a v e u s e

d a n

d y o u c a n a l s o

s e t g a m e a n

d p l a y e r a t

t r i b u t e s

h e r e .

C e n

t r e t o p

i s t h e s e

l e c t o r

b a r w

h e r e a l l t

h e b u i l d i n g

b l o c

k s c a n

b e d i s p

l a y e

d . T h e m a i n g r

i d i s w

h e r e y o u

b u i l d y o u r g a m e .


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A p p e n

d i c e s

P a g e

6 7

I m m e r s i v e

E d u c a t

i o n

2 0 0 8

D o o r s a n

d R u l e s

( 1 )

Y o u w

i l l h a v e n o

t i c e d

t h a t e v e r y t

h i n g y o u p u

t i n y o u r g a m e

h a s a

t i t l e o r n a m e , a n

d t h e n u n

d e r n e a

t h

t h r e e

t a b s : p r o p e r t

i e s , a c t

i o n s a n

d a s s o c i a t

i o n s . Y

o u c a n r e n a m e y o u r o b

j e c t , i

f t h a t w i l l h e l p y o u

t o

r e m e m

b e r w

h a t i t i s a n d

h o w

i t i s u s e d , b

y h i g h

l i g h t i n g t h e

t e x t a n

d t y p i n g

i n t h e n e w

d e t a i l s

.

A n o b

j e c t

s p r o p e r

t i e s d e s c r

i b e

h o w

i t a p p e a r s

t o t h e p

l a y e r a

t t h e s t a r

t o f t h e g a m e .

A c t

i v e m e a n s

i t

i s a c

t i v e

i n t h e w o r

l d : v i s

i b l e a n

d u s a b

l e . S

c a l e r e

f e r s t o

t h e s i z e , w

h i c h y o u c a n a l

t e r b y c h a n g i n g

t h e

n u m

b e r .

J u s t o v e r

t y p e

t h e n u m

b e r t

h a t i s

t h e r e .

A c t

i o n s r e

f e r t o w

h a t t h e o b

j e c t c a n

d o i f t h e p l a y e r

t r i g g e r s a r u

l e . F

o r i n s t a n c e , o

p e n o r c l o s e

s o m e t

h i n g , o r m a k e

i t i n a c

t i v e

( u n u s a

b l e / i n v i s i

b l e ) . T

o e n a b

l e a p l a y e r

t o d o t h i s

, y o u

h a v e

t o c r e a

t e a

r u l e ( s e e

b e l o w

) .

A s s o c

i a t i o n s

h e l p y o u

k e e p

t r a c k o f a l l

t h e r u

l e s , a n

d t h i n g s r e

l a t e d t o

t h e o b

j e c t .

C r e a t

i n g a r u

l e ( f o r e x a m p l e , o p e n

i n g a

d o o r

)

A d d a

d o o r

t o y o u r w o r

l d . L

e f t c l i c k a n

d d r a g

i t i n t o p l a c e .

C l i c k

o n t h e

a c t

i o n s

t a b , o p e n a n

d t h e s m a

l l o r a n g e a r r o w a t

t h e e n

d o f

t h e

l i n e .

T h i s

w i l l b r i n g u p

t r i g g e r

t y p e . T

h i s r e

f e r s

t o h o w a c

t i o n s a r e m a d e

t o h a p p e n

b y

t h e p l a y e r .

M a k e a s i m p l e

f i r s t r u

l e b y c h o o s i n g o b

j e c t c l

i c k e d . C l i c k o n t

h e o r a n g e

a r r o w a n

d y o u w

i l l b e a s

k e d t o s e l e c

t o b j e c

t . T h a t

i s t h e

t h i n g t o b e

c l i c k e d . C l i c k o n

t h e

d o o r

t h a t y o u w a n

t t o o p e n . T

h i s w

i l l b r i n g u p

t h e r u

l e

a t t h e b o t t o m o f

t h e s c r e e n s h o w

i n g

t h e a c

t i v a t o r , t

r i g g e r a n d

a c t i o n :

I f

x x x

d o o r

i s c l

i c k e d , x x x

d o o r o p e n s .

N a m e y o u r r u

l e b y t y p i n g i n

t h e

b o x .

C l i c k t h e

b l u e

t i c k t o a c c e p t a n

d t h e n

t r i a l

t h e g a m e

t o s e e

i f i t w o r

k s b y c l

i c k i n g o n

t h e r i g

h t - f a c

i n g a r r o w

h e a d

i n

t h e c e n t r e .

Y o u c a n a l s o c h e c

k y o u r r u l e

i n t h e m y g a m e m e n u u n

d e r r u l e s .


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P a g e

6 8 A p p e n

d i c e s

F o c u s o n

G a m e s

I m m e r s i v e

E d u c a t

i o n

2 0 0 8

P i c k u p s ,

T r i g g e r

V o l u m e s a n

d R u l e s

( 2 )

O b j e c

t c l i c k e d i s t h e s i m p l e s

t r u l e ,

b u t y o u n e e d

t o v a r y

t h e o n e s y o u u s e

t o k e e p y o u r p l a y e r

i n t e r e s t e d .

S p a

t i a l t r i g g e r s w o r

k w

h e n s o m e o n e o r s o m e t

h i n g e n

t e r s o r e x

i t s a t r

i g g e r v o l u m e .

T h e m o s

t

o b v i o u s e x a m p l e

i s g e

t t i n g

t h e p l a y e r

t o p l a c e a

k e y

( p i c k u p )

i n a

t r i g g e r v o l u m e n e a r a

d o o r o r

c u p b o a r d

i n o r

d e r t o o p e n

i t . T o d o t h i s :

p l a c e a

d o o r

a d

d a t r i g g e r v o

l u m e a n

d r e s i z e

i t t o c o v e r t

h e b a s e o f

t h e

d o o r

( d r a g

t h e s i

d e s ,

t o p o r

b o t t o m

)

a d

d a p

i c k u p , m a y

b e a

k e y

( a n d e x p

l a i n i t s u s e

i n t h e

d e s c r i p t

i o n s p a c e

i n p r o p e r

t i e s )

c l

i c k o n

y o u r

d o o r a g a i n , o n a c

t i o n , t h e n s e

l e c t o p e n a n

d c l

i c k t h e o r a n g e a r r o w

s e

l e c t s p a t

i a l t r i g g e r a n

d t h e n c l

i c k o n y o u r

t r i g g e r v o

l u m e

i n t h e g a m e s p a c e

s e

l e c t s p e c

i f i c o b

j e c t a n

d t h e n c l

i c k o n y o u r p i c k u p

( e i t h e r

f r o m

t h e

m y g a m e m e n u o r

i n

t h e g a m

e s p a c e )

r e a d y o u r r u

l e : I

f x x x e n

t e r s x x x

t r i g g e r , x x x

d o o r o p e n s .

I f y o u r e

h a p p y c l

i c k t h e

t i c k t o

a c c e p t

i f y o u d o n

t t h i n k t h e r u

l e w o r

k s , d

e l e t e

i t b y c l

i c k i n g o n

t h e

b i n .

Y o u c a n

h e l p y o u r p l a y e r

b y a d

d i n g a c l u e

t o y o u r p i c k u p . C

l i c k o n

t h e

p i c k u p a n

d m a k e s u r e

t h a t

t h e p r o p e r t

i e s

t a g

i s s e

l e c t e d . L

o o k

a t t h e s e c o n d

l i n e

d e s c r i p

t i o n . T

y p e y o u r c l u e o r

d e s c r i p

t i o n h e r e . F

o r i n s t a n c e , i

f y o u

h a v e

p l a c e d a

k e y ,

y o u m

i g h t t y p e ,

O p e n s m o r e

t h a n o n e d o o r .

T h e p l a y e r

t h e n

k n o w s t h a t

t h e

k e y o p e n s

d o o r s a n

d t h e y s h o u

l d k e e p

h o l d o f

i t f o r a n y o t

h e r d o o r s

t h e y

c o m e a c r o s s .

L o o k a t

t h e o t

h e r p r o p e r t i e s o f p i c k u p s .

S t a t e t r i g g e r s a r e u s e f u l

i f y o u

h a v e s w

i t c h e s o r

d e p e n d e n

t a c t

i o n s . F

o r e x a m p l e ,

i f y o u p l a c e d a

l e v e r y o u

c o u l

d c h a n g e

i t s s t a t e

b y c r e a

t i n g a r u l e

t h a t s a y s ,

I f l e v e r i s c l

i c k e d , l e v e r c

h a n g e s

i t s s t a t e

t o o n

. Y o u c o u l

d

t h e n u s e

t h i s t o o p e n a

d o o r :

p l a c e d o o r , a d

d l e v e r ( o r o t

h e r a c t

i v e p r o p

) a n d c r e a

t e r u

l e t o c h a n g e

t h e a c

t i v e p r o p

s s t a t e

c l

i c k o n

d o o r , a

c t i o n , o p e n , a

r r o w a n d s e

l e c t s t a t e

t r i g g e r

s e

l e c t

t h e a c

t i v e p r o p w

i t h m o r e

t h a n

o n e s t a t e a n

d t h e s t a t e

t h a t o p e n s

t h e

d o o r

( f o r e x a m p l e , o n

)

r e a d a n

d a c c e p t o r

d e l e t e y o u r r u

l e ; c

h e c k

b y p l a y

i n g .

W e

l l d e a l w i t h s p e e c h

t r i g g e r s

l a t e r . F o r s o m e t

h i n g

t o b e t r i g g e r e d

b y

b e i n g s h o t

b y p l a y e r y o u n e e

d t o

e n s u r e

t h a t

t h e p l a y e r c a n p i c k u p a g u n

o r w a n

d a n

d a m m u n

i t i o n

/ f l o w e r s !


70/73


A p p e n

d i c e s

P a g e

6 9

I m m e r s i v e

E d u c a t

i o n

2 0 0 8

C h a r a c t e r s a n

d M e d

i a

A d d a c h a r a c

t e r j u s

t a s y o u w o u

l d a n o b

j e c t . R

e n a m e

i n t h e s a m e w a y

t o o .

U n l

i k e w

i t h m o s

t o b j e c

t s y o u c a n

c h a n g e m a n y o f

t h e p r o p e r

t i e s a n

d e v e n

b u i l d n e w c h a r a c

t e r s

b y v a r y

i n g

t h e

h e a d s ,

b o d i e s a n

d l e g s

. Y o u c a n

i n c r e a s e o r

d e c r e a s e

t h e i r r e s

i s t a n c e ( t o g u n f

i r e / m a g

i c ) a n d c h a n g e

t h e i r s

i z e .

L o o k

i n a c t

i o n s a n

d y o u

l l s e e

t h a t c h a r a c

t e r s c a n : s a y ; w a t c h

/ s t o p w a

t c h i n g ; d r a w a n

d r e p l a c e g u n , a s w e l

l a s

s e e k a n d

d e s t r o y ; g o

t o , f

o l l o w a n

d s t o p ; s

t o p

t a l k i n g ; s e

t a c t

i v e ,

i n a c t i v e a n

d t o g g

l e b e t w e e n

t h e

t w o ; t e l e p o r

t

a n d e m

i t s o u n

d .

C l i c k o n a n y o f

t h e s e a n

d y o u

l l s e e e i t h e r o n e o r

t w o a r r o w s a t

t h e e n d

o f t h e

l i n e .

O n e a r r o w

a l l o w s y o u

t o c r e a

t e a r u

l e a s

b e f o r e . T w

o a r r o w s m e a n

t h a t y o u n e e d

t o s e

l e c t s o m e t

h i n g

b e f o r e

m a k

i n g t h e r u

l e b y c l

i c k i n g o n

t h e

d r o p - d o w n a r r o w

f i r s t .

I n t h i s e x a m p l e y o u w o u

l d s e

l e c t w

h a t t h e c h a r a c

t e r s e e

k s a n

d d e s t r o y s

( f o r e x a m p l e , p l a y e r

)

t h e n c l

i c k o n

t h e a r r o w a t

t h e e n

d t o c r e a t e

t h e r u

l e .

S p e e c

h

T o i n t r o d u c e s p e e c h , c

l i c k o n m e d

i a i n t h e n e w

m e n u a n d

t h e n s e

l e c t s p e e c h . I

f y o u w a n t

t o

c r e a

t e a d

i a l o g u e o r c o n v e r s a

t i o n

b e t w e e n

t h e

c h a r a c

t e r a n

d p l a y e r , y

o u n e e d

t o p l a n

i t

c a r e

f u l l y . T h e c h a r a c

t e r m u s

t h a v e

t h e f i r s

t a n d

l a s t w o r d . T

h e p l a y e r s h o u

l d b e g i v e n s o m e

c h o i c e o f r e s p o n s e , s

o t h i s m e a n s a d

d i n g

s p e e c h

t o

t h e p l a y e r

l i s t . T h e

f o l l o w

i n g e x a m p l e

s h o w s y o u

h o w

t o c r e a

t e a

b r i e f d i a l o g u e

i n

w h i c h

t h e c h a r a c

t e r s a y s s o m e t

h i n g , t

h e p l a y e r

h a s a c h o

i c e o f

t w o r e s p o n s e s a n

d t h e c

h a r a c t e r

t h e n g i v e s a

d i f f e r e n t a n s w e r a c c o r d

i n g t o

t h e r e s p o n s e c h o s e n . T

h e p l a n w o u

l d l o o k

l i k e

t h i s :

N B T h e l a b e l s

i n b o l d h e l p t o k e e p

t r a c k o f

t h e m e d

i a i n y o u r m y g a m e

m e n u .

C h a r a c t e r : W e l c o m e

t o m y s p a c e s h

i p . C

a n

I h e l p y o u ?

P l a y e r

1 a : T

h a n k y o u . Y

e s p l e a s e . W

h e r e

w i l l I f i n d t h e c a p t a i n ?

P l a y e r

1 b : H e l

l o . I

d o n

t n e e d a n y

h e l p t h a n

k

y o u .

C a n

I j u s

t l o o

k a r o u n d

?

C h a r a c t e r

1 a : I

t o l d y o u ,

t h i s i s m y s p a c e

s h i p

. I a m

t h e c a p t a

i n .

C h a r a c t e r

1 b : I

m n o

t h a p p y a b o u

t t h a t . I

d o n

t k n o w

i f I c a n

t r u s t y o u .


71/73

P a g e

7 0 A p p e n

d i c e s

F o c u s o n

G a m e s

I m m e r s i v e

E d u c a t

i o n

2 0 0 8

C r e a t e e a c

h s p e e c h a s a s e p a r a

t e p i e c e o f m e d

i a . R

e p e a

t t h e f o l l o w i n g

f o r e a c

h s p e e c h :

C l i c k o n m e d

i a a n

d t h e n s p e e c h .

L a b e l y o u r s p e e c h s o

t h a t y o u c a n k e e p

t r a c k o f

i t ( s e e

b o l d l a b e l s o n p r e v

i o u s p a g e

) .

T y p e

i n t h e s p e e c h

t e x t .

D e c i d e w

h e t h e r y o u w a n

t t o u s e

t e x t t o s p e e c h

( T T S ) o r r e c o r

d y o u r o w n v o

i c e .

I f i t s w

h a t t h e p l a y e r s a y s , c

h a n g e i n p l a y e r

l i s t t o

t r u e .

I f y o u

r e u s

i n g

T T S

, s e l e c

t t h e v o

i c e n a m e .

I f y o u

r e u s

i n g y o u r o w n v o

i c e , c l

i c k o n

t h e m

i c r o p h o n e

t o b r i n g u p

t h e s p e e c h r e c o r d s c r e e n .

C l i c k t h e r e

d s t a r

t b u t

t o n , r e c o r d y o u r v o i c e a n

d t h e n c l

i c k

t h e s q u a r e s t o p

b u t t o n .

R e v i e w

b y c l

i c k i n g

t h e a r r o w n e x t

t o t h e m

i c r o p h o n e a n

d

c h e c k

t h e v o

l u m e .

I n a d

d i n g

t h e s p e e c h

t o y o u r g a m e , r e m e m

b e r t

h a t i t s e a s i e s

t t o :

g e

t t h e c h a r a c

t e r t o s a y s o m e t

h i n g

b y

c l i c k i n g o n

t h e c h a r a c

t e r , a c t i o n s a n

d s a y

b e f o r e s e

l e c t

i n g w

h a t y o u w a n

t t h e m

t o s a y a n d c r e a

t

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