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Digital Game Design

This category was formerly known as Game Design.

Get your game on! Digital game design gives students an opportunity to exercise and hone a number of skills that transfer to other content areas and disciplines: research, problem-solving, writing, storyboarding, digital content creation, software coding, etc. This category includes designing original content and the rules of an interactive game. Students may use the software program of their choice in order to demonstrate creativity, originality, organization, and interactivity.

Students should be able to explain to judges what inspired their game idea and how they programmed their game to achieve project goals.

Tools and resources used in this category include but are not limited to:

You may have up to 2 people on a team but teams and individuals will compete against each other within each grade grouping. Regardless of the length of the project, judging time is 15 minutes. Judges may only view a portion of the actual project.

Judges will use the Game Design category rubric as a guideline for exemplary characteristics of projects in this category. Students should use the rubric as a guide for what judges are looking for.

Game Design Rubric:





Documentation - 10%
Did student(s) include citations for sources and permissions for non-student produced materials?

NONE of the required documentation present.

SOME or most required permissions present.

ALL required permissions present OR none needed.

Complete and Functional - 15% Did student(s) complete the entire project?

Project does not work at all.

Project has some interactive features, but the game is not finished. Game is playable by one or more people up to a point.

Project is an interactive, finished game with a clear rule set and goal in mind. Game is playable by one or more people.

Creativity - 20% Did student(s) use a higher level of creativity throughout the design process and oral presentation? (Nervousness should NOT count against the student)

Minimal levels of creativity shown in the project design and oral presentation.

Students display lower levels of creativity in the design process and/or oral presentation.

(Nervousness should NOT count against the student)

Student displays a high level of creativity throughout the entire design process. Game presents an interesting and creative challenge or narrative. The oral presentation is unique, well-planned, and creative. (Nervousness should NOT count against the student)

Understanding - 25% Did student(s) demonstrate a solid understanding of the design process for project development?

Student displayed little to no understanding of the software used.

Student is somewhat familiar with the operation of the software/resources used in the project. Student is able to answer some questions about their project and the software used to program and design the game.

Mastery in the choice and use of software to enhance the project. Student is able to answer specific questions about their project and the software used to program and design the game.

Intended Purpose - 30% Did all elements of the project work together to serve the intended purpose?

No elements of the design fit the intended purpose of the model.

The quality of sound, animation, environments, and other elements of the game varies. At times, the game is fun, challenging, and engaging; however, navigating the environments and menus tends to be difficult, confusing, or tedious.

Game has high quality sound, animation, environments, and elements. Game is fun, challenging, and engaging. Player can navigate the environments and menus with ease.