Focus On Games

ict

focus on games

Stock code TSPGMS

missionmaker

T ea c herSuppor tP a c k key stage 3

Teacher Support Pack

Focus on Games A course for Key Stage 3 ICT Written as part of a collaborative project by teachers from Bedfordshire 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 Gregory’s 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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Focus on Games

Production Credits The Immersive Education Team Created and marketed with the support of the Immersive Education Team Emily Allen

Tom Burton

Vicky Lears

Craig Smith

Michelle Armstrong

Donna Burton-Wilcock

Mandy Miles

Garth Stewart

Sarah Barnett

Vicky Carroll

Rebecca Radcliffe

Philippa Tomlinson

Nathan Brooks

Andy Hudson

Ray Shaw

Nicola Bungay

James Jobbins

Jamie Sheldon

© Immersive Education 2008

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? Sheet 1.1 Is the Game a Success?

17 20

Unit 2: Familiarisation and Introducing Key Concepts Unit 2: Activity 1 Getting to Grips Sheet 2.1a Checklist Sheet 2.1b Mini Brief Unit 2: Activity 2 Going Further Sheet 2.2a Creating and Planning Speech Sheet 2.2b Review Template

Unit 3: Project Work Unit 3: Activity 1 Thinking About Games Sheet 3.1a Keeping Safe Brief Sheet 3.1b Criteria for Success Unit 3: Activity 2 Planning Sheet 3.2a Planning Sheet Sheet 3.2b Self Evaluation 1 Unit 3: Activities 3-5 Making Sheet 3.3a Self Evaluation 2 Unit 3: Activity 6 Evaluation Unit 3: Activity 7 Refinement Sheet 3.7a Walkthrough Sheet 3.7b Peer Evaluation

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

21 23 27 29 31 34 38

41 43 45 46 49 51 52 53 55 57 59 61 62

63 65 71

© Immersive Education 2008

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Introduction Page 5

Introduction

© Immersive Education 2008

Page 6 Introduction

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Introduction Page 7

Introduction As with all Immersive Education software, MissionMaker is fundamentally a creative tool. It enables both students and teachers to plan, build and play a range of games before evaluating and revising them according to end-user need. Its open-ended approach means that it can be used to support a range of curriculum areas as well as cross-curricular projects. Unlike a level editor, MissionMaker allows users to start with a relatively blank canvas and provides a wealth of choice, enabling game-makers to select their own game-playing genre based mainly around the chosen locations and the consequent narratives they suggest. The choices range from baronial courts, through modern streets to science-fiction space stations. All can be customised by the addition of locally produced visual and audio media. In summary, MissionMaker is a game-authoring tool that enables users to become critical producers of games as opposed to mere consumers and, as such, can provide a useful tool in supporting aspects of the ICT curriculum. In particular, the software can be a useful tool when planning the following strands: • strand 2 – developing ideas o analysing and automating processes o sequencing instructions • strand 3 – communicating information o fitness for purpose • strand 4 – evaluating o evaluating work.

Coverage The following Teacher Notes provide suggestions for 10 weeks’ work based on the experiences and ideas of a group of middle-school teachers in Bedfordshire. They can be adapted for use with any ICT group 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 of scheduled lesson time. © Immersive Education 2008

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ICT Curriculum Coverage 1 Key Concepts

Units

1.1 Capability

1

2

3

1

2

3

1

2

3

1

2

3

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 1.2a exploring the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created 1.3 Exploring ideas and manipulating information 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 1.4a 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 1.5a 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

Units

2.1 Finding information

1

2

3

1

2

3

1

2

3

1

2

3

2.1a consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used 2.1b use and refine search methods to obtain information that is well matched to purpose, by selecting appropriate sources 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 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 changing their 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 a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that 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 2.3a use a range of ICT tools to present information in forms that are fit for purpose, meet audience needs and suit the content 2.3b communicate and exchange information (including digital communication) effectively, safely and responsibly 2.3c use technical terms appropriately and correctly 2.4 Evaluating 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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Introduction Page 9

3 Range and Content

Units 1

2

3

3a use of a range of information, with different characteristics, structures and purposes, and evaluation of how it matches requirements and its fitness for purpose 3b use of a variety of information sources, including large data sets, in a range of contexts 3c 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 ethical implications of access to, and use of, ICT

4 Curriculum Opportunities

Units 1

2

3

4a make choices about when and where it is appropriate to exploit technology to support them in their learning and everyday 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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New ICT Framework Lines of progression in ICT: Learning objectives 1 Finding information 1.1 Using data and information sources Year 7

Year 8

Year 9

use information from primary or secondary sources

use information from primary or secondary sources and know when to choose the different types

collect data systematically from sources for an identified purpose

create information from data for specific purposes and audiences, and recognise how the presentation of information can affect its validity and bias

recognise how the content and style of information can influence the message it gives and that data can be distorted and misused

synthesise information from secondary sources and understand how this can lead to bias

combine and refine information and data sources to answer and pose questions

justify the use of particular information sources to support an investigation or presentation, and devise and apply criteria to evaluate how well various information types support a task

create an efficient data-collection process that collects validated data

Year 7

Year 8

Year 9

select information for a task from a range of sources and be aware of the relative strengths and weaknesses of these sources

select information from a range of sources and assess the potential value of the information for a task

select information for a task, using other sources to check the suitability of the information

frame searches in an appropriate and considered way in relation to the required results

frame searches in an appropriate and considered way in relation to the required results, for a more complex problem

frame searches in an appropriate and considered way in relation to the required results for a more complex and unfamiliar problem

search for information, altering and developing the search as appropriate, checking findings for plausibility

use basic logical operators and apply these when searching for information

construct queries and complex searches to explore information for a specific purpose, such as testing a hypothesis

use search terms correctly

understand that the different ways in which search engines work can affect which information is returned

carefully consider search results and review the interpretation of data, judging its value

acknowledge sources and recognise copyright

acknowledge all sources, recognising copyright and other constraints

acknowledge sources, defining primary and secondary sources, and recognise copyright and other constraints

1.2 Searching and selecting

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Introduction Page 11

1.3 Organising and investigating Year 7

Year 8

1

save files using appropriate file names and organise files in a hierarchical folder structure

save files in appropriate formats and create a hierarchical folder structure

identify the significant data required to solve a problem

identify the essential data and ICT tools required to solve a problem

develop closed questions which will lead to specific answers in a suitable form – e.g. text, numbers – and act safely and responsibly in seeking information

develop open and closed questions with sensitivity, recognising people’s cultural, social and ethical differences

use automated processing at the point of collection to gather responses efficiently using open and closed questions

design a questionnaire or datacollection sheet to collect relevant data

design a questionnaire or datacollection sheet to collect relevant data, and obtain and use feedback to establish what are good questions

develop testing, including employment of user feedback, to refine existing approaches and create new ones

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

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

produce or adapt a data structure to enhance efficiency, and enter data into this; establish a range of validation checks and visual checks to ensure a viable data set

generate simple queries using AND/OR operators applied to data items within fields

use more complex queries – AND, OR, NOT; use different searches to produce 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 in which the database may be interrogated

use graphs to represent information; show all key features; justify their choice of chart or graph; produce a report from the information and check the accuracy of their conclusions

represent information in graphs, charts or tables, and in a report where appropriate; justify the form of representation and check the plausibility of their conclusions

represent information in different forms and integrate information from different ICT tools to produce a solution

consider examples of electronic databases in everyday life

identify examples of automated data collection and recognise the impact of electronic databases on learning, everyday life and employment

describe the impact of electronic databases on learning, everyday life and employment, and the potential for misuse of personal data

check whether the ICT tools they use are appropriate for the task

evaluate different applications in terms of the structure and method of processing data

establish complex success criteria to evaluate a solution to a problem

1

Year 9

Naming conventions important when working with versions of games – so is this line relevant? © Immersive Education 2008

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2 Developing ideas 2.1 Analysing and automating processes Year 7

Year 8

Year 9

represent simple processes as diagrams to plan the task

identify the key elements of a problem and represent components in a plan

represent complex information systems in diagrammatical form to support their development

use automated processes to support consistency of style and presentation

automate simple processes by harnessing software tools; recognise where automation tools, such as filtering, can be used to improve safety when using the internet

refine existing systems and make them more efficient through automation

Year 7

Year 8

Year 9

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

combine variables within a model in different ways to form rules

extend the scope of a complex model by incorporating or changing rules

use a model to predict an outcome

recognise that the rules contained within a model determine its output, and make more complex predictions based on several variables

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

explain how rules govern a model

amend existing simple models by changing variables and formulae

extend existing more complex models and create their own from a given design, reviewing efficiency

obtain information from a model and check this for plausibility

identify whether a model has an appropriate set of variables to make it suitable for a particular purpose, and assess its accuracy by comparing its outcomes with those from other sources

check their output against that from other sources to assess the validity of the model, where appropriate

Year 7

Year 8

Year 9

rationalise a set of instructions by repeating sections

use precision and accurate syntax when framing instructions

use efficient structuring of instructions and recognise how this increases flexibility and eases testing

plan and implement sets of instructions, predicting outcomes before execution

test and refine sequences in order to achieve specific outcomes

break down a problem into manageable sections that can be represented by sub-procedures where appropriate

recognise that sequencing instructions is fundamental to a wide range of ICT applications

review own and others’ sequences of instructions to improve efficiency

2.2 Models and modelling

2.3 Sequencing instructions

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Introduction Page 13

3 Communicating information 3.1 Fitness for purpose Year 7

Year 8

Year 9

recognise the common layouts and conventions used in different types of communication and how these address intended and familiar audience needs

plan communication projects and select the appropriate communication (type, length, media) for the intended audience (considering audience needs and expectations), purpose and environment

use an understanding of technical considerations to produce effective and efficient digital communications

recognise the limitations and opportunities of different layout formats and use these appropriately

reflect on the work of others to help plan and amend their communications and understand how effective presentations or publications address specific audience needs and expectations

use a knowledge of publications and media presentation techniques to devise complex success criteria to assess the quality and impact of communication products, and apply these criteria to their work

3.2 Refining and presenting information2 Year 7

Year 8

Year 9

use ICT to improve their work through drafting and refining

draft, refine and structure their work using a combination of ICT tools to convey meaning more effectively

combine text, images, tables and sounds from a number of sources to convey meaning

modify and develop text, images, tables and sounds from several sources within the structure of a piece of work

refine and combine different components of text, images, tables and sounds from a range of sources

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

extract, combine and modify relevant information for a specific purpose, and structure and sequence this to meet audience needs

work independently and efficiently to synthesise information from a range of sources, structuring and refining presentations for specific audiences and purposes

import and export data in appropriate formats

use a range of ICT tools efficiently to refine the presentation of information for a specific purpose

identify the advantages and disadvantages of different software applications for specific purposes, and justify their choices, integrating ICT tools where appropriate

Year 7

Year 8

Year 9

capture, store and exchange information digitally by a variety of means

select appropriate methods of exchanging digital information and recognise that the format affects the method of exchange

recognise and describe the technical limitations and strengths associated with a range of digital communication methods

use digital communication to share information and collaborate with others for a purpose

use digital communications for the sharing and collaborative development of ideas for a variety of purposes

use a range of tools to automate the sharing of information and communication for a range of purposes

recognise the risks associated with the sharing of personal information digitally and to take actions to protect themselves

work in a safe and responsible way when communicating with others

be responsible, safe and secure in all communications

3.3 Communicating

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? © Immersive Education 2008

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4 Evaluating 4.1 Evaluating work Year 7

Year 8

Year 9

select ICT tools which will support the development and accuracy of their work, and learn the benefits of checking, correcting and refining their work as it progresses

improve the quality of outcomes for specific audiences and purposes by using a range of ICT tools

use ICT tools together to demonstrate a variety of outcomes, enabling the most appropriate choice of tool to be made

agree and use simple criteria, and understand how to improve their work

make and use simple success criteria that ensure fitness for purpose

devise and review complex success criteria to modify and develop their work as it progresses

explain the reasons for choices they have made

justify the process they use in relation to the task

evaluate the effectiveness of their approach to developing an ICT solution

gather and use feedback to inform future work

gather, record and use systematic feedback from users to improve their work

reflect on their previous work and learning in order to improve their work

apply prior learning to their work

act purposefully on feedback

understand when to use ICT to solve a problem

© Immersive Education 2008

Focus on Games

Unit 1: Understanding Games and Game-play Page 15

Unit 1: Understanding Games and Game-play 1 Lesson – 1 hour

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Page 16 Unit 1: Understanding Games and Game-play

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Focus on Games

Unit 1: Understanding Games and Game-play Page 17

Unit 1: Activity 1 What is a Game? Overview

In this activity students will consider the ingredients that are necessary in making a game. They will then play one of four MissionMaker games in order both to practise their navigational skills in the software and to assess who the games are aimed at and why they have been produced. Finally, they will consider how computer games compare with other forms of games.

Objectives

All students will: discuss the appropriateness of games for specific purposes and audiences. Most students will: consider criteria for assessing whether a game fulfils its purpose and is appropriate for its intended audience. Some students will: look at the impact of games on individuals in terms of the potential social, cultural and ethical implications.

Outcomes

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.

Resources

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?

Group Organisation

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

© Immersive Education 2008

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Focus on Games

Introduction

1. Explain to students that you are going to be exploring the typical constituents of a game and that you want them to start by playing Noughts 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 helps to extend this list by moving onto a second game like I spy or Hangman. 3. Ask students to share their ideas with the class and make a class list on the whiteboard. 4. Finally, brainstorm the different genres of games that students play, for example, board or card games, sports and computer games. Explore how far they share similar characteristics and begin to think about the purpose and audience for particular games, as well as the potential impact on players.

Development

5. Allocate one of the MissionMaker Unit 1.1 games to each student and 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-handed people 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 button for taking pictures and making notes and the ‘Use’ button for scoring points, increasing economies and/or shooting. Draw attention to these as the students play. 7. As they play, ask students to say who they think the game is aimed at and why, as well as deduce the intended purpose. Ask them to list 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 the purpose and audience for each game and asks whether the player thinks the maker has succeeded in achieving his or her objectives.

Plenary

8. Share ideas about the four games and explore their levels of success in terms of achieving their intended purposes and being appropriate for the audience. Make a list of the features students used to make their assessments. For example, in terms of appropriateness for a particular audience, students may have looked at the use of language and how information is communicated. Refer to Appendix 2 Potential Comments on Unit 1 Games for some suggestions for the sorts of things students might notice.

© Immersive Education 2008

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Unit 1: Understanding Games and Game-play Page 19

© Immersive Education 2008

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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 the tables. 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 literary genre, 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 read and 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 they better 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.

© Immersive Education 2008

Focus on Games

Unit 2: Familiarisation and Introducing Key Concepts Page 21

Unit 2: Familiarisation and Introducing Key Concepts 2 Lessons – 2 hours

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Page 22 Unit 2: Familiarisation and Introducing Key Concepts

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Focus on Games

Unit 2: Familiarisation and Introducing Key Concepts Page 23

Unit 2: Activity 1 Getting to Grips Overview

In this activity students will begin to develop the skills necessary to use MissionMaker as a tool for creating games. They will begin to understand the importance of narrative context in holding a game together and explore conditionality in the form of rule systems.

Objectives

All students will: begin to understand and experiment with sequencing instructions to solve problems, test hypotheses and develop ideas. Most students will: test and refine sequences in order to achieve specific outcomes appropriate to the task and work creatively and collaboratively on skill development. Some students will: create a game to a brief that is fit for purpose, taking into account the social and ethical implications of their work.

Outcomes

By the end of the activity students will have: • started to create 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.

Resources

MissionMaker • Game 2.1a Starter • Games played in Unit 1 Sheet 2.1a Checklist Sheet 2.1b Mini Brief Access to internet for MissionMaker training videos (also available on second disk with the software)

Group Organisation

This activity begins with the teacher modelling some key MissionMaker skills to the class, before they use the basic framework to explore alone and in pairs other triggers and functionality which they can share with the class at the end.

© Immersive Education 2008

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Introduction

© Immersive Education 2008

Focus on Games

1. Show students how to add tiles and rotate them to create a location where openings match up. Discuss how the choice of location reflects the narrative thread that provides coherence to a game. Explore the world that you have created in 3D. Discuss what sort of story might occur in the game-world you’ve created. 2. Look at the available doors and ask which would be suitable for one of the doorways in the game you are modelling. Discuss the logic 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 that’ statement in the rule box. Explain clearly that in order to create a rule, you have to work backwards, that is: a. decide on the end result you want to achieve, in this instance, open door b. choose the trigger that will make this happen; the easiest is ‘object 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 the screen, re-emphasising the ‘if this, then that’ structure. If the class thinks the rule is correct, accept it by clicking on the accept/create rule tick. 5. Look at the other trigger types available and ask students to explore 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 more states, 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, for example, start of game, time elapsed, points earned and so forth • speech trigger – a character or the player saying something (this should be left for the next lesson, as speech can be complex and may need instruction) • shot by player – a character or object being shot by the player using either the Ray Gun or Wand 6. Talk a little about the logic behind the triggers and how a player might 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.

Focus on Games

Unit 2: Familiarisation and Introducing Key Concepts Page 25

Development

7. Explain that students are now going to create their own four-door game demonstrating some narrative logic. Sheet 2.1a Checklist explains the basics of what needs to be included, whereas Sheet 2.1b Mini Brief is more appropriate for those who already have some understanding of how MissionMaker works. Those who are given the Mini Brief should also begin by loading Game 2.1 Starter. 8. You can find brief films explaining how to create games on http://www.immersiveeducation.com/training/material/missio nmaker/ and also on the second disk of the software. There is also a Student Walkthrough available in Appendix 1 at the end of this 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.

Plenary

11. Spend a few minutes exploring what students have discovered and, if there is time, they could demonstrate skills developed using 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, for example, adding characters, speech, sound effects and video.

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Focus on Games

Unit 2: Familiarisation and Introducing Key Concepts Page 27

Sheet 2.1a

Checklist Name: 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 it’s safe and appropriate for use in the classroom?

© Immersive Education 2008

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© Immersive Education 2008

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Unit 2: Familiarisation and Introducing Key Concepts Page 29

Mini Brief

Sheet 2.1b

Mini Brief You have been recruited to complete a game started by another game producer. 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 is assumed 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 more suitable. 4. Does the game fulfil its purpose? That is, will it enable the children using it to count 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

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Unit 2: Familiarisation and Introducing Key Concepts Page 31

Unit 2: Activity 2 Going Further Overview

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

Objectives

All students will: experiment with sequencing instructions to solve problems, test hypotheses, develop ideas and reflect on the outcomes produced to inform future work. Most students will: test and refine sequences in order to achieve specific outcomes appropriate to the task and work creatively and collaboratively on skill development. Some students will: complete a game to a brief and devise criteria to evaluate how far what they have produced is fit for purpose.

Outcomes

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.

Resources

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 available on second disk with the software)

Group Organisation

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

© Immersive Education 2008

Page 32 Unit 2: Familiarisation and Introducing Key Concepts

Focus on Games

Introduction

1. Play the beginning of Horror game, in which the Player meets a young girl in a darkened street. Recap the importance of narrative and try to work out what might be happening in this game. Talk then about how the character is used and the purpose of the speech. For instance, you might ask why a young girl has been chosen, why the street is dark and what the hooting owl adds to the atmosphere. 2. Demonstrate adding characters and creating speech, referring to Sheet 2.2a Creating and Planning Speech. 3. Ask pairs to describe to each other what characters and speech they might add to the game they created in the previous lesson. How might the character fit into the overall narrative and how might the speech be used?

Development

4. Give students time to add a character and introduce speech into their game. 5. For the remainder of this lesson students should work through Sheet 2.2b Review Template to check that they have explored the main functions and used them in a way that contributes to the integrity of the game, that is, that each element is fit for purpose.

Plenary

6. Ask pairs to review each other’s games and to suggest improvements. Reviewers should be instructed to give reasons for their suggestions.

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Unit 2: Familiarisation and Introducing Key Concepts Page 33

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Sheet 2.2a

Creating and Planning Speech Many commercial games include very little dialogue. This is because it is complicated. However, once you get the hang of creating dialogue between the player and a character in the game, it is very logical. Completing a planning sheet helps enormously. Process: Planning 1. 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 choose from. Process: Creation 4. 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 and will help you allocate the speech later. 7. Next type the Speech Text in the space provided. 8. Decide whether you want 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 as ‘False’. If it is to be allocated as one of the player’s choices of response, change this to ‘True’. That is, it will be added to a list from which the player can choose. 10. If you want to use text to speech, choose the Voicename by clicking in the space and choosing from the dropdown menu. If you want to record your own voice, click on the microphone at the bottom.

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Unit 2: Familiarisation and Introducing Key Concepts Page 35

This brings up the speech record box which will contain your script. Increase the volume to maximum by dragging the green square to the right. When you are ready to record, click on the red circle and speak, clearly, into the microphone. Click on the red square to stop. 11. Repeat this process for all the speeches. 12. Now you need to decide what it is that makes the character speak to the player. The simplest method is to attach a trigger volume to the character and then 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 him or her say it. d. Accept the rule. 13. Next add the player’s 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 player’s possible responses by clicking on the speech bubble (P1a). c. In the Edit window, choose actions and Add to Player List. d. Click on the arrow to select the trigger, which this time will be the Speech Trigger. e. You will be asked to ‘select a piece of speech media from your game’. Go to MY MENU and MEDIA to select the character’s speech which leads to this choice of response (C0). f. Click on Spoken in conversation by… in the Edit frame and then on the character who said it. Accept the rule. g. Repeat this step for the other option (P1b).

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14. Now add the character’s 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 on the arrow at the far right to choose the trigger Speech. Select the player’s speech from MY MENU, MEDIA and then the activator Spoken in conversation 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 character’s response to the second choice in the Player 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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Unit 2: Familiarisation and Introducing Key Concepts Page 37

Process: Drafting the speech Begin with what the character says Label: CO………………………………………..

Now add the player’s choices

Label: P1a………………………………………..

Label: P1a………………………………………..

Finally, add the character’s response to each of the player’s choices Label: C1a……………………………………..

Label: C1a……………………………………..

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Sheet 2.2b

Review Template Doors 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, increase economies and/or were they used as activators for triggers? Give examples: Pickup

Use/value

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

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Unit 2: Familiarisation and Introducing Key Concepts Page 39

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? How might 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:

Name:

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Because:

Date:

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Unit 3: Project Work Page 41

Unit 3: Project Work 7 Lessons – 7 hours

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Page 42 Unit 3: Project Work

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Unit 3: Project Work Page 43

Unit 3: Activity 1 Thinking About Games Overview

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

Objectives

All students will: respond to a brief and consider the nature of the audience before exploring the criteria for the game they wish to create. Most students will: identify the key elements of the brief, consider the audience’s 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 the software to consider an appropriate response to a fully articulated problem and devise complex success criteria to assess the quality and impact of their game.

Outcomes

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.

Resources

MissionMaker Sheet 3.1a Keeping Safe Brief Sheet 3.1b Criteria for Success Access to internet for MissionMaker training videos (also available on second disk with the software)

Group Organisation

This activity begins with the teacher explaining the nature of the brief and discussing some of the implications for the game. Students then work alone or in pairs to review or create the criteria for a successful game.

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Introduction

1. Ask students to read Sheet 3.1a Keeping Safe Brief. Discuss what this might mean for a game, in terms of both the audience and purpose. For example, you might think about the language appropriate for the age group, the size of the font to be used and the inclusion of audio in offering the right level of support. 2. Ask students to explore the facilities and assets available to them in MissionMaker and to make a list of the ones that could best be used to promote a healthy lifestyle.

Development

3. Having explored the audience and purpose in a little detail, ask students to come up with a list of criteria by which they think their game could or should be judged. For those who struggle with this, ask them to read and comment on Sheet 3.1b Criteria for Success. If possible, ask students to supplement this list with their own ideas.

Plenary

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

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Unit 3: Project Work Page 45

Sheet 3.1a

Keeping Safe Brief Company/client Department for Youth, Safety and Health (DYSH) Brief We wish to create an engaging and exciting game for Years 4-5. This game should promote a healthy and safe lifestyle. We recognise that this is a relatively young target audience but suggest that the game is used in a school context where adult help is at hand. Again, acknowledging the age of the target audience, we would like the game to take no more than 5 minutes to complete. The language and detail should be relevant for this audience, as should the instructions used. Outputs At the end of this project, we require from the developer: • full plans •

a fully developed game with relevant clues and instructions

•

a walkthrough explaining how and where the learning takes place

•

an evaluation detailing the project’s success.

Date for completion: ……………………………………………………………………………..

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Sheet 3.1b

Criteria for Success Audience: Age Ability Level of support Implications for: Language used Complexity of text (grammar and numbers of words in a sentence or on a screen)

Criteria met?

Vocabulary

Criteria met?

Font and size of font

Criteria met?

Audio

Criteria met?

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Unit 3: Project Work Page 47

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: Project Work Page 49

Unit 3: Activity 2 Planning Overview

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

Objectives

All students will: plan a game. Most students will: plan a game to cover the key elements of the brief, and in response to established criteria for success. Some students will: plan an appropriate response to a fully articulated problem and complex success criteria.

Outcomes

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

Resources

MissionMaker Sheet 3.2a Planning Sheet Sheet 3.2b Self Evaluation 1 Access to internet for MissionMaker training videos (also available on second disk with the software)

Group Organisation

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

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Introduction

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

Development

2. Having discussed what is available in the software and the criteria for success, students are in a position to start planning their game on paper. Either use Sheet 3.2a Planning Sheet or start from scratch. 3. Ask students to review each other’s plans for clarity and consistency.

Plenary

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

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Unit 3: Project Work Page 51

Sheet 3.2a

Planning Sheet Stage

Description/Learning

MissionMaker Features Used

Start

Example

Example

How does the game start? What introduces the story?

Alien arrives in spaceship charged with finding out how young people on Planet Earth survive into their twenties and older. Very few aliens live beyond their teens.

Sci-fi rooms; alien character as companion; popup explaining mission; bleep sound effects before popup that appears when you click the consul in the spaceship.

Start How does the game start? What introduces the story? Finish What is the purpose of the game? How do players know they have completed the challenges? Challenge 1 What does the player have to do and what do they learn? Challenge 2 What does the player have to do and what do they learn? Challenge 3 What does the player have to do and what do they learn? Challenge 4 What does the player have to do and what do they learn? Challenge 5 What does the player have to do and what do they learn? Other elements of the game that contribute towards purpose and audience

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Sheet 3.2b

Self Evaluation 1 What have you achieved this lesson under the following headings? What can you do to improve? I have done the following well: Purpose/Learning:

Purpose/Learning:

Purpose/Motivation:

Audience/Language:

Audience/Content:

Other

Other

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I need to improve:

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Unit 3: Project Work Page 53

Unit 3: Activities 3-5 Making Overview

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

Objectives

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 to established criteria for success. Some students will: make a game appropriate to the audience and for the stated purposes; they will judge their output against their complex success criteria.

Outcomes

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

Resources

MissionMaker Sheet 3.3a Self Evaluation 2 Access to internet for MissionMaker training videos (also available on second disk with the software)

Group Organisation

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

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Introduction

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

Development

2. As students create their games, remind them to save at regular intervals and to test that the rules they are adding work in the player mode. 3. When significant chunks of the game have been created, students can ask other students to test what they have done to check its usability.

Plenary

4. Give students time at the end of each session to complete Sheet 3.3a 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 the intended user group once they have had a chance to play the game.

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Unit 3: Project Work Page 55

Sheet 3.3a

Self Evaluation 2 What have you achieved this lesson under the following headings? What can you do 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: Project Work Page 57

Unit 3: Activity 6 Evaluation Overview

In these lessons students will work with volunteers from the target audience to assess the playability of the game and whether it achieves its purpose.

Objectives

All students will: agree and use simple criteria and understand how to improve their work. Most students will: gather and use feedback to inform future work. Some students will: gather, record and use systematic feedback from users to improve their work.

Outcomes

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.

Resources

MissionMaker Access to sample of user group Questionnaires created in previous lesson Completed Sheet 3.1b Criteria for Success

Group Organisation

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

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Introduction

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

Development

2. Allow students to work with the intended user group, observing and making notes, for about 20 minutes. 3. Ask students to spend the next 10 to 15 minutes talking to the players about their experience. They should use the questionnaires they created to help structure the conversation.

Plenary

4. Students should use the notes they have made, along with their completed Sheet 3.1b Criteria for Success, to create a list of refinements needed to improve their games and make them more fit for purpose.

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Unit 3: Project Work Page 59

Teacher Notes

Unit 3: Activity 7 Refinement Overview

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

Objectives

All students will: act purposefully on feedback and explain the reasons for choices they have made. Most students will: reflect on their previous work and learning to improve their work, as well as justify the process they use in relation to the task. Some students will: apply prior learning to their work and evaluate the effectiveness of their approach to developing an ICT solution.

Outcomes

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 and purpose • evaluated other students’ games and walkthroughs.

Resources

MissionMaker Access to a projector for showing individual games Sheet 3.7a Walkthrough Sheet 3.7b Peer Evaluation

Group Organisation

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

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Introduction

1. Ask students to review the notes they made at the end of the last lesson and to prioritise the changes that need to be made. 2. Give them some time to make these changes.

Development

3. If students don’t already know, show them how to take pictures and make notes within the playing mode. Sheet 3.7a Walkthrough explains this. 4. Ask students to create a walkthrough of the game, focusing on specific elements that relate to the audience and purpose. In other words, they are creating a walkthrough to justify the decisions and choices they made in developing the game.

Plenary

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.

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Unit 3: Project Work Page 61

Sheet 3.7a

Walkthrough You can create a walkthrough of your game to explain the choices you have made in order to ensure that your game is fit for purpose. As you create the walkthrough, capture key images and make notes to explain how this makes the game suitable for the target audience and/or how it fulfils the intended purpose; that is, promoting a healthy lifestyle. Creating a Walkthrough 1. 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 the area where you can capture pictures and make notes.

3. Locate your viewfinder using the mouse and then click 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 notes using 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 and select to save in either Rich Text Format or as a Kar2ouche Storyboard. If you are unsure, ask your teacher.

`

Give your walkthrough a unique name.

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Sheet 3.7b

Peer Evaluation Name of the game: What have the group who produced the game done well and what do they need to improve? They have done the following well:

They need to improve:

Purpose/Learning:

Purpose/Motivation:

Audience/Language:

Audience/Content:

I found: (include general comments about the game)

I think the game would be improved if the group:

Name: © Immersive Education 2008

Date:

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Appendices Page 63

Appendices

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Page 64 Appendices

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Centre top is the selector bar where all the building blocks can be displayed. The main grid is where you build your game.

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You cannot edit PlayMissions, so it is a good idea to save them as Missions using the save tab before clicking export.

Having loaded your game, you can play or edit it. Just click on the correct tab.

Top left is the my game menu and top right is the new menu. The new menu is made up of the categories of building block you can use to make your game. The my game menu keeps a record of the building blocks you have used and you can also set game and player attributes here.

This is what you see when you click new and edit.

The Edit Screen

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This is the main screen of MissionMaker. From here you can create new games, load pre-made games and save your game. You can also export it as a PlayMission to be played in the MissionPlayer.

Getting Started

Appendix 1: MissionMaker Student Walkthrough

Focus on Games

There will be a brief pause whilst your environment is rendered in 3D and then the 3D image will appear in the main screen. The plan view will be seen in the smaller screen. You can swap between these views by clicking the top button.

To delete a tile, or any object, select it and then click on the bin.

If the openings don’t join up when you drag the tile into place, left click to rotate until the heavy red lines are connected. When you have selected all your rooms, click on the large blue square to the right of your screen that says: ‘When you have ...’

Select a location tile by left clicking and dragging it into the grid in the centre of the screen. You will notice that it is outlined in red and that there are some thicker red lines that represent openings/entrances allowing tiles to be connected.

Special effects can help create atmosphere. Select and drag into place! Locate as any other object.

Active props have more than one state: open/closed; on/off; raised/lowered and so forth. At the end of the active props you will find a range of screens and noticeboards that can display different media: pictures, words and video. Raise these using the yellow arrow to hang them on walls.

Add props and active props to personalise your world. Click on the prop or active prop tab in the new menu. Select your (active) prop in just the same way as you selected a location, left click and drag to position. When you have placed your (active) prop, click on it again to rotate it. You’ll notice an arrow and yellow dot. The arrow allows you to raise the (active) prop and the yellow dot allows you to locate it more precisely. Just drag it.

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By creating a 3D world you are giving your game a narrative context – suggesting the story that will play out during the game. You therefore need to begin with locations.

Creating Your World: Locations, Props, Active Props and Special Effects

Page 66 Appendices

An object’s properties describe how it appears to the player at the start of the game. Active means it is active in the world: visible and usable. Scale refers to the size, which you can alter by changing the number. Just overtype the number that is there.

You will have noticed that everything you put in your game has a title or name, and then underneath three tabs: properties, actions and associations. You can rename your object, if that will help you to remember what it is and how it is used, by highlighting the text and typing in the new details.

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You can also check your rule in the my game menu under rules.

Name your rule by typing in the box. Click the blue tick to accept and then trial the game to see if it works by clicking on the right-facing arrow head in the centre.

Make a simple first rule by choosing object clicked. Click on the orange arrow and you will be asked to select object. That is the thing to be clicked. Click on the door that you want to open. This will bring up the rule at the bottom of the screen showing the activator, trigger and action: If xxx door is clicked, xxx door opens.

Add a door to your world. Left click and drag it into place. Click on the actions tab, open and the small orange arrow at the end of the line. This will bring up trigger type. This refers to how actions are made to happen by the player.

Creating a rule (for example, opening a door)

Associations help you keep track of all the rules, and things related to the object.

Actions refer to what the object can do if the player triggers a rule. For instance, open or close something, or make it inactive (unusable/invisible). To enable a player to do this, you have to create a rule (see below).

Doors and Rules (1)

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Focus on Games

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We’ll deal with speech triggers later. For something to be triggered by being shot by player you need to ensure that the player can pick up a gun or wand and ammunition/flowers!

State triggers are useful if you have switches or dependent actions. For example, if you placed a lever you could change its state by creating a rule that says, ‘If lever is clicked, lever changes its state to on’. You could then use this to open a door: • place door, add lever (or other active prop) and create rule to change the active prop’s state • click on door, action, open, arrow and select state trigger • select the active prop with more than one state and the state that opens the door (for example, on) • read and accept or delete your rule; check by playing.

You can help your player by adding a clue to your pickup. Click on the pickup and make sure that the properties tag is selected. Look at the second line description. Type your clue or description here. For instance, if you have placed a key, you might type, ‘Opens more than one door’. The player then knows that the key opens doors and they should keep hold of it for any other doors they come across. Look at the other properties of pickups.

Spatial triggers work when someone or something enters or exits a trigger volume. The most obvious example is getting the player to place a key (pickup) in a trigger volume near a door or cupboard in order to open it. To do this: • place a door • add a trigger volume and resize it to cover the base of the door (drag the sides, top or bottom) • add a pickup, maybe a key (and explain its use in the description space in properties) • click on your door again, on action, then select open and click the orange arrow • select spatial trigger and then click on your trigger volume in the game space • select specific object and then click on your pickup (either from the my game menu or in the game space) • read your rule: If xxx enters xxx trigger, xxx door opens. If you’re happy click the tick to accept • if you don’t think the rule works, delete it by clicking on the bin.

Object clicked is the simplest rule, but you need to vary the ones you use to keep your player interested.

Pickups, Trigger Volumes and Rules (2)

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Appendices Page 69

NB The labels in bold help to keep track of the media in your my game menu.

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To introduce speech, click on media in the new Character: Welcome to my space ship. Can menu and then select speech. If you want to I help you? create a dialogue or conversation between the character and player, you need to plan it Player 1a: Thank you. Yes please. Where Player 1b: Hello. I don’t need any help thank carefully. The character must have the first and will I find the captain? you. Can I just look around? last word. The player should be given some choice of response, so this means adding speech to the player list. The following example Character 1a: I told you, this is my space Character 1b: I’m not happy about that. I shows you how to create a brief dialogue in ship. I am the captain. don’t know if I can trust you. which the character says something, the player has a choice of two responses and the character then gives a different answer according to the response chosen. The plan would look like this:

Speech

In this example you would select what the character seeks and destroys (for example, player) then click on the arrow at the end to create the rule.

Click on any of these and you’ll see either one or two arrows at the end of the line. One arrow allows you to create a rule as before. Two arrows mean that you need to select something before making the rule by clicking on the drop-down arrow first.

Look in actions and you’ll see that characters can: say; watch/stop watching; draw and replace gun, as well as seek and destroy; go to, follow and stop; stop talking; set active, inactive and toggle between the two; teleport and emit sound.

Add a character just as you would an object. Rename in the same way too. Unlike with most objects you can change many of the properties and even build new characters by varying the heads, bodies and legs. You can increase or decrease their resistance (to gunfire/magic) and change their size.

Characters and Media

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Create each speech as a separate piece of media. Repeat the following for each speech: • Click on media and then speech. • Label your speech so that you can keep track of it (see bold labels on previous page). • Type in the speech text. • Decide whether you want to use text to speech (TTS) or record your own voice. • If it’s what the player says, change in player list to true. • If you’re using TTS, select the voicename. • If you’re using your own voice, click on the microphone to bring up the speech record screen. • Click the red start button, record your voice and then click the square stop button. • Review by clicking the arrow next to the microphone and check the volume.

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You can add audio, create pop-ups and introduce video by clicking on the new menu and the media tab. Select the medium you want to add. Audio and video can be selected from the samples provided, or by clicking on filename you can navigate to where you have saved your own files. Give the audio/video a name that will help you remember what it is for. Click on actions and create a rule to say when it should play.

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To create a pop-up, you need to choose one of the backgrounds provided, or your own image (navigate to these through filename). Type your message in overlay text and then select font, size and colour as well as duration (time that pop-up will play). Click on actions. Select play or play on. To use play on you will need to make sure that you have a screen from active props available in your game space. Create the rule.

Adding other media

The first character speech, to start the conversation, might be triggered by clicking on the character or a trigger volume. Subsequent speeches/speech added to the player list should be made to happen using the speech trigger. A rule might then read: If Female Adventurer says, ‘Welcome...’ in conversation, P1a Thank you is added to player list.

Remember the player isn’t saying this yet, but they are being given a choice of things they can say – hence add to player list.

In adding the speech to your game, remember that it’s easiest to: • get the character to say something by clicking on the character, actions and say before selecting what you want them to say and creating the rule • add something to the player’s list by going into the my game menu, selecting media and the speech that you want to add to the player list.

Page 70 Appendices

Focus on Games

Appendices Page 71

Appendix 2: Potential Comments on Unit 1 Games Game 1.1a Horror Purpose To demonstrate, in an interactive way, some of the key features of the horror literary genre, in particular the folklore of vampires. Audience Readers of horror fiction. PURPOSE Positive Comments

Negative Comments

Highly interactive

Some of settings in Wild West seem odd and aren’t in keeping with traditional Transylvanian setting associated with vampires

Elements of Viking folklore included – crosses, feeding from ‘young’ females, stakes, blood, night, needing to be invited to enter

Storm troopers not usual element in horror fiction

Use of atmospheric details such as owl hooting AUDIENCE Interesting narrative – unusual twist

You don’t find out how player became a vampire – no sense of resolution Little to read – few gothic elements or literary flourishes Not particularly frightening

Game 1.1b Animals Purpose To help young children learn the names of common animals in order to be able to read and say them, as well as recognise the noises they make. Audience Young children as they begin to learn to read and identify objects. PURPOSE Positive Comments

Negative Comments

Words and pictures match

No model for saying words

Good range of common animals

No animal sounds

AUDIENCE Instructions read

Electronic voice may be confusing for young children

Good clear font although a used rather than a

Vocabulary in instructions tough for young child, for example, inventory Instructions lengthy – too much to remember Assumes young child can read numbers

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Page 72 Appendices

Focus on Games

Game 1.1c Browning Purpose To introduce the poem ‘My Last Duchess’ to gifted and talented students so that they better understand what the poem is about when they read it. Audience Gifted and talented Year 8 pupils. PURPOSE Positive Comments

Negative Comments

Engaging – might make poem more acceptable

Notes on pickups can’t be printed out, so hard to put clues together

Images can help illustrate some of content, for example, picture of bride, maps and coffin

Would add instruction to keep notes and use camera to try to answer questions as you go rather than leave it all to end Some clues hard to find

AUDIENCE Quite an involved game and difficult vocabulary suitable for G and T group

Is poem itself appropriate for Year 8 – violent subject matter

Red herrings and humour appropriate for age group Good involved layout; not easy to complete

Game 1.1d Science Purpose To help Key Stage 3 students revise for their Science SATs. Audience Year 9 students preparing for examinations. PURPOSE Positive Comments

Negative Comments

Engaging, students will want to play

Is this distracting as a revision tool rather than helpful?

Helpful revision notes and aids

Not always easy to know what to do, so hard to get to questions

AUDIENCE Good level of questioning based on real SATs questions

Too much shooting (and ran out of ammunition) takes focus off purpose with potentially easily distracted audience

Good level of vocabulary in questions

Difficult to read initial instructions: white on a light background and staying too long on screen

© Immersive Education 2008