WEEK 5 - Design Process
WEEK 5 - Design Process
Embedded Files
Overview
Topic: Game Design Components, Design Process
Topic: Game Design Components, Design Process
Key Terms:
Game Design
Game Development
Game Flow
Game Engine
Storyline
Graphic Design
Goal
Challenge
Core Mechanics
Components
Rules
Space
LESSON 5.1 - What is Game Design?
LESSON 5.1 - What is Game Design?
Lesson Plan: What is Game Design
In this lesson students learn about the course objectives, the definition of game design, and the purpose of using game engines to design and build video games. They’ll complete a self-reflection assignment to help better understand their interest in game design and previous experience.
TEKS 4A (4) Creativity and innovation--emerging technologies.
(A) evaluate how changes in technology throughout history have impacted various areas of study;
Learning Objective
I will learn what is game design
Success Criteria
I can Define game design
I can Explain how game engines benefit game designers and developers
I can explain what is graphic design?
I can describe the 3 main components necessary for designing a game
ENGAGE
ENGAGE
EXPLORE
EXPLORE
Review
Review
How do you deconstruct a game?
How do you explain a games objective?
What are some examples of a storyline or Plot from a movie you have seen? How can you explain a video games storyline or plot?
What is a user interface? Can you identify and analyze how you interacted as a player?
What is Game Design?
What is Game Design?
Game Design Concepts
Game Design
Game Development
Game Flow
Game Engine
Storyline
Graphic Design
Lesson 1 Play vs. Game.pdfLesson 1 Play vs Game Worksheet.pdfWhat Makes a game fun?
What Makes a game fun?
What makes a game fun activity. Play the games below and then answer questions for each.
Activity #1:
Grab a partner and play the game Rock - Paper - Scissors. As a reminder, to play you will count to 3 and each person shows one of the three object symbols. The image on the right shows which object wins, while two of the same objects result in a tie. The person who wins 2 rounds out of 3 is the winner.
After you play a couple of games, answer the following questions:
Is this game fun? If so, explain why; if not, explain why not. In your answers try to drill down to the specifics of why or why not you found it fun.
If you thought the game was fun, how could you change it so that it is no longer fun? Why is this change making it less fun?
If you thought the game was not fun, how could you change it so that is fun? Why is this change making it more fun?
Activity #2:
Grab a new partner and challenge them to Tic - Tac - Toe. One person is an “X” and the other is an “O”. Take turns choosing an empty space until one person gets three symbols in a row. The game is a tie if no one gets three symbols in a row.
After you play a few games, answer the following questions:
Is this game fun? If so, explain why; if not, explain why not. In your answers try to drill down to the specifics of why or why not you found it fun
If you thought the game was fun, how could you change it so that it is no longer fun? Why is this change making it less fun?
If you thought the game was not fun, how could you change it so that is fun? Why is this change making it more fun?
EXPLAIN
EXPLAIN
ELABORATE
ELABORATE
BACKGROUND INFO Computer gaming design is a large and lucrative field. According to the Entertainment Software Association (ESA), 63% of U.S. househods have at least one member who spends three or more hours per week playing video games.
Games and gaming systems continue to evolve, and as they do, we find new uses for video games. Evidence shows that games are a great way to learn, and new data suggests that video games could have a powerful impact on mental and physical rehabilitation.
As the video game design field continues to expand, it is essential that students learn marketable skills that will prepare them for roles in this thriving industry. Furthermore, it is urgent that educators work to provide students with a framework for understanding how video games impact their lives and our greater society. Game design is rooted in computational thinking, a powerful problem-solving approach that utilizes logic to break a complex problem or idea into smaller, manageable components.
Some of the most common patterns in game design are control statements such as if-then conditions (ex: if I click a button, then a character will jump) and loops (a series of code statements that repeat). Algorithms use those patterns of control statements to provide a clear set of instructions that create the framework of a program. These logic patterns appear in most every coding language and form the backbone of most gaming design.
By contextualizing these logical statements in the real world and then coding them in an engaging, hands-on digital tool, students can effectively grasp computational thinking and approach coding and game design with a sense of confidence. Scratch is an online resource that is maintained by the Media Lab at the Massachusetts Institute of Technology (MIT). By utilizing basic elements of code, users can program their own interactive games and stories. Scratch was specifically designed for use with students ages 8–16, and is well suited for use in the classroom.
Discussion Questions
Discussion Questions
What is needed to design a game?
What is Game Design?
What is Game Development?
What is the difference between Game Design & Game Development?
What are the 3 main components needed to create a video game?
What is a Game Engine? What are some examples that you have used before to create games in this course?
Game Design
Game Design
How to be a Game Designer?
How to be a Game Designer?
Write a description of example of what is needed to be a game designer from watching the Disney Dream Job Video
Video link for Game Designer needed here
Make a copy of the Quick Game Design Workshop worksheets and create a race game with a partner using Pages 2 and 3.
Make a copy of the Quick Game Design Workshop worksheets and create a race game with a partner using Pages 2 and 3.
EVALUATE
EVALUATE
- What is needed to design a game?
What is Game Design?
What is Game Development?
What is the difference between Game Design & Game Development?
What are the 3 main components needed to create a video game?
What is a Game Engine? What are some examples that you have used before to create games in this course?
LESSON 5.2 - Design Thinking Process
LESSON 5.2 - Design Thinking Process
Lesson Plan: Design Thinking Process
Design thinking is the process of creating a product from scratch to finish, ensuring it is right for the person who needs to use it.
TEKS 4A (4) Creativity and innovation--emerging technologies.
(A) evaluate how changes in technology throughout history have impacted various areas of study;
Learning Objective
I will learn about the 5 components of the design thinking process.
Success Criteria
I can explain the design thinking process.
I can solve a problem using the design thinking process.
I can create a prototype game using the design thinking process
ENGAGE
ENGAGE
EXPLORE
EXPLORE
Review
Review
What is needed to design a game?
What is Game Design?
What is Game Development?
What is the difference between Game Design & Game Development?
What are the 3 main components needed to create a video game?
What is a Game Engine? What are some examples that you have used before to create games in this course?
Design Thinking Process
Design Thinking Process
Design Concepts
Empathize/Idea
Define
Ideate/Brainstorm
Prototype
Test
What is Design Thinking?
What is Design Thinking?
Design thinking is the process of creating a product from scratch to finish, ensuring it is right for the person who needs to use it. This is a powerful tool for innovation and delivering creative solutions. It is a mindset that helps you create those Innovators.
In simple words, design thinking is a “solution-based” technique to solve a problem.
What skills can Design Thinking nurture?
What skills can Design Thinking nurture?
The process of design thinking can develop and nurture your child in several ways:
Design thinking can help your kids to solve their problems.
Working through problems can help increase self-confidence.
It fosters creativity and original thinking.
It can develop an awareness of the needs of people around them.
Design thinking can also stimulate curiosity and questioning.
Why is it important?
Why is it important?
We all have been there where we were asked to score well in our exams. The system emphasized better marks over understanding, questioning, and creating. However, there is a dire need to change this system; how?
Well! An answer to it is introducing design thinking adapted for kids. As mentioned above, it is an approach to learning that focuses on developing students’ creative confidence—teaching them to celebrate design and bring about problem-solving to drive innovation.
You can organize workshops designed specifically for kids to cultivate creative confidence and collaborative skills, deepen observation, develop empathy, and align them around specific goals and results. Kids have an innate quality of curiosity and questioning, which can help them discover opportunities that everyone cannot see. Moreover, you can help kids be great problem solvers, future leaders, or visionaries by injecting design thinking into early education.
EXPLAIN
EXPLAIN
ELABORATE
ELABORATE
Design Process
Design Process
Welcome to the Show Practice
Welcome to the Show Practice
Practice Design Thinking
Practice Design Thinking
The Design Cycle Definitions Practice Flashcards, learn, match and then test.
Activity: How Well Do You Understand the Design Process?
Activity: How Well Do You Understand the Design Process?
Play this matching game to see how well you know the steps of the design process:
Match the design thinking term to its definition by dragging and dropping the term on top of the correct definition.
If you are correct, both will disappear.
To review the definitions, return to flashcard mode.
Click here to go to the matching game!
This is what the game looks like.
Discussion Questions
Discussion Questions
What is design thinking?
What skills can Design Thinking develop?
What are the 5 categories of design thinking? How would you describe each?
Design Thinking Project
Design Thinking Project
Use the worksheet below to plan out a project that solves a problem. Choose one of the following categories to solve.
MAK_Design-Thinking-Work-Sheet_US_1810.pdfEVALUATE
EVALUATE
- What is design thinking?
What skills can Design Thinking develop?
What are the 5 categories of design thinking? How would you describe each?
LESSON 5.3 - Parts of a Game
LESSON 5.3 - Parts of a Game
Lesson Plan: Parts of a Game
TEKS 4A (4) Creativity and innovation--emerging technologies.
(A) evaluate how changes in technology throughout history have impacted various areas of study;
Learning Objective
I will analysis parts of various games
Success Criteria
I can identify parts of a game
I can compare parts of a game with various examples
ENGAGE
ENGAGE
EXPLORE
EXPLORE
Review
Review
- What is design thinking?
What skills can Design Thinking develop?
What are the 5 categories of design thinking? How would you describe each?
Parts of a Game
Parts of a Game
WHAT’S THIS ABOUT?
What is a game? It’s often hard to define. A good way to examine what is a game is to look at parts of a game. Throughout time and across cultures, most games have the same six parts – a goal, a challenge, core mechanics, components, rules, and space. Understanding parts of a game opens up the world of game design because with this knowledge, you can change one part of a game to create a new game (called modding) or design your own unique game by taking all six parts of a game into account.
Parts of a Game Concepts
Goal
Challenge
Core Mechanics
Components
Rules
Space
Parts of a Game
Parts of a Game
MATERIALS
1. Parts of a Game Vocabulary sheet
2. Parts of a Game Worksheet
3. Chart paper / board
4. A game you want to play: Select any simple game that students can play easily together based on your context, such as Tic Tac Toe, Simon Says, or Musical Chairs
SC_Curriculum_Teacher_Guide 24.pdfParts of a Game Introduction
Parts of a Game Introduction
Introduce parts of a game using the Parts of a Game Vocab Sheet and write the parts of a game on a chart paper, wall, or screen. If you want to do some scaffolding, go through an example together, such as basketball or tag, or have them give general examples, such as below:
Goal - What does a player or team have to do to win? Cross the finish line first, collect the most marbles, be the last one standing, etc.
• Challenge - What obstacles might you put in the player’s way to make reaching the goal fun and interesting? How is she being kept from reaching a goal? Her leg is tied to a teammate’s, the marbles are hidden, getting hit with a ball ends game play.
• Core Mechanics - What core actions or moves does the player do to power the play of the game? Jumping, wiggling, searching, solving clues, ducking, bobbing, weaving, dodging.
• Components - What parts make up the materials of play? Bandanas? A grassy field, marbles, red rubber balls and a court? (Note: Players are components of a game)
• Rules - What relationships define what a player can and cannot do in the game? Players’ legs are tied together, they must start on the same line, all marbles must be gathered within 3 minutes, balls can only be thrown outside the line towards the midsection.
• Space - Where does the game take place and how does that space affect the game Basketball court? A circle? Classroom? The park?
EXPLAIN
EXPLAIN
ELABORATE
ELABORATE
Choose a Game to Play
Choose a Game to Play
A game you want to play: Select any simple game that students can play easily together based on your context, such as Tic Tac Toe, Simon Says, or Musical Chairs
Review the rules of the game you selected and have the students PLAY (15 min) Explain the rules of the game to the class, then lead a few rounds of the game.
3. Practice Parts of a Game (5 min) After a brief introduction to the parts of a game, give the students the opportunity to define on their own (or in small groups) the parts of the game they have just played by completing the Parts of a Game Worksheet.
4. Share-out: Parts of a Game (5 min) Once the students have analyzed the parts of the game, have students share out. Keep track of their answers to parts of the game by writing (on board, chart paper, etc)
5. Discuss why people play games (5 min) Once the game and its parts have been collaboratively analyzed, ask:
• Why do you play games?
• Why do other people play games?
• Are games useful in ways other than just “having fun”?
Keep track of students’ responses on a board for easy discussion/reference.
TIPS
Remember the difference between components and core mechanics— components are nouns and core mechanics are verbs.
Sometimes parts can overlap, so don’t get stuck if something is confusing. Let the studentstalk it through with you together and decide, is this really a rule, or an obstacle? Or both?
Discussion Questions
Discussion Questions
Why do you play games?
Why do other people play games?
Are games useful in ways other than just “having fun”?
What are the 6 parts of a game?
Have students pick another game they enjoy and break it into parts. You can also have them play another game and do this, or teach the class a game. Think about games that are perhaps quite similar, and have them figure out what really makes them different - eg, soccer on a field vs. a foosball table. They can even debate about what would happen if you changed something big - when does the game become a new game, and not just a version of the same game..
EVALUATE
EVALUATE
What are the 6 parts of a game?
What are the 6 parts of a game?
Why do you play games?
Why do other people play games?
Are games useful in ways other than just “having fun”?
Resources
Resources
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