Real World Connections

Drawing from AP Biology, AP Chemistry, and some AP Physics I, I was able to formulate the educational content of this game.

Of course, I also focused on bending the rules to where it is more fun but also has a degree of believability. For example, organelles don't actually have googly eyes but I decided that the addition made the Micro-ship game less sterile and gave the game an Amoeba Sisters vibe. Oftentimes, I referenced class material to fact-check the game so there was not much deviation from school.

When it came to coding, I applied the fundamentals that I've learned from AP Computer Science and Computer Science III. Differences included not using as many abstract data structures since there was no complex sorting involved in this game. Discerning what was needed and what was unnecessarily complex kept the game development pipeline pleasant. Also, I had to draw much of my Typescript knowledge from Java. While they are two different programming languages, the syntax was similar enough. Phaser 3 also provided some additional commands that let me instantiate game physics systems and animation systems quickly. This is a big difference from classroom computer science. That is because real-world applications usually require learning another piece of software like a framework or engine to serve as the tools needed to provide ready-made mechanics to customize to my liking.

I also find creating this presentation and portfolio very similar to what will be expected of game designers in the real world. It is very good practice for when I will develop a more comprehensive portfolio in the future to apply for jobs in the industry.