Game Art and Design I Curriculum

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GAD 1 Unit 2 Game Art and Design I Curriculum

GAD 1 Unit 2 Unit 2: Job readiness and career exploration

Photo by Phyllis Jones

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Section B: Job readiness and career exploration

COMPETENCY: V102. Analyze job readiness in the game industry OBJECTIVE: V102.01 Recognize the skills necessary to work in the game industry. Introduction: A game designer is part of a team. The successful game designer needs to have many skills including text book knowledge as well as workplace knowledge. Let’s take a closer look at some of these skills. Lesson 1:

GAME DESIGN SKILLS Individual skills • Creativity. Being creative is a very important skill. Each new game needs to be different and exciting in order to attract new customers. Some studies suggest that creativity is innate and cannot be taught. But others like David Browne believe creativity can be nurtured. So how does one know if they are creative? There are several online tests or evaluations one can take to achieve a creative Photo by Phyllis Jones score. In activity 2.1 you will research and find one to take.

• Problem solving. Problem solving is a mental process used to find a solution to a complex or simple task. In game design for example, the designer want a character to jump over a brick wall. The coder must solve problems associated with using correct physics and body movement. What makes a good problem solver? In activity 2.1 you will research and find one to take. • Technology competence. Creating games requires technology skills such as 3D modeling, game scripting, applying materials and textures to scenes, and creating

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documents and spreadsheets. Many game cells have divisions of labor where one might specialize in one or more skills. 1. Programming. A game programmer is a software engineer who develops codebase for video games or related software. Acquiring skills in programming languages (such as C/C++) help designers understand game functionality. Programmers can take programming classes at a local community college or University. 2. 3D modeling is a process of developing 3D assets for games using a 3D software package. Development of these models usually requires an advanced skill set. Students can learn these skills at specific trade schools, local colleges Image by Ian Brown and universities. • Basic mathematical/science skills. Basic math skills in the areas of geometry, trigonometry, physics, and probability are all necessary in game creation. Physics are used in game design to apply the laws of motion in making a character’s motion appear more real to the observer. Probability is used in game design to generate randomness. Randomness may be used to determine when and where opposition characters appear or how the non-playing characters react to certain events. No one wants to play a game the exact same way each time. Geometry is mainly used in developing environments and characters in games. Everything in a video game starts out as a wire frame model. This wire frame model is made up of a huge multitude of polygons. The amount of polygons in the model depends on the complexity of the graphics engine and the final platform for the game. • Artistic/Aesthetic skills. Video game designers need to communicate visually through the use of drawing and storyboards, their vision of the game character and/or environment. Clearly drawn images and scenes can help the 3D modeler correctly complete the game asset.

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• Communication skills written. Members of a game cell need to communicate to each other as well as to the potential backer. Letters, spreadsheets, storylines, storyboards, and game design documents are a few of the examples game designers use to communicate. • Technical writing. Game designers need to create technical game docs in order to communicate specific specs to the design team. Game docs are also used and created in a game cell to keep the team together on the same development tract. Image shows a section of a sample game document.

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Do Activity 2.11 Qualities of a Game Designer Introduction: Ever wondered if you have some of the skills necessary for the game industry? Take a few of these online tests and see how you rate in some of the required skills for game design.

Materials: Internet

Lesson: The following are a list of qualities needed for a successful game designer. • Creativity To make a career in game design, it is essential for a person to be highly creative. • Interest in Video Games It is very important for a video game designer to have interest in his video game field. Designing games requires a lot of dedication and focus. A good game designer should be into playing all types of games, looking for loopholes and Easter eggs in them. This helps the video game designers to improve their own games. • Excellent Problem Solving Skills Besides creativity, technical knowledge and aptitude of a person are very important in the field of game designing. Understanding computer algorithms, various programming languages, and 3D software are necessary. • A Good Understanding of the Customer/Market A video game designer can create successful and profitable games only if he understands the end consumer and market. What sells, what is hot, and what are the costs to sell the game are all important information.

1. How creative are you? Take one of these tests and find out! Listed below are some links that were active at the time this curriculum was written. They may not be still active. You can do a search to find another test if needed. http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_test.htm http://www.creax.com/csa/ http://www.flandersdc.be/view/nl/2805426-Creativity+test.html http://devrycareershop.blatbrun.com/students/personality-portrait.aspx

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2. Are you a good problem solver? Take one of these tests and find out! Listed below are some links that were active at the time this curriculum was written. They may not be still active. You can do a search to find another test if needed. http://www.queendom.com/tests/access_page/index.htm?idRegTest=688 http://psychologytoday.tests.psychtests.com/take_test.php?idRegTest=1337

3. Compare your answers with a few members of your class. Do the results surprise you or does it sound just like you?

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Do Activity 2.12 Creating an Avatar to match your skills and interests

Introduction: An avatar is a virtual representation of a player in a videogame world. In this activity you will create an avatar of yourself using your skills and interests.

Materials: • Information from web test on creativity and problem solving from activity 2.1 • Drawing package such as paint, Corel Draw, Illustrator, or paper and pencil

Lesson: 1. Rate yourself in the following areas from the activities you did online and from your knowledge about yourself.

Skill 1-2 3-4 5-6 7-8 8-10 Item on Effect on avatar (low) (high) avatar

Creativity Hair Draw 1/4 inches length from top of (Longer head for each hair higher point score) (4 points per inch) Like to Controllers Number of play games in hand items equal to score Problem Pencils in Number of solving pocket items equal to score Knowledge Size of Size increases of the head from 1 inch market using 1/4 inch increase for each number.

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Experience Money in Number of in game hand items equal to design (you will score be low in this area at first) Computer Glasses Size increases skills size from 1 inch using 1/4 inch increase for each number. Teamwork Items of Number of clothing items equal to score

2. When you complete the chart open up a 2D drawing package such as Corel Draw Illustrator, PowerPoint, or Paint and create your avatar. Name your avatar with part of your first name and part of your favorite video game. (Pokesam) See sample below. Print out the avatars, share with your classmates, and paste them around the room.

POKESAM

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OBJECTIVE: V102.02 Analyze team structure in game design Introduction: The purpose of this unit is to introduce team roles and hierarchy for the game team. Students will understand each team and individual role and how this role fits in the game development team hierarchy. These members work together to facilitate the game development process. TEAM STRUCTURE

Team Skills • Communication skills listening and speaking. Effective communication involves conveying messages to other people clearly and unambiguously. It also involves receiving information from others correctly. Good communication requires effort on both the giving and receiving ends. Game designers need to clearly communicate their ideas with each other and have all members of the team understand. • Teamwork. When creating a game most game designers are part of a team. A successful team is made of successful team players who do their part successfully and in a timely manner. Being part of a team requires many workplace skills such as 2. Responsibility 3. Attitude 3. Initiative 4. Dependability 5. Dress 6. Respect

Team Communication Game design teams have divisions of labor that allow team members to specialize in order to facilitate the meeting of deadlines in the game production. Some of these roles may be team leaders with several other team members working together and reporting to the Creative director or Team manager. In the game industry, good communication skills and a strong work ethic are essential.

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• Gantt chart is a type of bar chart that shows a project schedule for the development of a game. Gantt charts usually show the start and finish dates of each part of the process, who is responsible for each part, and the overall progress of the project. Gantt charts are very common in the game design process. On a large project, Gantt charts can become very complicated and hard to read. It may be better suited to break a large project down into smaller charts. Steps to creating a Gantt chart 1. Identify the list of required tasks 2. Estimate the time requirements(man-hours) and responsible person for each task 3. Determine the proper order of completion for each task and if there are any dependencies (task one must be completed before task 2) 4. Create a rough draft of the chart 5. Update the chart as needed

• A PERT chart is an organizational tool first developed in the 1950s by the Navy to help manage very large, complex projects. These charts are best for projects with a high degree of intertask dependency. PERT charts are also used to support projects that are often completed using an assembly approach. Steps to creating a PERT chart. 1. Identify the project and milestones

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2. Determine the proper order of completion 3. Construct a network diagram 4. Estimate time required to complete each milestone 5. Determine the proper path to completion 6. Update the chart as needed

Image by Phyllis Jones

TEAM ROLES

Most game teams are called cells. The cells work together is a closed environment for long hours. During the development of a game the idea needs to be closely guarded. Developers usually stay in close contact with each other until the release of the game. Each part of the cell has specific roles and responsibilities.

Producer

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The producer is the person in charge of the project. He/she manages the development team, schedules, reports, hires and quality control. Basically the producer keeps the team on schedule so the game can be completed.

Development Team There are several different roles that make up a basic game cell. Roles may be combined on smaller budget games. Other positions on the team may be created as needed. • Programmer. The Programmer is typically a software engineer concerned with the core Mechanics of game play. He/she programs the game engine, scripting various commands and development of the User Interface (UI). The programmer will also write code for the Artificial Intelligence (AI) algorithms that control computer managed opponents. • Level Designer. This is the person who creates game levels from the design documents. The level designer must make sure that all artifacts and actions of the level work together as designed. • Interface Designer. A user interface (UI) is the interactive link that allows the player to interact with the game. The Interface Designer is in charge of making sure this interface is appropriate for the game player. Some of the interfaces may be as simple as a keyboard, joystick or mouse. Some are more advanced interfaces such as a guitar or even as complex as some of the new virtual reality type interfaces such as project Kinect (formerly known as project Natal) and the Wii Motion Plus or PlayStation Move. This job makes sure that the interaction is as close to reality as possible for the given game or chosen interface controls. The Interface Designer must be concerned with ergonomics, the science of making interfaces that fit the user properly without causing strain leading to repetitive stress injuries. • Game Writer. The game writer is responsible for the storyline of the game and for making sure the developing game follows the storyboard, extending from the back-story, through the dramatic arc, and staying true to the characters and their development. The game writer is also responsible for making sure the dialogue is appropriate for the characters and the scenes are themed to follow the storyline set forth in the storyboard.

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• Art designer. The art Designer is responsible for the visual elements of the game. He/she keeps track of assets, sprites, models, backgrounds, and polygon count. The art designer ensures that the theme from the Story carries over into the mood, colors and emotional aspects of the scene layouts and character designs. • Audio Engineer. The Audio or Sound

Engineer is responsible for the sounds, Photo by Phyllis Jones musical score, background music, ambient sounds and any voiceovers for the game. The audio engineer must ensure that the sounds match the theme and mood of the game. • Quality Assurance/Game Tester. The Game tester‘s job includes testing and analyzing the game for defects, locating glitches and bugs. Cheat codes are built into the game to help the testers isolate actions and repeat them to ensure proper interactions. The tester needs to be a good game player and have a working knowledge of the design, game play and programming of the game. Although the game tester is an important role on the Game team, they are frequently some of the most available entry level positions. • Specialist. Simply put, a specialist is a team member with a highly focused talent or skill in a specific area. He/she may work for several companies on various projects at the same time. Specialists can be experts with animating hair, explosions, sound, lighting, and rigging just to name a few.

Image by Sana Sullivan

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Do Activity 2.13 Game Design Pipeline

Background: You are the game developer for a large game design company. You have been assigned the task of creating and managing a game design team to produce a new 2D video game. In this activity, you will complete a Gantt chart to help you manage the production pipeline of the game in order to meet the product deadline.

Materials: • MS Excel or other spreadsheet software

Lesson: 1. Open the MS Excel folder entitled Gantt Chart Activity and locate StudentCopy.xlsx. The spreadsheet contains a list of the major development goals, team members, and the schedule of workdays. You will find rows to illustrate the planned versus actual status of the different tasks of the project. There is a color legend representing the different team members. 2. Your task is to complete the Gantt Chart by filling in each cell with the correct color to show when each team member is assigned to work on their part of the project. Remember that design team members could be working of several different projects and you may not require their participation on this project every day. You will not code in the actual. 3. Consider these steps when coding the chart. You have 10 weeks to complete the game. Step 1. The idea Step 2. Planning, sketching and storyboarding Step 3. Build the levels including programming, art work, and characters. (Takes the longest time at least 6 weeks to complete) Step 4 Add sounds and titles Step 5 Check for bugs Step 6 Produce it (Not counted in the timeline)

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Questions: 1. Explain what criteria you used to calculate the amount of time you assigned to each major goal when you developed your Gantt Chart? 2. You are a game producer working on a 2D video game and you are responsible for the overall project. One of your team members has taken ill and will be out of work for several weeks. What are some possible strategies you could try to keep your project on time?

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OBJECTIVE: V102.03 Execute the documents necessary to enter the game industry

Introduction: An applicant must produce many documents in order to get a job in the game industry. Lesson 2: NECESSARY DOCUMENTS Job Application A completed job application provides information needed by the employer. The prospective employer uses the application to obtain information about educational background, work experience, and the applicant’s ability to follow directions, write neatly, spell words correctly, and provide accurate information. It is very important to take the time needed to complete the application correctly. Remember the following: a. Be neat b. Be accurate c. Complete all areas d. Follow the directions exactly e. Check spelling

Cover letter A cover letter is sent with a resume when apply for a job. The letter is a way to introduce the applicant to the employer and show how skills match the desired ones necessary for the job. A cover letter should answer the question- Why should I hire you? Employers sometimes use the cover letter as a screening process before reading the resume. The cover letter should include the following:

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YOUR ADDRESS (Do not put your name here) TODAY'S DATE

Mr. /Ms. EMPLOYER'S NAME (If you don't have one, get one!) TITLE COMPANY'S NAME ADDRESS

DEAR Mr. /Ms. EMPLOYER:

1st PARAGRAPH: Short about 2-3 sentences that explains “why I am writing to you” and the position are applying for. Things to consider: • The position and why you are writing. • How you heard about the position unless it was from a want ad • Make a connection from your research why you are interested in the position. Be brief.

2nd/3rd PARAGRAPH: This is the longer section. This is where you highlight your most relevant experiences that make you uniquely qualified for this position. Make 2-3 points about each experience. Things to consider: • The first sentence should be an opener, with a quick introduction. The information about you should be accomplishment-oriented and directed at the skills and qualifications needed for the job/industry. • The main part of the paragraph should provide evidence to back up what you've just stated. Cite specifics associated with those experiences. You may reference your resume but never use word for word from it. Strong examples are important! • The final sentence is a summary from above. Mention again the position title and company name.

LAST PARAGRAPH: Short 2-4 sentences paragraph where you refer to the enclosed resume and request an interview. It is very important that you thank the reader for his/her time and consideration. Sincerely, Your Signature Your Name

Resume A resume is a summary of educational background and work experiences relevant to the desired position. It highlights accomplishments in order to get an interview from the employer. Listed below are some resume writing tips. • Limit to one page. Do not include everything accomplished, but everything stated must be true. • Determine the type of layout that works best. Use bold to emphasize key skills and accomplishments.

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• Choose a font that is easy to read: No larger than 14 point and no smaller than 10 point. • Tailor the resume to the position. • Use a consistent writing style. Complete or fragmented sentences are acceptable, just be consistent. The headings are in bold type. Each entry should follow a uniform format. • Do Not use "I" or "my." Do not use contractions and make sure all abbreviations or acronyms are defined. • Start each description with an action word. Use present tense verbs when referring to current activities. Use past tense verbs when referring to past activities. • Be concise and clear in all descriptions. Do not try to impress employers with the use of complicated or confusing words. • Make sure there are no typing, spelling or grammar errors. Have someone proofread it. • Print final copies of the resume on quality paper. Use the same color and type of paper for resume, cover letter and envelope. Make sure the paper photocopies well.

Follow up letter A follow up letter is much like a thank you note to the employer after the resume is mailed and before an interview. The purpose of the letter is to restate the interest in the job. It can be sent 3- 6 weeks after the resume was sent. The letter looks much like the cover letter but with a few changes. • Address the follow-up email to a specific person. • Introduction and date the resume was sent. • Ask for follow up information. • End the follow-up letter with a request to hear about the position. • Give time frames and a number to be reached for an interview.

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Do Activity 2.21 Job Application Project

Introduction: So you want to make video games. In this activity you will learn what documents you need in order to get into the game industry. You will also practice creating the documents.

Materials: • Handouts (or folders in the computer): 1. your credentials, 2. Job opening information, 3. Job application, 4. Cover letter, 5. Budget, 6. Follow up letter, and 7. Resume examples • Word processing package such as MsWord

Lesson: You are to prepare a job application, cover letter, resume, and follow-up letter for the position of Lead 3D Modeler and Animator. Follow the procedures below. 1. Obtain a blank job application. • Complete the job application. • PRINT all of your responses in black ink NEATLY. You may not use White Out or scratch through any part of the application. It may be helpful to place lined paper under the form. (use the data provided for you) 2. Write a cover letter. • Look at the example. Use the template as a guide to compose the letter. No errors of any kind are allowed. 3. Create a resume. Look at the example resume. Open the attached resume template to use as your guide. Complete an original resume and print it out. No errors of any kind are allowed. 4. Create a follow-up letter. Look at the example follow-up letter. No errors. 5. Place your completed documents in the following order and staple in the upper left corner: • Cover Letter • Job Application • Resume • Follow-up Letter

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6. For an extension activity you can do a budget to see how much it costs to live and work in Raleigh, NC. Look in the folder for the instructions and necessary documents.

GAD 1 Unit 3 Game Art and Design I Curriculum

GAD 1 Unit 3 Unit 3: Game design culture and play

Image by Jacob Hobson

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Section C: Game design culture and play

COMPETENCY: V103. Apply game culture and game play

OBJECTIVE: V103.01 Recognize social game interaction

Introduction: The purpose of this unit is to introduce students to the social aspect present in popular game culture. One of the motivating factors in game playing is the social interaction achieved with multiplayer game environments. Players can play online with many other players creating a social aspect to a game. Games such as Sims Online, created a community-building aspect as players worked through scenarios and role-play to maintain character health and happiness. There are several types of social interaction related to games: Lesson 1:

Engagement Activity

Introduction to formal elements/Gin rummy

Introduction: What happens when the rules and procedures are changed?

Materials: Internet or rules for Gin Rummy, Playing cards (enough for groups of 2)

Lesson 1. You will need to know the rules of Gin Rummy. Here are the basic rules. Look up the rules on line. http://www.pagat.com/rummy/ginrummy.html http://rummy.com/ginrummy.html 2. Arrange into pairs of two in locations where each pair can play gin rummy. Each pair should have a deck of cards. 3. Start by beginning a "normal" game of gin rummy. It is not necessary to complete the entire game, but you do need to get a feeling for game play. After you have tried the normal game of gin rummy, do each of the following: 3

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o Take away the discard pile and try to play the game. Does the game still work? How does this affect game play?

o Take away the both the discard procedure and the draw procedure and play the game. What's missing from the game? Can you still play the game? Does this change the way players interact with the cards?

o Put back the drawing and discarding procedures, but take out the rule that says an opponent can "lay off" unmatched cards to extend the knocker's sets. Is the game still playable with this change?

o Put back the original rules, but take away the objective and play the game. What is the result of taking away the objective?

Obviously formal game elements are necessary for game play. Let’s learn more about these elements so you can create a good game design.

SOCIAL GAME FORMATS

Many games are played with more than one player. These games have a social aspect that allows players to interact with other player.

Online multiplayer Online multiplayer is a type of network play where players connect their home PC’s to the Internet. These online games can be played by thousands of players at the same time. Crazy Arcade is an example of an online multiplayer game. These games usually run 24/7 and use a subscription-based system where players play a monthly fee to continue playing the game. These games also encourage players to form groups to solve problems together. Developers have learned these relationships formed while playing the game are strong incentives for continuing the game experience. Image by Phyllis Jones

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MMOGs, MMORPGs , MMORTSs and MMOFPs. One of the biggest issues related to these types of games is how to balance social interaction with immersion. One of the benefits is the ability to meet new people from around the world. A problem associated with MMOG’s is player misbehavior. The Internet allows a player anonymity resulting in this rude, cheating, or fraudulent behavior. Puzzle Pirates is an example of a MMOPG. A game master (GM) is a player in a multiplayer game that acts as an organizer, arbitrator, or rules official. 1. MMOG stands for massively multiplayer online games. It usually consists of thousands of players playing from around the world playing at the same time. 2. MMORPG stands for massively multiplayer online role-playing games. The GM will weave the characters together in this type of game. 3. MMOFPS stands for massively multiplayer online first-person shooters games. 4. MMORTS stands for massively multiplayer online real-time strategy games.

The Game Community A game play community develops any time players get together to play a game. The community continually changes and may be as small as two players playing a dance game or as large as an internet poker community. The developers control the boundaries of the community with the game rules and roles. The community will evolve depending on the player’s personality, the interactions between the players, and the larger social context of the game. The community is more like a convention where players drop in and out instead of a sports team where the players are constant. • Games are considered closed and open systems. The rules of the game are a closed environment where there is no outside exchange with the environment. The culture of the game is described as open when the community of players continually changes. The play of the game though can be both open and closed. A closed play game would be bounded. The community starts as the game begins and disappears as the game concludes. The rules of the game have a big influence on the outcome of the game. The game is more of

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an artificial environment. The open play game has a group of players across several games and many different game sessions. • Metagames refer to the game beyond the basic game, the interplay that arises outside of the rules of the game. Any tactics that uses features that lie outside the intended game use of that exploit errors in programming are examples. A player discovers that when a weapon is fired at the ground, increases in jumping power are gained. The increased power allows them to overcome obstacles that normally were not reachable. This was not the intended purpose of the game. Thus a metagame is created. • Audiences • All game developers must consider to whom the game will be marketed toward or the target audience. In order to understand the makeup of the audience, researchers study demographics about the given population. Demographics include relevant economic as well as social statistics about the population. Age, gender, income, and so forth are called demographic variables and are used to separate the audience into target groups called markets. • Along with the basic demographics, the players of the game have special classifications. Player interest for playing a specific game falls into categories such as explorers, collectors, competitors, jokers, storytellers, and so forth. Similarly, the game industry has divided most all game players into two main groups: a. Hard Core Players. These types of players usually play games over many long sessions and have frequent discussions at great length about the game. Hard core players are knowledgeable about the gaming industry and usually possess all of the latest games. Hard core players have desires to extend existing games creatively. They have a higher frustration level than casual players possess. They also engage in competition with themselves, the game, and others who play the game. b. Casual players. These are the rest of the game players who are not hard-core players. • Disabilities are one area that has a niche in the game market. Video games can add accessibility options making a title usable to someone with disabilities. Video games can offer a number of benefits to these users. Research has discovered that playing sports

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games or fighting games helps distract children and young adults suffering from chronic pain (The Edmonton Journal, Feb 13th 2006). Games are being used for cancer treatment, weight control, and improved motor coordination. The game, Dance Dance Revolution has helped many children lose weight and gain motor development. The participation in activities enjoyed by the mainstream has opened a door to normality to many children as well as young adults. Adding these accessibility features can increase sales as well as improved PR from organizations that can benefit from the games.

Virtual Reality

Virtual reality is the simulation of reality through technology. These are many reasons VR has become popular in games. • Lessen Dangers. The use of VR can lessen the dangers associated with the real experience. One of the major areas of VR is flight simulation for combat helicopter pilots. VR can provide a training environment in which mistakes are less permanent and costly than they would be in reality. Such is the case with training for the management of nuclear power stations or dangerous chemical plants. • History. VR can also allow a user to experience a period of history. VR can provide a useful and exciting way of teaching history, in a school or a museum. • Possible Problems. New technologies such as VR often raise serious ethical problems. For example, users might have the freedom to commit rape and murder within the VR environment. In the near future, it may be technically possible to construct VR in such a way that almost every possibility of the user's imagination can be fulfilled. Will designers or society place arbitrary limits on what is possible within VR? VR can also heighten the experience and pleasure in a virtual world not possible in the real world VR thus proposes exciting, intriguing, but dangerous possibilities.

Image by Vincent Mazzo

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Do Activity3.11 VR Goggles

Introduction: Virtual reality is the simulation of reality through technology. These are many reasons VR has become popular in games. VR requires some type of goggle to function. The design of the headset can make or break a game. Let’s look at a few of the current VR goggles and see if we can design a better one.

Materials: Internet, 2D drawing package, printer, or sketching materials

Lesson: 1. Research online the different types of “VR goggles” that are available today. Here are some resources that might still be available. If not just place VR goggles in the search parameter. http://www.stereo3d.com/hmd.htm#chart http://www.i-glassesstore.com/ http://www.pcworld.com/article/157622/virtual_reality_gaming_glasses.html http://www.mindflux.com.au/products/

2. List things that each different head set has in common. This will be a list of the required items necessary for your head set. ( eye pieces, ear plugs, way to stay on the head) 3. Using what you have learned you will design a new and improved head piece for a VR game. Make sure you include the requirements you listed in number 2. Image by Thomas Groh 4. Sketch your idea with pencil and paper or with a 2D package. Make sure you show at least 2 views. 5. Name your design and write a statement explaining why your design is new and improved. 6. Create a flyer to promote your design.

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7. Share your designs with the class. Questions: 1. What design elements were found in all of the goggles you researched? 2. Beside each item in number 1, list the function or purpose of the item. 3. How was your design different from the designs available? 4. What design in the class had the best chance of being marketable and why? 5. If you could invent any technology, how could you radically change the way VR works.

OBJECTIVE: V103.02 Summarize formal game elements Introduction: The purpose of this unit is to introduce elements that are present in most types of games. Students will understand how games are given structure by these formal elements. These elements work together to make a functional game. There are eight categories for formal elements.

FORMAL GAME ELEMENTS

Games designers use basic elements when designing games. There are nine elements to understand. Formal element #1: Players Games are experiences designed for players. Without players games have no reason to exist. It is important when designing a game to understand the involvement of players in the game. • What social roles do players assume in a game? • How many players does the game require? • How many total players does the game support? • Do various players have different roles? • Do players compete, cooperate, or both?

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Roles of players A game designed for one player is different than a game designed for two, four, or 10,000 players. A game designed for a specific number of players has different considerations than a game designed for a variable number of players. Most games have uniform roles for all players in the game. Some games have more than one role for players to choose between. In Mastermind, one player chooses to be the code-breaker, while the other chooses to be the code- maker. Role Playing Games (RPG’s) have a variety of roles for players to choose between.

Social Roles: As players enter a social network of a game they might assume a role. Examples might include the arch-enemy, team leader, or a partner-in-crime. These roles continually shift as the game develops. These social roles are crucial to the games as play may shift and develop as the roles change. The chart below lists social roles taken from Brian Sutton-Smith’s “A Syntax for Play and Games” in Child’s Play. Each role is created from the formal system of game playing.

Role of Actor Motives of Play Role of Counter actor To overtake Race To stay ahead To catch, tackle, tag Chase To outdistance, dodge, or elude To overcome a barrier, enter a Attack To defend an area or person, guarded area, overpower a to ward off, to be on guard defense, to injure psychologically or otherwise To take person, symbol Capture To avoid being taken To tease, taunt, lure; to mistake or Harassment To see through, to move unsuccessfully attach suddenly and punish an attacker, to bide time. To find by chance or clue (object Search To hide, to cover or mislead, or person) to feign To spring prisoner, to be savior Rescue To be jailer, to guard against escape To temp another, forbidden action Seduction To resist, to have self-control

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There are seven major player patterns: When you design a game, what will be the interaction between a player, the game system and any other players? 1. Single player versus game. Single player versus game is the most popular player pattern. It involves puzzles and other game structures to create conflict. Examples include Pac Man, most arcade games, console games, and PC games. 2. Multiple individual players versus game. Multiple players compete against the game in the company of each other. Actions in the game are not directed at each other and no interaction between players is required. Essentially, this pattern is a single-player game played in the company of others. Examples include: Bingo, roulette, and Slingo. This pattern works well for noncompetitive players who enjoy the social aspect of game playing. 3. Player versus player. Player versus player is a game where two players directly compete. It is the classic structure for most strategy type games. PVP works well for competitive players who like the one-on-one competition. The intense competition marks this pattern for focused, head-to-head play. Examples include checkers, chess, tennis, and Soul Calibur II. 4. Unilateral competition. Unilateral competition is competition where two or more players compete against one player. Unilateral competition is an interesting model for combining cooperative and competitive gameplay. Examples include tag and dodge ball. 5. Multilateral competition. Multilateral competition is a game structure in which three or more players directly compete. This pattern is typical of multiplayer games. Board games are multilateral for between three – six players. Examples include Quake, Warcraft III, and Monopoly. 6. Cooperative play. Cooperative play involves two or more players who cooperate against the game system. This form is often found in children’s board games. Examples include Harvest Time, Lord of the Rings, and EverQuest. 7. Team competition. This pattern involves competition in which two or more groups compete. This game structure can provide fun for fans of the teams as well as the players. Examples include soccer, basketball and charades.

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Do Activity 3.12 Player Interactions

Introduction: When you design a game, there is an interaction between a player, the game system and other players. These are called player interaction patterns. Let’s explore the seven main interaction patterns.

Materials: Internet, playing cards (one for each pair of students) , lesson handout or computer file.

Lesson:

1. Using the curriculum, and the handout, define the different player patterns. List 3 games examples for each player pattern.

Player Definition Examples Patterns Single 1. player Vs 2. game 3. Multiple 1. individual 2. players Vs 3. game Player Vs 1. player 2. 3. Unilateral 1. competition 2. 3. Multilateral 1. competition 2. 3. Cooperative 1. play 2. 3. Team 1. competition 2. 3.

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2. Divide into groups of two with your teacher’s help. Your group will be assigned a player pattern from your teacher. 3. Using a deck of playing cards create a simple game that uses the player pattern you were assigned. Play-test your game with your partner. Write down the rules. a. ( for example for cooperative play, 2 or more players combine they hand of 2 cards against the dealer to see who can have the highest score using two cards. Face cards are worth 10, aces 15, and all other cards face value. First one to win 3 hands wins the game.) 4. Combine together with another group and play each other’s games. 5. Move to another group and repeat. (Continually revise your game as you play it each time with another group.) 6. Continue until all groups have visited each other. Questions: 1. What game did you enjoy playing the best and why? 2. What game did you enjoy playing the least and why? 3. What player interaction seems to be the hardest to design a game for and why? 4. Brainstorm a game idea that uses a combination of player patterns. Write out how this might work. Extension: 1. Design your game using other game assets besides cards. 2. Take an existing board game and redesign the rules to fit another player pattern.

Formal element #2: Objectives The objective of the game is what players strive for. They define what players are trying to accomplish within the game. In the best games, objectives are challenging not just obtainable. The objectives also help set the tone for a game. Capturing a player is a very different game then creating a word in Scrabble. Some games have many small objectives to help a player reach the main objective of the game. What are some objectives to popular games?

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• Clue: Be the first player to deduce who, where, and how a murder was committed. • Battleship: Be the first player to sink all five of your opponent’s battleships. • Connect Four: Be the first player to place four units in a contiguous line on the playing grid. • Super Mario Brothers: Rescue Princess Toadstool from the evil Bowser by completing all eight worlds. • Civilization: Conquer all other civilizations on the board. There are ten categories for game objectives. Some games may fit into more than one category. 1. Capture. The objective in this type of game is to take or capture something of the opponent’s while avoiding being captured or killed. These games include strategy board games like checkers and chess. Also in this category are real-time strategy games. The concept of capturing or killing the opponent’s forces in one ingrained in games. Example includes Quake, SOCOM II, and WarCraft. 2. Chase. The objective of the chase game is to catch or elude an opponent. Chase games can be structured as single-player vs. game, player vs. player, or unilateral competition. Chase games can be determined by such characteristics as speed or physical dexterity, stealth and strategy, or logic and deduction. Examples include Fox & Geese, Assassin, and tag. 3. Race. The objective of a race game is to reach a goal– physical or conceptual – before the other players. Examples could be a footrace or a board game like Uncle Wiggly or Parcheesi. Race games can be determined by physical dexterity or by a mix of strategy and chance. Examples include Backgammon, Uncle Student images Wiggley, and Parcheesi. 4. Alignment. The objective in an alignment game is to arrange your game pieces in a certain spatial configuration or create conceptual alignment between categories of pieces. Alignment games are often puzzle-like because they require “solving” spatial or organizational problems. Solving the game can be determined by logic, calculation and, chance opportunity. Examples include Bejeweled, Connect Fore, and Tetris.

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5. Rescue or Escape. The objective in a rescue or escape game is to get a defined unit or units to safety. The objective is often combined with other partial-objectives. Examples

include Super Mario Brothers, Prince of Persia 3D, and Student images Emergency Rescue. 6. Forbidden Act. The objective in a forbidden act game is to get the competition to “break the rules” by laughing, talking, letting go, making wrong moves, or doing something they shouldn’t. This type of objective is not often found in digital games. The forbidden act can sometimes involve stamina or flexibility. Examples include Twister, Operation, Ker-Plunk, and Don’t Break the Ice. 7. Construction. The object in a construction game is to build, maintain, or manage objects. The game may be directly competitive or indirectly competitive. Games with a construction objective often make use of resource management or trading as a game element. Examples include Animal Crossing, Gazillionaire, and SimCity. 8. Exploration. The object in an exploration game is to explore game areas – usually combined with a competitive objective. Sometimes multiple objectives such as exploration, puzzle solving, and combat intertwine to form multifaceted gameplay. Examples include Colossal Cave Adventure, Zelda, and EverQuest. 9. Solution. The object in a solution game is to solve a problem or puzzle before the competition. Examples include Myst, The Sims, and tic-tac-toe. 10. Outwit. The object in a game of wits is to gain and use knowledge in a way that defeats the other players. Sometimes “extra-game” knowledge comes into gameplay (Jeopardy or Trivial Pursuit). This type of game may provoke interesting social dynamics. Examples include Survivor, Diplomacy, and Jeopardy.

Student images

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Do Activity 3.13 Objectives

Introduction: The objective of the game is what you do to win. What you need to accomplish within the game. In the best games, objectives are challenging not just obtainable.

Materials: Internet, lesson handout or computer file.

Lesson:

1. Using the curriculum, and the handout, define the different type of game objective. List 2 games examples for each player pattern. If you have some of these games available you can play them with your teacher’s permission.

Objective Definition Examples Capture 1. 2. Chase 1. 2. Alignment 1. 2. Rescue 1. 2. Forbidden Act 1. 2. Construction 1. 2. Exploration 1. 2. Solution 1. 2. Outwit 1. 2.

2. Divide into groups of two with your teacher’s help. Your group will be assigned a game objective from your teacher.

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3. Using paper and pencil (or computers) write down an original simple game idea that uses the game objective you were assigned. Game should be a party or board type game. You may sketch if needed. Write down how the game might be played. (For example for an exploration players must explore different rooms in a spaceship to find the key that will open up the cell bars and release their captured friends.) 4. Create a game flyer that might be used as the cover of the box. You can us a 2D program or draw by hand. Include the following in your design: • A brief statement that explains your game including the basic objective. • A descriptive picture of your game 5. Share your designs with the class. Questions: 1. What game design might you want to play if it were produced and why? 2. What game design might you want to play the least if it were produced and why? 3. What two objectives are the most similar and why? 4. What two objectives are the most dissimilar and why? 5. Think of the latest game show you have seen on TV. Basically describe that show and what objective is used in the game.

Formal element #3: Procedures Game procedures are important elements in the design of the game and the way a game plays. Procedures are important to how the game is played, but do not have a direct outcome on the conclusion of the game. Procedures in digital games are affected by the physical constraints of the program. Procedures in non-digital games are affected by the mental limitations of the players and the limitations of using objects like dice. There are three types of game procedures. 1. Starting Action: The starting actions define the procedures to get the game into play. Digital or electronic games offer different types of starting actions than card or board

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games. Examples of starting actions for a card or board game include: distributing an amount of money to each player, shuffling the cards, and putting the cards face down in front of each player. Examples of starting actions for an electronic game includes: push a specific key to begin the game, or selecting if the game is going to be played by a single player or by multiple players. 2. Progressive Actions: Procedures that define how players move through the game are progressive actions. Examples of progressive actions in a card or board game include: each player selects a card from the top of the deck; players take turns moving around the board. Examples of progressive actions in electronic games include: use the space bar to make your player jump, use the left mouse button to fire a shot, and use the right arrow key to advance the player to the right. 3. Resolving Actions: Resolving actions are the procedures that help to bring a conclusion to the game. In card and board games, the procedures resolving the game must come from the players. In electronic games, the program usually solves matters

Image by Daniel Wyatt of dispute. Resolving actions do not determine who wins the game, but rather what are the steps that define how the players know the game has reached a conclusion. Examples of resolving actions in a card or board games include: the play alternates until one player no longer has any pieces left on the board, and when a player no longer has any money he is out of the game. Examples of resolving actions in an electronic game include: determining how much health a player has, and how many points are needed to advance to the next level.

Examples of Game Procedures • Connect Four 1. Choose a player to go first. – Starting

Action Photo by Phyllis Jones

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2. Each player in his turn drops one of his color checkers down any of the slots in the top of the grid. – Progression of Action 3. The play alternates until one of the players gets four checkers of his color in a row. – Resolving Action • Super Mario Brothers 1. Select Button: Use this button to select the type of game you wish to play. – Starting Action 2. Start Button: Press this button to start the game. – Starting Action 3. Left Arrow: Walk to the left. – Progression of Action 4. Right Arrow: Walk to the right. Progression of Action 5. NO Resolving Action – The resolution is adjudicated by the system, not the players.

System Procedures Digital games can have more complex game procedures than non-digital. Digital game procedures often work behind the scene, responding to situations and player actions. In RPG games, character and weapon attributes are used as part of a system of calculation determining when a player wins or how much damage is caused. In board games, system procedures need to be calculated by the players who may use dice to generate random numbers. In digital games, these procedures are calculated by the program. Because digital game procedures are calculated by the program: • involve more sophisticated system procedures. • process procedures more quickly. Digital game procedures are not necessarily more complex than non-digital game procedures. The procedures of Chess are very detailed and complex.

Defining Your Procedures It is important to keep in mind the limitations of the environment in which your game will be played when defining your game procedures. Non-digital games – Make sure the procedures are easy to remember and follow. Digital games – Consider what type of input/output devices will be used. Will players have a keyboard and mouse? Procedures in digital games are, by nature, affected by the physical constraints of the program. Procedures in non-digital games are affected by the mental limitations of the players and the limitations of

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using objects like dice. As a game designer, you need to be sensitive to procedural limitations and find creative solutions: Procedures should be intuitive to access and easy to remember.

Formal element #4: Rules Game rules are integral to the design of the game and the way a game plays. Rules are usually laid out in a booklet or other form of documentation. Often the rules are supplemented with graphics to help players better understand overall game play. There are three basic types of Game Rules. 1. Rules defining objects and concepts. Games create their own objects and concepts as part of the set of rules. The behavior and limitations of all objects must be defined by the rules. In non-electronic games, the players must enforce the rules themselves. In digital games, objects may have a complex set of variables and players may not become aware of different aspects of the rules as the game evolves. The rules of digital games are adjudicated and controlled by the software. When defining the rules of a game, it is important to keep in mind how players will learn about the nature of the objects and if the objects evolve. 2. Rules restricting actions set the physical and virtual limitations of play. The, the amount of time for a turn, the direction a player's piece may move, or how pieces are brought into play are all examples. Restricting actions keep one player from taking unfair advantage. 3. Rules determining effects are useful to trigger other effects based on specific set of circumstances. In other words, "if something happens, then something else defined in the rules will happen". Determining effects are useful for several reasons. • They create variation in game play. • They create excitement into the game. • They change the advantage given to one or more players. • They help get the gameplay back on track.

Rules for game rules The Game rules need to be written clearly and well illustrated. Too many rules may make your game unplayable. Too few rules may make your game so simple as to be unchallenging. Poorly communicated rules may confuse or alienate players. Even in digital games, where the rules are kept by the program, players need to clearly understand the rules so

GAD 1 Unit 3 they do not feel cheated. Games do not inherit objects from the real world; rather, they create their own objects and concepts, usually as part of the rule set. Even if the objects or concepts are familiar, they still need to be defined by the rules. Consider the Card game rule regarding the concept of a “Straight” or a Straight Flush”: • There is no “Straight” outside the realm of cards • When you learn the rules of cards, one of the key concepts is to learn the make-up and values of certain hands.

Examples of Rules • Cards A straight is five consecutively ranked cards; a straight flush is five consecutively ranked cards of the same suit. • Chess: A player cannot move the king into check. • Go: A player cannot make a move that recreates a previous situation on the board. • WarCraft II: In order to create knight units, a player must have upgraded to keep and build a stable. • You Don’t Know Jack: If a player answers a question incorrectly, the other players get a chance to answer.

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Do Activity 3.14 Rules and Procedures

Introduction: Game procedures are important elements in the design of the game and the way a game plays, however they do not have a direct outcome on the conclusion of the game. For example, shuffle the cards, deal the cards, youngest player goes first, or move from right to left on the game board. Game rules on the other hand can affect the outcome. Sometimes it’s hard to know the difference between the two. For example, an Ace is higher than a King, to win you need to have the highest total of cards, three of a kind beats a pair.

Materials: Internet, lesson handout or computer file, Printed Rummoli or Tripoly Board from the internet, and 100- 150 game tokens per game board. (pennies, rocks, chips, skittles, or buttons).

Lesson:

1. First, be sure you have covered the material in the Game Procedures and rules part of the curriculum. 2. Use the Internet to research the game of Rummoli, a Canadian game created in 1940. Play the game with the class if possible. Tripoly is basically the same game and can be substituted. You can print the board from the internet and use pennies, rocks, or chips for tokens. Once you feel confident you understand the rules and procedures of the game, answer the following questions. http://www.productsofcanada.com/store/Rummoli_Deluxe.html http://www.suite101.com/content/how-to-play-rummoli-a-great-game-for-parties- a175530 http://www.pagat.com/stops/3in1.html Questions: 1. Using the game of Rummoli (Tripoli), state one rule and one procedure and EXPLAIN how they are conceptually different. (procedure is how you play the game and a rule is what you can and can’t do)

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2. List, in order, all of the procedures for playing Rummoli. Before you write the procedure, specify if it is a: Starting Action, Progression of Action, Special Action, or a Resolving Action. 3. Consider the procedures for Rummoli. Procedures for non-digital games need to be easy to remember. Do you think Rummoli's procedures meet these criteria? Explain. 4. Procedures in non-digital games are affected by the mental limitations of the players and the limitations of using objects like dice. Explain the limitations of the procedures of Rummoli. (Photo by Phyllis Jones)

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Formal element #5: Probability Probability is a branch of mathematics that deals with calculating the likelihood an event will occur and is usually expressed as a number between 1 and 0. Game designers use an assortment of ways to provide players with a new game experience each time a game is played. Randomness is built into the mechanics of a game, and varies the number and location of obstacles that a player may encounter. Randomness, probability, likelihood and chance are all terms that describe how variety and unexpected outcomes are created in games.

Non-electronic game probability Board games use dice, spinners and sand-timers to add a level of randomness and conflict to games. When players must carry out a move within a limited amount of time, or when a player’s move is calculated by the roll of dice, the game experience is made unpredictable. Game designers use their knowledge of probability to plan the randomness that occurs in their game. The probability of rolling any number with a pair of dice helps the game designer plan where to put large payoffs or huge danger zones. In most games, large payouts or huge dangers should occur infrequently.

Old Dice make from knucklebones from sheep or goats. With Permission from http://www.aerobiologicalengineering.com

Dice: The use of dice goes back thousands of years. Dice were probably originally made from joint bones of animals. Later dice were made from bone, metal, or pottery. In ancient times, the outcome of a throw of dice was not considered luck, but believed to be controlled by the gods. For this reason, casting dice was a way of dividing inheritances. In ancient Rome, the goddess Fortuna, the daughter of Zeus (Lady Luck), was believed to determine the outcome of a throw.

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• Dice terminology uses the lower-case “d” preceded by a die count and followed by the number of sides of the dice. For example, 6d8 means six eight-sided dice. • Probability of using 2 dice. First, assume each die is a cube with 6 equal sides. Second, assume each die has numbers 1-6. Opposite numbers on the die always equal 7. All of the possible outcomes of rolling 2 dice are shown in the table. In the top row, one die is a 1 and the other squares show the possible outcomes of the other die. Notice that it is possible to have squares with the same values, but in different orders. Next, find the sum of the two dice in each square. What we are looking for is the number of times the SUM of both dice occurs.

a. b. c. d. e.

In the next chart X is equal to the value in each cell of the previous table. Count is the number of occurrences (times or likelihood) of that sum. Find the sum of all the counts – which in this case is 36. In the right column is the probability of the outcome and it is calculated by dividing the individual count by the total count. For example, the likelihood of rolling two dice and getting a total of 6 is 6 times out of 36 events or 1 in 6. Then we graph the possibility of rolling a number with 2 dice.

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• Dice can come in many shapes and sizes besides the typical 6 sided types. The number of choices changes with the number of side on a dice. Let’s look at a few of the different types of dice.

• • • • •

Photos by Phyllis Jones

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• Spinners: When a game designer decides to include a spinner in a game, the design and layout of the spinner will affect the frequency of outcomes. Spinners created for small children may use pictures, colors, or symbols instead of numbers. Spinners are frequently chosen to be used in games for young children rather than dice because the small, hard dice pose a choking hazard. Poor spinner construction and the way a player interacts with a spinner can significantly Photo by Phyllis Jones change the outcome. The number of choices on the wheel changes the percentage of outcomes. • The size of individual choices on the wheel will change the percentage of outcomes. • The number of choices on the wheel changes the percentage of outcomes. • Thus the probability of an event is the total number of ways an event can occur outcomes divided by the total number of outcomes.

Randomness in card games occurs when players “shuffle” the cards, or when the designer chooses how many suits are within the deck. The more frequently a card is turned up or played affects the outcome of the game. Players use their knowledge of probability to calculate the likelihood that a certain event will occur to plan their next move. In poker, the value of the Photo by Phyllis Jones

GAD 1 Unit 3 various hands increases as the probability of the hand occurring goes down. It is very rare for a player to get a Royal Flush (Ace, King, Queen, Jack, 10 all in the same suit). German-style board games: German-style, designer, and Euro-games all refer to a special type of board game that use randomness as standard game play in their games. The characteristics of German-style board games include the following. • A new game each time the game is played. One way to produce randomness is to have players select from a shuffled stack of board “tiles” that the player has the opportunity to place in different locations. • The game can be completed in a shorter period of time, usually 45 minutes to 1 hour. • The winner of the game cannot be predicted until the end of the game. This keeps all player actively engaged until the end of the game.

Electronic game probability Randomness and chance are built into the software and programming of electronic games. Electronic games are not limited to standard dice or spinners and therefore can mathematically create random outcomes using random number generators and algorithms. Randomness provides the player with excitement and conflict when enemies are created in unpredictable numbers and ways. When a player pre-selects the difficulty of play, the game programming modifies the number of obstacles, the size of enemies, or the frequency of dangers that the player encounters. • Health: Many electronic games control the amount of time a player has left to play by awarding the player “health” units. Players can accomplish a goal to add health units to their play cycle. • Random Number Generator: Electronic games can have programming algorithms included that produce random numbers that control player movement, the amount of time a player has to complete a move, and the frequency of what piece is selected.

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Do Activity 3.15 Spinners

Introduction: Game designers use probability to help them add randomness to game play. One way to add randomness is by having each player use a spinner to determine the number of spaces to move or which item to select. By varying the size and numbers of sections of a spinner, the game designer can control the possible outcomes.

Materials: MS Excel, handout, calculator, spinner parts, cardboard, scissors, glue

Background information: Spinners play an important role in board games. Many board games have the players flick a spinner to determine the number of spaces a player moves during a turn. Spinners are often used in place of dice in games for young children because dice pose a danger of choking. During World War II, the British version of Monopoly replaced the traditional dice with a cardboard spinner due to rationing. Spinner probability can be predicted based on the area within the circle each section occupies. If you construct a spinner with only 1 choice, the outcome will always be 100%. In a spinner with two equally sized sections, the predicted outcome is 50:50. The values just stated are the theoretical outcomes. In the real world, theoretical values often do not match the actual or empirical outcome. An actual outcome would be what you got when you actually spun the spinner. There could be many different reasons why there are differences between the theoretical and empirical values to do match. Thus Empirical Probability of an event is an "estimate" that the event will happen based on how often the event occurs after collecting data or running an experiment (in a large number of trials). It is based specifically on direct

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Formula for probability of event E: Theoretical Probability of an event is the number of ways that the event can occur, divided by the total number of outcomes. It is finding the probability of events that come from a sample space of known equally likely outcomes. Formula for probability of event E (from sample space S):

Lesson: Part 1: With a partner, brainstorm two possible reasons to explain the difference between theoretical and empirical outcomes of a spinner. As a game designer, you wish to include an improved spinner in your next game whose empirical values more closely match its theoretical. Take each problem from your brainstorming session and propose a possible solution to improve your spinner.

Reason 1: Solution:

Reason 2: Solution:

Part 2: Working in pairs, use MS Excel to produce two different “Pie Chart” spinner backgrounds. One of the pie charts should be from four equally sized values (25% each).

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The other spinner background should contain between 5-8 sections of different sizes. The total of the all of the values should still equal 100%. Use different values then those shown here.

Print each “pie chart” spinner. Cut the spinner background out with scissors and glue to cardboard. Use one of the spinner kits to connect the plastic spinner to each of your spinners. Spin each spinner 50 times and record the number of times the spinner lands on each section (actual outcome value). Compare your actual values to the theoretical values (from your Excel spreadsheet).

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Spinner #1: Theoretical Actual Blue 25% Red 25% Purple 25% Green 25%

Spinner #2: Theoretical: Actual: Blue Red Purple Green Cyan

Essay Question: You have created a new 2D board game. Included in the game is a spinner that players will use to determine bonus points. Bonus points are valuable and should be scarce. Design a plan for the spinner and justify your design with evidence from the data collected in this activity. (Screen shots by Roy Kimmins)

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Do Activity 3.16

Dartboard

Introduction: Game designers use probability to help them determine layouts of games like darts. Let’s look at some of the probability of hitting a section of a dart board.

Materials: Internet, 2D drawing package, printer, handout, and calculator

Background information: The formula for a circle is Circle Area = 2 A=¼ ×π×d²

(Images by Roy Kimmins) 𝐴𝐴 𝜋𝜋𝑟𝑟 Dartboard dimensions: • Diameter of playing circle: 13 ¼ inches • Width if inner and outer rings: ¼ inches • Diameter including the inner ring: 6⅛ inches • Diameter of outer (double) bullseye: 1 ¼ inches • Diameter of inner (triple) bullseye: ½ inch

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Procedure: PART I: MATH Answer the following questions concerning the geometry of a dartboard 1. Area of the entire playing circle:

2. Area of the outer bullseye:

3. Area of the inner bullseye:

4. Area of the inside of the outer ring:

5. Area of the inside of the inner ring:

6. Area of the entire playing area except for the bullseye:

7. Area of each numbered (1-20) section, including both rings:

8. Area of the outer ring in any numbered section:

9. Area of the inner ring in any numbered section:

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Answer the following concerning the probability of a dartboard

1. Probability of hitting any numbered section, including the inner and outer rings?

2. Probability of hitting any part of the outer bullseye?

3. Probability of hitting any part of the inner bullseye?

4. Probability of hitting the outer ring of any numbered section?

5. Probability of hitting the inner ring of any numbered section?

6. Probability of hitting 20, 19, 18, 17, 16, 15 or a bullseye, the sections used for the popular dart

game of cricket?

7. In most dart games, each player throws three darts per turn. What are your chances of hitting

the same numbered section three times in a row?

8. What are your chances of hitting any part of the bullseye three times in a row?

PART II: Dartboard Design Project 1. Using Corel Draw, Adobe Illustrator, or paint, design an original dartboard, of any shape, with the same number of sections as the regulation dartboard. 2. Provide all dimensions. 3. You may want to consider using rulers and guidelines to aid in your drawing. 4. Calculate the probability of each section. 5. Here are a few examples.

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Formal element #6: Resources Game resources are the items such as game pieces, money, houses, territory, and player health that are used in a game. Game resources play much the same role as resources do in real life. In real life the amount of money, oil, territory, and lifespan a person possesses is important. Game resources often mimic these resources found in real life. Players usually must find or earn all the resources they need to stay alive and healthy in a game. Resources ultimately may decide the outcome of the game. Games are designed around unequal distribution of resources because the unequal distribution of resources creates conflict and tension. All game resources must have utility and scarcity. If resources do not have utility, they will not help the player reach their goals and if abundant, they will lose their value in the system. If resources are abundant, they will lose their value in the system. There are eight types of Game Resources. 1. Lives. The concept of lives is the classic scarce resource in action games. Arcade games are built on the management of this resource. Usually, a player has a certain number of lives to accomplish the goals. Lose lives and the player must start over. Play the game well, and the player often earns more lives allowing them to stay in the game longer, thereby increasing chances of success. It is very rare to have a disadvantage to earning more lives. 2. Units. Players are represented in a game by more than one object at a time known as units. Units may be all of one kind (Checkers), or a number of different types (Chess). Units may keep the value throughout the game or they may change, upgrade, or evolve. Units may be finite Photo by Phyllis Jones and once they are lost, they are lost for good. When units are renewable, they are

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associated with cost per unit. Consideration must be given to how players will manage game units during game play. 3. Health. Health can be a separate resource, or it can be an attribute of an individual life in a game. When health is used as a resource, it helps to dramatize the loss of lives and units. When health is used as a resource, there is usually some way to increase health. Usually in a game, there is a visible way to measure a player's health. How much time it takes to regain your health depends on the speed and requirements of the game. 4. Currency. Currency is one of the most powerful resources used in games. Currency is used to facilitate trade and creates an in-game economy. Instead of currency, some games use a barter system to represent the same concept. Currency does not have to be represented by a traditional banknote. 5. Actions. Moves or turns may be considered resources. Actions that are powerful are usually restricted or managed. In some games there are a limited number of moves or turns per round. In the game 20 Questions, there are a limited number of questions and players must ration them out. 6. Objects. Not all game objects function as resources. A game object must have utility and scarcity for it to be considered a resource. Weapons, potions, and armor are all resources. Scarcity is often accomplished by a purchase price, the cost of time to locate them or the risk involved in obtaining the object. One classic type of object resource is the “Power-Up”. Power-ups are usually over powered resources beyond the normal resources of the game. The “power” of a Power-up is balanced by its scarcity in that they are available for a short period of time. • In Super Mario Brothers there are magic mushrooms. • In Jack and Daxter there is the Blue Eco • In Galaga, capture alien craft to double your firepower.

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Image by Ian Brown

7. Terrain. Terrain as a resource is an important part of real-time strategy games and map- based war games. In some games, the resources of oil, gold, or wood are limited to specific areas on the terrain. Gaining the terrain means you control its resources. • The “Double-Jeopardy” square is an example of a terrain with special value. • The “Bases” of Baseball are examples of terrain. 8. Time. Games often use time as a resource. Limiting the amount of time a player has to complete an action is an example time as a resource. Other examples of include the following. • Restricting player action by time • Phases of the game controlled by time • Basketball and football both use time as a resource. • Musical Chairs or Hot Potato both use time to create game tension. • A ticking bomb adds anticipation

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Do Activity 3.17 Resources

Introduction: Game resources are the items such as game pieces, money, houses, territory, and player health that are used in a game. Game resources play much the same role as resources do in real life. Control the resources and you control the game.

Materials: Internet, Two board games such as Monopoly and Parchisi (You can substitute different games.)

Lesson:

1. First, become familiar with the two board games. You might play a little of each game so you get the idea of the game. 2. List all the resources for each game and explain the resources scarcity and utility in the game. Game Resources Scarcity UTILITY Things used limited in the game a purpose in the game in a game Parchisi 1.

Monopoly 1.

Questions: 1. What resource is the most valuable for each game and why? 2. What resource is the least valuable for each game and why? 3. Do you think Monopoly has too many resources? Why or why not? 4. Think of a way you could change the utility of one of the resources in a game. Describe how it would affect the game play.

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5. Think of a way you could change the scarcity of one of the resources in a game. Describe how it would affect the game play. 6. Take one resource away from one of the games. Describe how it would affect the game play. (photos by Phyllis Jones)

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Formal element #7: Confl1ct Conflict in games emerges when the players try to accomplish the goals of the game within its rules and boundaries. Conflict is designed into the game by creating rules and procedures that prevent players from accomplishing their goals easily and directly. Procedures can offer an inefficient means toward accomplishing the game objective thus providing continual conflict. Conflict results when trying to meet objectives in the following ways: • Challenging the player by forcing them to employ a particular skill or range of skills. • Creating a sense of competition, allowing players to lose themselves in the game

Examples of Game Conflict: • Pinball: Keep the ball from escaping the field of play using only the flippers or other devices provided. • Golf: Get the ball from the tee to the hole, past any obstacles on the course, in as few strokes as possible. • Monopoly: Manage your money and your properties to become the richest player in the game. • Quake: Stay alive while player and non-player opponents try to kill you. • WarCraft III: Maintain your forces and resources, while using them to command and control the map objectives. • Cards: Outbid opponents based on your hand or your ability to bluff.

Conflict can be achieved in three ways: 2. Opponents. In multiplayer games, other players are typically the main source of conflict. Quake uses other players in addition to non-player opponents and physical obstacles to create conflict. In Monopoly, conflict comes from interactions with other players. 3. Obstacles. Obstacles are a common source of conflict in both single and multiplayer games, though they play a more important role in single-player games. Sometimes, as in Toy Story II, the characters try to maneuver around obstacles. Obstacles may take a physical form, or may involve mental skills, such as puzzles in an adventure game. 4. Dilemmas. Conflict from dilemmas arises from the choices players have to make. The dilemma in Monopoly is the choice of whether to spend money to buy property or use the

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money to upgrade a property that is already owned. One of the dilemmas in cards is whether to stay or fold. Players make choices that have good or bad potential consequences. Dilemmas are a powerful source of conflict.

Formal element #8: Game boundaries Boundaries are what separate the game from everything that is not the game. Boundaries can be physical, such as the edge of an arena, playing field, or game board. Boundaries can also be conceptual, such as a social agreement to play.

Why are boundaries important? Players could run anywhere they wanted to without a clear defined boundary. Imagine playing football with out a sideline. The players can run for miles to avoid being tackled. Game boundaries must be clearly explained in the rules, universally followed by all players and teams, and enforced fairly. Boundaries of the game serve as a way to separate everything that goes on in the game from daily life. While a player may act the part of a cutthroat opponent against their best friend within the boundaries of the game, they can shake hands at the end of the game, and walk away without any real harm to the friendship.

Most games have “closed” systems that clearly define that which is within the game versus that which is outside the game. Closed games purposefully keep the in-game elements from interacting with outside forces. It is up to the Game Designer to determine where and how the boundaries of a game are defined, and when or if ever to breach them. Boundaries in Free Form Games: • Tag is usually played with loosely defined boundaries with no detriment to the overall experience. • Magic: The Gathering, players purchase an initial deck with enough cards to get started, but this is only the surface of the system. To create better decks, players can buy or trade other cards to add to their collection. The publisher adds new cards and withdraws cards occasionally.

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Formal element #9: Game outcome Most games will have a measurable outcome and the results will be unequal, for example there will be winners and losers. Some games such as the many massively multiplayer online worlds that do not have the concept of winner. Other games such as simulation games may not have a predetermined win condition. Games without winners usually reward players in other ways other than by winning. For most games, producing a winner or winners is the end goal. At defined intervals either the players (or the system in digital games), checks to see if a winning state has been achieved. If a winning state has been achieved, gameplay is resolved and the game is over.

The structure of the final outcome will always be related to both the player interaction patterns and the objectives of the game. Single Player vs. Single Player – the player may either win or lose, or the player may score a certain amount of points before ultimately losing (Solitaire and Pinball). Some games define its objective based on capture. Chess does not have a scoring system, rather chess is won or lost based solely on meeting the primary objective, capturing the king. Do Activity 3.18 Formal Elements

Introduction: Formal game elements are the elements used by game designers when they design games. Do you think the formal elements are different for digital and non-digital games? Let’s compare and see if there are any differences.

Materials: One digital game (video) and one non-digital game (board game) and handouts.

Lesson:

1. First, make sure you are familiar with each type of game. For example pick a video game you have played at homes many time like Super Mario Brothers. The same with the board game. Monopoly is an example. 2. In the table below, briefly list or discuss each game element. Discuss within the table cell how each of the major game elements are affected by the non-digital versus

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digital play process. If your teacher provided this worksheet digitally, you may type your responses into the table. Some elements may be hard to locate in your video game.

Non-digital Game Digital Game

Players

Objectives

Procedures

Rules

Resources

Conflict

Boundaries

Outcome

Questions: 1. What type of game did you find it more difficult to fine the elements? Why do you think this is so? 2. How are the rules enforced in digital games?

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3. Can you break the rules in digital games? Give an example. If you need help try and remember the Game Genie. 4. Do you thing designing for digital vs non-digital games would take different training? Why or why not? (photo by Phyllis Jones)

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OBJECTIVE: V103.03 Categorize game theory and genres

Introduction: The purpose of this unit is to help students compare basic game theory and genres of games available in all games from board to electronic. Lesson 2 GAME THEORY

Categories of games by decision • Games of skill are usually single player games where the outcome of the game is solely a result of player choices. The player is aware of the result of every decision before it is made. • Games of choice are also single player games where the outcome is mostly a product of probability. There are basically two types; 1. The player is aware of the probability to win. For example, rolling a six on a die is a one in six probability or 17%. These choices are known as decisions under certainty. 2. The risks or the probability of the outcomes are unknown. These are known as decisions under uncertainty. • Games of strategy involve more than one player where competition is the main factor. • Zero Sum: Zero sum games use competitive behavior between players resulting in only one winner. Each player has a different interest in the game and both cannot win. This is a classic win/lose scenario. Examples include: the childhood game, rock, paper, scissors; chess; checkers; and most board games. Decision tree. Decision trees are ways to map out the possible choices involved in a game. Below Image by Phyllis Jones is the decision tree for the rock, paper, and scissors game.

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• In non-zero sum games, players neither win nor lose but create a situation where all can benefit. One player’s decision in the game does not necessarily affect the other players gain or losses. The Prisoner’s Dilemma is a good example.

Do Activity 3.21 The classical prisoner's dilemma

Introduction: You have probably never played a non-zero sum game. There are no winners or losers in this type of game. Here is one popular game you might like to try.

Materials: Internet, handout, Pieces of paper and pencils.

Background:

Image by Phyllis Jones

Lesson: 1. Divide into groups of 2. 2. Imagine you are a prisoner in the above scenario. Study the outcomes from each.

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3. At the same time you and your partner write down your decision to confess or keep quiet. Place cards face down in the middle. Turn up at the same time and discuss what happens to each of you. 4. Repeat four more times and add the jail time for each player. Extension: Try looking at the “Tragedy of The Commons” for another example. Questions: 1. What would be the best scenario for both players? 2. Did you play the game differently after the first few rounds? 3. Could one play ever win or lose in this type of game? 4. Brainstorm another non-zero sum game and write down the basic rules. Share your ideas with the class.

What makes a good game? Game success: There are basically four elements to a game’s success when discussing what players like the best about games. A successful game should contain parts from two or more of the elements. • The Player’s experience. Called internal experience. Players experience a ride range of emotions as they play. • Challenge and strategy. Games provide aesthetically pleasing environments that provide a challenge and problem-solving characteristic for players. • Immersion. Players enjoy the mystery and adventure by exploration through the game and may lose themselves in the game. Emotions such as wonder, awe, and curiosity are experienced. • Social Experience. Here players experience competition, teamwork, bonding, and recognition from other players.

What makes a game fun

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Games are intended to be fun. Fun games are not out to elicit emotion. They are just fun. Not competitive. Fun games are called “serious games” when used to teach or instruct. Fun can be accomplished when a player has a feeling of satisfaction. Such as: • Clearing – allows the player to clear up a situation or set of obstacles such as clearing up blackened areas to reveal what is underneath. • Collection – allows the player to collect something or complete a set. Earning points is an example of a collection • Creation – allows the player to build something as in building a house in Sim City. • Discovery – allows the player to experience new worlds, environment, levels, or rules of play. Even finding a secret passageway, access code, or reveal a hidden treasure are forms of discovery. • Expectation – Waiting for a reward. In slot machines you wait to see if your will win money. A scratch-off lottery ticket gives the player a moment of expectation to see if they have won. • Experience – allows the player to do or experience something they could not or would not do in real life (i.e. drive a race car, fly into space) • Expression – allows the player self-discovery and to accept a new identity. • Fantasy – allows the player to use their imagination. • Fellowship – allows the player to be part of a team or league. • Goal-completion – allows the player to earn a goal and/or points. • Narrative – allows the player is experience a drama that unfolds over time. • Obstacle – allows the player to encounter a challenge and overcome it. • Sensation – allows the player to experience new sensations such as flying an airplane or climbing a mountain. • Victory – allows the player to compete alone, or as part of a team and overcome an opponent.

Categories of Fun in games • Physical Fun. The urge to be a survivor lead to many games that involve hunting and gathering along with basic survival techniques. Gathering is a strong urge tapped in the

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game Pac-Man. Another physical need of society is to explore the known and unknown. It’s an advantage to know where to look for good stuff or extra points while searching a new scenario in a game. The urge is a strong reason for the success of many adventure type games. Dancing and movement is another element of physical fun. The success of the dance category in arcade games shows the basic need to have physical fun. Many games also make good use of hand-eye coordination. Players control joysticks and coordinate keystrokes to achieve a desired result. • Social Fun. Games that use storytelling tap into the human desire for social interaction. Players can experience social interaction that accomplices two-player and multi-player games. Many online games use a team concept where teams can work together to solve a common problem. The game The Sims allows players to interact socially with game characters. • Mental Fun. Mental fun in games improves our mental skills and intelligence. These games are based on the ability to perceive and use patterns. The fun comes from the mental challenge. Music fits into this category since music is a pattern of notes. These games can teach us skills necessary for survival. • Multipurpose Fun. These games are a combination of physical, social, and mental fun.

Do Activity 3.22 Fun in games

Introduction: We all play games because they are fun. Have you ever thought what fun was? Think about why you were last doing when you were having fun? Did the time fly by? Well let’s take a look at some of the categories of fun.

Materials: Handout and internet

Lesson:

1. Using the chart come up with two games that fit into each fun category. Place the example in the first column.

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2. Now take an example from another category and change the game so it will fit into another category. Explain your changes in the second column. a) For example, the game Dance, Dance Revolution is a physical fun game. How can you make the game more mentally fun. Maybe at the end of each song you have to give the song title and author for bonus points. 3. You only need one altered game per category and you can alter the same game more than one time. 4. Share one of your altered games with the class. Examples Altered game

Physical fun 1. 2.

Social fun 1. 2.

Mental fun 1. 2.

Multipurpose 1. fun 2.

Extension: Take a simple game such as checkers and make it more socially, and physically fun. Questions: 1. What was a game you played that was not fun? Why? 2. What category of fun fits you the best? Why? 3. A lot of articles claim that video games take away the social aspect of child development. Do you agree or disagree with this statement. Give two good reasons why you agree or disagree.

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Designing a successful game Basic game rules. Rules help define a game. If enough of the rules change, than a new game is created. Rules generally determine the basic play of the game such as turn order, actions of the players, and win conditions. Player actions could include how to spend resources or move tokens. Winning might occur when a certain number of tokens are obtained, having the greatest number of tokens at the end of the game, or some relationship of game tokens (as in chess's checkmate). • Explicit rules. Sometimes called the laws of the game, explicit rules are the formal structure in the game. In non-electric games, these rules are written on the instruction page. With electronic games, explicit rules are included in the hardware and the software constraints of the game. It is important that the rules are clear and understandable. When rules are vague, game play may breakdown. • Implicit rules. These are the unwritten, unbinding rules of a game. These rules are usually stated at the beginning of a game and used to help the game play. For example, if one player is never found in the game Hide and Seek, that player may be shunned or a new rule invented to continue play. Only hide in the front yard could be an implicit rule. Other implicit rules could include rudeness, damaging the playing pieces and others agreed on by the players.

Game play vs. play mechanics Game mechanics are the set of rules that provide an enjoyable game play experience. What a player does when playing the game is called game play. Basically, game play defines what the game is, while game mechanics determine what the game consists of. • Game Mechanics: The goal of game mechanics is for the user to enjoy the game and be challenged enough to want to play again. Some game mechanics have been around for a long time while others are new and innovative. The combination of the old and the new is a challenge for game designers. In general, video games have gone from basic and simple designs (such as Pong) to extremely complex ones as technology and processing power has increased.

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• Game Play. Game play and game mechanics may appear to mean the same but there are different. For example, the basic game play of a fighting or shooting game is to hit something without being hit. Other games may have puzzles to solve, put a golf ball into a hole, or even complete a line of patterns. As a player goes through the motions of game play, the fun of playing a game is achieved by the process in which the main goal is reached.

GAME GENRES

The gaming industry and the entertainment arts are divided into categories by media and genres.

A media category includes such examples as film, literature, and games, ECT. Genres involve categories describing generalities of conventions, style, and content. Genres are very loose categories that have may overlap. Some common examples of game genres include:

• Action genres usually are characterized by a fast paced plot using quick responses and

high player motor coordination.

• Adventure genres are puzzle related and involve story driven exploration.

• Arcade genres are action games that have very little mechanic variation in the game.

• Casual genres are games that appeal to a very large audience with very short play

sessions. The games usually have a gradual learning curve to play the game.

• Educational genres use games to teach real world skills to the player.

• Fighting genres are very fast passed short games. The player is usually pitted on at one-

one one action with elaborate controls.

• First person shooter (FPS) genres involve games that require quick reactions and

precision targeting.

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• Platform genres have players performing their activities in

a particular environment. The game has players usually

jumping and swinging motions.

• Puzzle genres use games that solve some type of logical or

geometric puzzle.

• Racing genres have players using controls to drive around or along a track

• Simulation genres have players experience a real life dangerous situation in a safe game

environment. Game like flight simulators fit into

category.

• Sports genres have players play a typical sport such as

football, basketball or golf.

Photos by Phyllis Jones

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OBJECTIVE: V103.04 Execute sample games from selected genres

Introduction: Students will understand the different types of game genres by creating typical

games from selected genres in different platforms.

CREATING GAME GENRES

Do Activity 3.23 Educational puzzle game

Introduction: Power Point has many of the characteristics found in a 2D game engine such as importing graphics, sounds, and creating events for the player. In this activity, students will create a Jeopardy-like 2D electronic game. Each game will vary with respect to question and answer theme. It is recommended that students select an educational theme for their game.

Materials: PowerPoint and Internet

Lesson: Creating the “Question Quiz” Template: • Open Power Point and select a new show. • Go to Design and colors and select a color, font, and theme for your game.

Theme Color

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Theme Font

Theme Style

• Create the “Question Quiz” board. Go to insert – Table. Adjust the settings for 5 columns and 6 rows. You will use the top row for the headings.

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• Select the maintain aspect ratio arrow and drag out table to fill your slide.

• Give each column a category name using an appropriate font size. Your categories should be from the same theme (.i.e. Famous American Authors, The Old West) • For my example, I selected a major theme topic of Physical Science.

• Number each of the remaining squares to represent the value of the question. Once you have the first column completed, you can highlight and the copy/paste into the other columns. Save your work.

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• In the left side of Power Point, right-click on top of the first slide and select duplicate. Select the table and remove the table. Your second slide should match your theme, but be empty.

• Enter your first “Answer”. Remember, the contestants are given the answer and must respond in the form of a question.

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• Return to the first slide and highlight the first 10 point value under simple machines. Go to insert and hyperlink. Be sure to select “Place in This Document”. You may discover that the color scheme you originally selected is too light to be seen easily. If this occurs, return to the color design and select a new color theme.

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• Return to your “answer” slide and insert a Smart Art arrow. Hyperlink back to the original game slide.

• Create a generic slide for your answers.

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• Hyperlink each “answer” topic to the matching “question” slide.

• Continue adding answers and questions to all of your topics. You can create a “Double Quiz” version by copying the first slide and doubling all of the values. Remember to make you answers more difficult as your advance through each level. (Screen shots by Roy Kimmins)

Questions: 1. What do you think is the value of using PowerPoint for making a game? 2. How could you make this game more socially fun?

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Do Activity 3.24

Mouse race/maze game Introduction: Students will produce a 2D video game using simple game engine software. For this activity, students will use MS Power Point as their 2D game engine. Power Point is normally used to create electronic presentations, but the software has many of the characteristics of a 2D game engine such as importing graphics, establishing actions, and playing sounds.

Materials: • MS Power Point or other presentation software such as OpenOffice Impress. • 2D graphics that are theme related (mouse & cheese, dog & bone, lock & key, etc.) • Short sound effects in the following types: wav or midi

Lesson: Step 01: Open up Power Point and create a new show (presentation).

Step 02: Locate shapes and select the rectangle.

Step: 03

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Drag out a rectangle to cover the entire slide and give it a color. It is important to create a rectangle, do not change the background color to accomplish this step. The rectangle shape plays an important role in the game’s events and actions.

Step 04: Import the first clipart image that adheres to your theme (mouse if you are doing mouse and cheese; dog is you are doing dog and bone). Place the image in the upper left corner of the slide (game level). Resize the image so that the image is small.

Step 05: Make sure your image is facing in the correct direction. In my example, I need the mouse to face right. You can format the image to rotate.

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Step 06: Rotate 180 ° in the X axis if you are using Power Point. You may also use actions such as mirror or flip.

Step 07: For the game to work correctly, you need the player to have his mouse arrow in the correct location when the game begins. We are going to duplicate slide 1. In Power Point, find the small slide graphic on the left side of your program. Right click on the slide and select duplicate slide.

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Step 08: Return to slide 1 and add a text box. Inside the box write “Click on the Mouse to begin the Game”. If you are using a different theme, you will adjust your text to represent your theme.

Step 9: On slide 2, locate shapes and draw several long, thin rectangles to represent your maze. You can increase or decrease the difficulty of your game by adjusting the width of the rectangles. I have chosen to remove the outlines to give the appearance that all of the rectangles are one continuous shape.

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Step 10: Since you create the mouse first, it appears underneath the rectangle maze. Right click on the mouse and bring it to the front layer so that it appears on top of the maze. Insert the cheese graphic into the far end of the maze. Bring the cheese to the front of the maze.

Step 11: Create 2 blank slides after slide 2. These slides will become the levels that let the player know if they win or lose the game.

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Step 12: Return to slide 2 and select the first large rectangle you created behind all of the other graphics (from Step 03). Go to actions & mouse over and hyperlink the event to one of the blank slides at the end of the game. In the illustration, I am hyper-linking to slide 4.

Step 13: If the player allows his mouse to go off the maze and enter the background, he will lose the game and the slide will appear that provides the “lose game” information will appear. Next, select the

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cheese and setup a mouse over event and hyper-link the action to the other blank slide. On this slide, include a graphic and text that lets the player know he won the game.

Step 14: Add additional slides (game levels) and create maze objects that increase the difficulty of the game. You could also add obstacles or dangers that fly in or appear randomly to make the game more of a challenge. You can also add sound effects to your game.

Questions: 1. What categories does this game fit into?

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2. Do you think PowerPoint could be used to make other types of games? Give an example?

3. Describe two other chase scenarios that could be used in this game. Extension: Create another game in PowerPoint. (Screen shots by Roy Kimmins).

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Do Activity 3.25 War at sea game

Introduction: Simple games can be created with simple software. Let’s create a simple war game to take a look at game conflict.

Materials: 2D software package, computers, and groups of 2

Lesson: 1. Using Corel Draw, or other 2D graphic software, design a playing grid. (Can also be done with pencil and paper) Use the landscape layout and design a 10 x 10 grid pattern on the sheet. Label the rows on the grid A - J. Label the columns of the grid 1 - 10. Save the grid and call it “Master War Game”. Make 2 copies of the master grid and name as follows: a. "Tommy's Ocean Grid" - only use your name. b. "Tommy's Target Grid" - only use your name.

2. Each player places their 5 ships anywhere on their own target grid. Use 5 different colors to produce the following 5 "ships": • Carrier (size 1 x 5 cells on the grid) Red

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• Battleship (size 1 x 4 cells on the grid) Blue • Destroyer (size 1 x 3 cells on the grid) Green • Submarine (size 1 x 3 cells on the grid) Orange • Patrol Boat (size 1 x 2 cells on the grid) Yellow

Playing the game:

5. Find someone in the room to play against. Sit opposite or beside each other. Some type of barrier or shield should be placed between the computers to keep you from seeing the opponent's target grid. You might be able to turn the monitors to the side. 6. For this game, it doesn't matter which player goes first. Perhaps you could take turns going first if you play multiple games. 7. You should have your ships on your target grid ( see example image). 8. Take turns calling out the grid coordinates - e.g., "B5". 9. If the opponent has a ship on that cell, then he answers, ""Hit". If not, he answers, "Miss". When all segments of a ship have been hit, the opponent says, "You sank my ship!" 10. Track your hits and misses on the target grids. If "B5" is a hit, mark the cell with "H", misses can be labeled with "X". 11. Players take turns calling coordinates until one player sinks all five of the opposing ships thus winning the game.

Questions:

1. Who was your main opponent?

2. Could you play this game be played with a team or three players?

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3. What obstacles did you have to overcome to win the game?

4. What dilemma did you have to overcome to win the game?

5. Did you use any of these resources in the game: Lives, Units, Health, currency, actions, objects, terrain, and time? List each resource and explain.

6. If you knew nothing about the rules of this game beforehand, how would you rate the attached rules and instructions? What changes would you make?

7. Describe the kinds of graphics you would like to see added to this prototype?

8. What age group would you put this game into? Explain your reasoning.

(Capture, Chase, Race, Alignment, Rescue or Escape, Forbidden Act, Construction, Exploration. Solution. Outwit)

9. Now, consider the name of the game is Treasure Hunt. Keep the basic rules of play the same. Develop an idea for this new game and discuss what you would change. (Screen shots by Roy Kimmins).

Creating other game genres You might want to go online and search for PowerPoint or other types of games. http://people.uncw.edu/ertzbergerj/ppt_games.html

GAD 1 Unit 4 Game Art and Design I Curriculum

GAD 1 Unit 4 Unit 4: Game prototype production

Photo by Phyllis Jones

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Section D: Game prototype production

COMPETENCY: V104. Produce Game prototypes

OBJECTIVE: V104.01 Exampling game conceptualization including brain storming, sketching and storyboarding.

Introduction: A famous quote from Thomas Edison comes to mind when we consider game conceptualization. “Invention is 10% inspiration and 90 % perspiration.” Inspiration is only the prerequisite. The game designer must take this original idea and complete it into a working game. Lesson 1:

GAME CONCEPTUALIZATION

Conceptualization is coming up with a new idea and expressing it orally or in a written format. There are thousands of games in the world. Knowing about all of them is impossible. But, a game designer needs to be as knowledgeable as possible about the competition so that their new games do not cross over into what has already been done. Successful game designers evaluate the competition and look for ways to make improvements. The world is always looking for a better mouse trap.

The process of game conceptualization Play and evaluate the competition • When you begin the game creation process, you should already have some idea of the type of game you are considering. Create a list of the games already on the market that are similar to the game you plan to create. • Play, test and evaluate the competition from a game designer’s view. Look for each game’s strengths and weaknesses. How would you change the game to make it better? • Create a game evaluation check sheet so you can obtain uniform information about each game tested. Your evaluation should rate the game’s graphics, sounds, backgrounds and convexity.

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• Remember that consumers may not purchase your game unless you bring something new and improved to the market. Brainstorming • Individual brainstorming: The process of brainstorming involves writing down every idea you have without evaluating each idea. Once you have a list of ideas, then you can consider each on its own merit. • Group brainstorming: The process of group brainstorming is similar to individual brainstorming, but involves more than one person. Members of the group should not criticize anyone else’s ideas until the brainstorming process is complete. The goal of any brainstorming process is to generate as many ideas as possible.

Image by Phyllis Jones • Rank order: Once an individual or group has generated a list of ideas, assign a number to each idea (rank) to represent each idea in order of priority. If your list of options is very long, ranking will allow you to conclude the top three or four to ideas to develop. • Mapping: There are several versions of mapping such as clustering, webbing; branching and all are forms of brainstorming. Think of ideas that are related and draw lines connecting them.

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• Free writing: This process involves taking your topic, theme, or game idea and write down every word that comes to mind. Do not analyze what you are doing during the process. The idea is to keep your mind open.

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C h r P ar te er ac ac y so te ar or n r Ch st ali ck Photo by Phyllis Jones ty Ba

• Cubing (3D approach to brainstorming): Cubing is a good way to look at a game idea from six different perspectives. Give each side of the cube one attribute or characteristic of a proposed game character. Brainstorm each of the six topics to help you to create a multi-dimensional character. Background research Today’s game players are very sophisticated and want games to be historically accurate. If you are developing a game about the Civil War, research the uniforms, weapons, hair styles, dialogue, famous people, events, and actual battlefields. Use your research to drive your texture and polygonal designs.

Use the 5 W’s Who, What, When, Where, and Why? Who are the characters that will appear in your game? What events do you what to happen? What do you want the players to be doing? When are the events happening in your game? Is your character in the future or the past? Where will your

Image by Brandon Bayer

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game take place? Will it take place inside a spaceship or at a battleground? Why would customers what to purchase your game?

Keep a Journal Always keep a notepad around to jot down ideas when they occur. At the end of the day, create a “to do” list of ideas. When you get ready to begin a new project, refer back to your list and journal. Keep a journal of daily events during the game design process where you describe successful activities and things that did not work out. Try to explain why something did not work and what steps you can do to correct the problem. Photo by Phyllis Jones

Evaluate After you have generated a list of ideas, evaluate each idea for feasibility. Are you able to actually produce your ideas? In the end, you have to go from the abstract to the pragmatic.

SKETCHING

Sketching is a very important skill for the game designer. Sketches help to relay your ideas and concepts to coworkers.

Basic steps to sketching 1. Block in the basic shapes with pencil and paper. This requires large sweeping movements. This is the foundation to your sketch 2. Refine your strokes and add some detail to the basic sketch. 3. Add background and more detail Photo by Phyllis Jones

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4. Add light and dark values if necessary

Sketching for 3D modeling Being able to sketch out a 3D character from different angles will help during polygonal modeling in a 3D software package like 3DS Max. In General, it's best to start with sketches from several different viewpoints, such as top, side, and front. Also, the drawings should all be to the same scale.

Image by Codi Robards-Butler Character sketching It is very important to make sure all the artists on a team understand how the main character as well as others characters in a game look like. Thus character illustrations need to very detailed. Character sketches provide the team with • information and inspiration for the character. • a snapshot of the personality of the character. • a plan to rig and animate the character. • A sketch to show a review committee for funding.

What makes a good character illustration (Sketch)?

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• Sketch should capture the look and personality of the character. • Details need to be good enough to help the 3D modelers and texture artists. • Characters need to have correct anatomy and proportions.

Do Activity 4.11

Sketching portfolio

Introduction: How can you communicate your great idea to your team? Sketching it is the answer. Let’s learn and practice basic sketching.

Materials: Internet, sample sketches, and 1. Sketch Pad (9” x 12” or larger) with at least 10 sheets of high quality drawing paper that erases easily and cleanly. Students may share the expense by splitting the cost with another student and dividing the paper among themselves. 2. 2-3 Drawing pencils (HB hardness for general work, and 4B-6B hardness for shading and shadows). 3. 1-2 “Magic Rub” erasers or other artistic/drafting, soft erasers.

Lesson: It’s a good idea to develop a sketching portfolio as evidence of your artistic skills. The sketching portfolio should be of a quality that may be presented to post secondary schools as part of their entrance requirements. All schools who teach game design will need to see some examples of a student’s sketching ability before making a final decision on a student’s admission.

Your sketch portfolio should the following: 1. 3-5 basic sketches such as a Whale Shark Humpback Whale, Dodge Stratus, 1961 Corvette and Caracal which I found online from a drawing book. You can also look online or ask your art teacher to find other items to sketch. 2. Original game level or scene 3. Original 3D game character (not science fiction) as seen from the front, side and back.

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I suggest that you practice your sketching on scratch paper before actually committing to using the professional paper in your sketch pad. Practicing will let you get a feel for the sketching process and how shading can make your finished work look professional and grounded.

STORYBOARDING

A storyboard is a series of connected pictures, with or without words, that tells a continuous story about the flow of events and levels of your proposed game. The first step is to sketch out the basics of each frame of your storyboard. This is not about great art and you don’t have to be a talented artist. The storyboard’s purpose is to relay your ideas and plans to your colleagues. Storyboards do not have to be linear, but could more resemble a flowchart where the arrows show all of the possibilities that a player could encounter. Use a photo storyboard where you paste pictures onto paper to represent the levels of your game. Use photos of costumes and characters to help develop your ideas about modeling. If your game is going to be very large or complex, try using a corkboard or bulletin board. Use staples or pins to arrange your ideas and plans. Glue stars on the parts that have be completed to help you see what has to be done. The storyboard should serve as guide to creating your game.

Steps to create a storyboard 1. Start with pencil and paper. Get your ideas down. 2. Start with the characters. Include detailed drawings 3. Sketch sample action sequences that represent major plots to the game. Include the full plot is simple form 4. Include camera angles special sounds, and other non-verbal clues needed for the game. 5. Include basic computer draw images of the characters and storyboard.

Storyboard Example and Template

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You can look online and find many examples of storyboards. Some storyboards become very famous if the movie or game is a huge success. There are also many templates you can to create your storyboard.

Image by Ebbie Zibe

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Do Activity 4.12

Storyboarding

Introduction: A good storyboard will help you create a better game. Let’s practice making a storyboard so when you create your game you will have the necessary skills.

Materials: Internet, storyboard template, and some short story or video (You teacher might use the Pixar shorts which might be available on utube)

Lesson 1. Watch a short story video or read a short story. Here are some available links at the time of the curriculum which may not be available today. Just search Pixar shorts. http://10.10.10.35:81/cgi/block.cgi?URL=http://www.youtube.com/watch?v=qGxou i3IFS0&safety_mode=true&persist_safety_mode=1&IP=10.57.147.17&CAT=RRA TED&USER=IPGROUP&CE=0

2. Using the rules of storyboarding storyboard the short story. 3. Start with pencil and paper. Get your ideas down. 4. Start with the characters. Include basic sketches. 5. Sketch sample action sequences that represent major plots to the game. Include the full plot is simple form 6. Include camera angles special sounds, and other non-verbal clues needed for the game. 7. Include basic computer draw images of the characters and storyboard. Storyboard form:

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OBJECTIVE: V104.02 Explain a game design document

Introduction: You have a great idea for a game, how can you pitch your idea to a person or organization so they might fund the development of your game? One way is to create a game proposal about your game to show the developer your game idea.

GAME PROPOSAL DOCUMENT

The purpose of this proposal document is to lead you through the creative process of game development as well as show a perspective developer your idea. A well thought-out and prepared proposal will make your game creating process much simpler. In general, you don’t “discover” your game while you are building it. The time for thinking and planning the details is during the creation of the proposal. First come up with an idea for your board game. Create the game proposal below. You can assign different sections to different team members.

Proposal Document A good proposal should contain the following 1. A Cover Letter 2. A Game Overview 3. The Game Treatment 4. A Competitive Analysis 5. A Design Document 6. A Budget and Schedule 7. A Game Demo

Let us look at each part in more detail.

The Cover Letter Probably the most important thing you will write will be the cover letter. This document will most likely be the first and possibly the only one read before the demo is played. It has to tell the “publisher” (instructor) everything about you, your team, and your proposed game.

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• 1 page with introduction, a body and a conclusion, usually about four solid paragraphs that sum up the entire game proposal. • The main points:

o You have a great game idea (marketable) and that you are able to make that idea a reality.

o Brief summary of the proposal and hot selling points such as a cutting edge technology, license, or top name talent.

o Sell your team! The reader of this letter will notice bad formatting, spelling errors, and how well your thoughts are organized, among other details that will speak of the letters’ author. • Consider your audience and state why you would want to be published by this particular publisher. • Conclude your letter with a request for action. Don’t just say thanks and goodbye, ask the reader to follow up or better yet, tell them you will be following up.

The Game Overview The game overview should contain the basic data about your game. This generally includes the following: • Game Title: Be sure to indicate that your game's name is a "working title", as this means that you are aware that the title may change. You should have a title that speaks to the publishers and connotes the essence of your game. • Category or Genre: Place your game into an accepted game genre (A race game or a strategy game) • Development Stage: You need to indicate to the publisher what stage your game is at. See stages below:

o Work in Progress: You have an idea. You may have a little something done, maybe some art and a little code. Nothing is expected at this stage but a firm understanding of where you are headed and the demonstration that you can get there.

o Alpha: The game is running to some degree at this stage. User interface or board design is defined, the general layout of the game is set, and the look and feel has

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been achieved. At the alpha stage you should be able to demonstrate the game play and the look and feel.

o Interim Beta or Second Alpha: Some bugs and errors have been found and fixed. Your game is essentially running or playable and mostly done. Some tweaking is taking place and initial beta testing is starting. This is the stage publishers most want your title to be at when they look at it in a proposal.

o Final Beta: All features are functional and complete. The game has been tested by the development team and all of the bugs found during that testing have been corrected.

The Game Treatment The game treatment is your primary selling tool which quickly orients the publisher to your game. Include the following: • Genre, platform, story and USP’s • "Unique selling points" (USPs). USP’s are the aspects that differentiate your game from the competition, offer game play value, and ultimately make consumers want to buy the product. • Proofread and edit by as many qualified people as possible.

Competitive Analysis The competitive analysis illustrates to the publisher how you stack up against your competition. It must explain why your title will outsell the competition. • Create a Table: List functions and features down the X axis, with your game and its competitors across the Y axis, checking off the features that each game has. You can also list other competitive differentiators here too, such as licenses, technology, development costs -- anything that will make your title perform better in the retail channel. • The competitive analysis should contain at least 2 products and at least 2 features. You need to include your real competition. Basically compare your game to the competition in paragraph form.

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The Design Document The design document is a long, in-depth document that shows the publisher your game in detail with sketches. The basic document will be covered later in Section G. Foe this games just include the sketches. The drawings should be to scale and neatly done you should include at least the following: • A sketch of the board design and layout (Corel Draw document) • The design of any special game elements (money, tokens, etc.) • Rules of the game – clearly written and illustrated.

Team Introduction Convincing the publisher that you are a good risk is critical, so it's imperative that you build your credibility as a developer. Your "team introduction" (or "team bios") section lets you convey your experience via resumes, portfolios, and press clippings.

Budget and Schedule The budget and schedule are the amount of time and money it will take to make the game. Use Microsoft Excel to prepare spreadsheets to clearly set deadlines for the production of your game. For the purposes of this class, your spreadsheet must clearly show the plan of work and how each team member is responsible for a part of the project.

The Game Demo This will be completed in the next objective. For the purpose of this class, you must get everything else approved BEFORE producing your game demo or final product. Your final product submission should contain a working model of your game. Use Corel Draw or a 2D drawing package for your graphics. Paste on a board. Make sure to include written instructions. Optional: Also include a box with graphics to house your game.

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OBJECTIVE: V104.03 Create an original board game

Do Activity 4.13 Board game

Introduction: Creating a simple board game and game design document reinforces the basics of game play. Include debugging possible problems with the rules and the play of the game.

Background information: Game mechanics fit into several different categories, used to help classify games. 1. Turns. A turn in any type of game is the segment of that game set aside for a player to complete certain actions before moving to the next section or player. Many times the segments can repeat thus the term taking turns. Most popular board games use the term turn as a method of regulating play. Players take turns playing the game. Some games use the turn as a passage of time. Another type of turn, called the impulse-based turn, divides a turn into smaller segments or impulses. With impulses, players do some of their actions at one time, and then react to the current situation before moving on to the next impulse. In some games, not all turns are alike. A game for example, might have every third turn as a sleep turn where the player cannot fight and must rest. 2. Turn-based game. One classification of a game is a turn-based game, also known as turn-based strategy (TBS). This type of game is separated into well-defined and visible parts, called turns or rounds. For example, when the game flow is concerned with the time element, turns represent units of time, like days, weeks, months, or years. The player in a turn-based game is usually allowed time to consider the results of a turn before taking actions. This period of planning and strategy usually leads to better solutions. Once every player has taken a turn, that round of play is over. This is followed by the next round of play. Most board games such as Trouble and Monopoly are turn-based; otherwise game play might get out of hand. Many single-player video games that are strategy based are also turn-based. In some games however, the time necessary to take a turn becomes part of the strategy of winning. For example, in chess, a stop watch records

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how long each player takes to make a turn. Time then becomes part of the winning requirement. 3. Movement. Many games, especially board games use the movement of a tokens or game pieces. How tokens are allowed to move, and when, is governed by game movement mechanics. These movement rules explain how and when a token can be moved to another area or square. Dice or some other randomizer may be used to determine the movements. Some games use boards with equally sizes spaces (squares, circles, or triangles) which are occupied by one or more game pieces. 4. Action points. Action points are used to control what players can do on their turns in the game. The actions may be controlled by allocating each player a certain number of “action points”. The player may use the points to perform various actions according to the game rules. The actions might include moving pieces, drawing cards, collecting money, etc. This type of mechanic is common in many German-style board games. 5. Auction or bidding. Some games allow a player to auction or bid on the right to perform particular actions. Auctions can be based on different forms of "payment". For example, the winning bidder may use some type of game element such as play money, turns, or points for these privileges. Payment does not usually occur at the beginning of the game, but is a contract that must be completed by the end of the game. Cards games such as Bridge, Hearts, and Spades are example of bidding games. 6. Cards. Cards are used in many games as a method of randomizing outcomes of play. The cards are mixed and placed down in the playing area. A player will select a card and perform some type of action or activity that is written on the card, the cards can also act as tokens or assets that a player can gather or collect. 7. Capture. Some games require players to obtain as many tokens as possible. The strategy of some games allow for the capture of opponent’s tokens. The act of capturing a token can be accomplished in many ways. • Moving a tokens into a space occupied by an opposing player’s token (Trouble) • Jumping a token over the space occupied by an opposing token (Checkers). • Challenging or attacking an opposing token. The outcome of the challenge would be determined by the rules of the game. • Surrounding an opponent’s token with one's own tokens in some manner.

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• Playing cards or other rules allowed by the games to capture tokens. Captured tokens can be removed from the game, taken by the capturing player, or can reenter the game at a later point. 7. Catch-up One mechanism of game play is to make the end of the game more difficult as a player is about the win the game. For example, a player must roll an exact number on a dice to land on a single ending space. This mechanism allows other players to catch up and remain interested in the game. Other games allow the player in the lead a faster chance of winning, such as in Monopoly, and thus ending the game sooner. 8. Role-playing. Role-playing games (RPG) require the player to act out the role of a fictional character. The RPGs games such as Dungeons & Dragons relied heavily on randomizers such as dice to determine the outcomes of role-playing actions. As games matured, the use of the standard "good role-playing “ helped determine if the player or action is successful. 9. Tile-laying. Other games use game pieces called tiles. Photo by Phyllis Jones Tiles are flat, rigid pieces of a regular shape. The tiles are usually laid down on a flat surface to form a pattern, shape, word, or other action determined by the rules of the game. Some tiles have patterns or symbols on their surfaces. Players arrange the tiles to form some sort of significant combinations. The tiles are usually drawn at random by the players. The tiles can be drawn right before placing them on the playing surface, or in groups to form a collection or hand of tiles from which the player can make later plays. Tiles are usually used in two distinct ways: • The placing of the tile immediately affects the outcome of the game. For example, the player is awarded points for spelling a word correctly.

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• The placing of tiles creates a board upon which other players can build and expand on. The game Tikal, for example, uses tiles to represent areas of jungle, through which archaeologists (represented by tokens) must move to score game points.

10. Action. Referring to video games, a player selects an action to complete as they play the game. Actions can be categorized into three aspects: goal, execution, and evaluation. The game starts with an intended outcome goal. A goal could be to win the game or capture a flag. The goal must than relate to an action. First the player has an idea of what to do, the intention. Second the player sets up the sequences of the action. And third the player performs the act. The player can see the action through the game interface and interpret the results from the action. And finally, the player can evaluate the final outcome from the action.

Victory condition mechanics Every play wants to win. How to win can change from one game to another. These mechanics control how a player can win the game. • Goals. The goal is the necessary action to win the game. Most goals can be very specific to a game. An example is the checkmate of a king in chess. • Piece elimination. The player wins when they capture all or a given number of the opponents' playing pieces. • Puzzle guessing. The winning player solves or guesses the answer to some type of puzzle or riddle. Examples include Hangman and Zendo. • Races. The winning player is the first player to reach a given finish line. Players may move tokens or game pieces in desired paths with given rules. Examples include Backgammon and Trouble. • Structure building. The winning player constructs game pieces into a predefined structure. The structure might be better than those of other players. The game could also work in reverse. The winning player is the player who keeps the structure in tack and prevents a collapse. Examples include Jinka and pickup sticks.

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• Territory control. The winning player controls the most "territory" or spaces on the playing surface, or a specific piece of territory. Examples include war games, and Go. • Victory points. The wining player accumulates a predetermined number of points or play money. The winner can also be determined by obtaining the most points in a given time.

Part 1: The Game: Materials: • Foam mounting board or other rigid board for the creation of the boards for the game. • Some type of rubber cement or mounting adhesive to attach images to the board. (Hot glue gun) • Game pieces such as cards, money, and player tokens that can be purchased, self made, or taken from old games. • Markers or pens. • Computer with 2D graphics package and color printer. • Scissors. Lesson: 1. You are to produce an original board game. You can work alone or in pairs depending on what your teacher determines fits best with your class. 2. Use the information from the background area to help you design your game. Listed below are some categories you can use for your game. Your teacher may want to assign a different category to each student to make sure all of the categories are chosen. • Physical skill games. These games involve using some type of physical talent or dexterity in order to win the game. Examples include: marbles, tiddlywinks, operation, pick up sticks, Hungry Hungry Hippos, twister, Kerplunk, Jenga, rubrics cube, Blockhead, perfection, Simon, Villa Paletti, It may appear that some of these are not board games, but the game could be centered on a board in order to play. • Mental skill games. These games involve thinking and strategy along with a little luck. A player would need to answer questions, or use strategy in order to win an advantage in the game. Examples include: Trivial Pursuit, Clue, Scrabble,

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Battleship, Win lose or Draw, Crosstrack, Mastermind, BINGO, Othello, Coda, Pente • Maze game. This game would involve having the players transverse a maze on the board. The maze could involve mental abilities or luck to move through the maze. Examples include: Railway Rivals, Tracks to Telluride, Mouse Trap, GOOTMU, Drakon, Maze, Shuttles, Road Rally, Labyrinth, Goofy’s Mad Maze Game, Mindmaze, Snafu, • Simulation games. These games involve emulating a sports event, or other location or event. • Social games. These games involve social aspects within a group. Examples include: Charades, Six degrees of Separation, Who AM I, Apples to Apples, Pin The Tail on the Donkey, Monopoly, LIFE, PayDay, Yahtzee, Risk, • Race and luck game. Win by first person to remove all players from the board or win by acquiring the most attributes. Example Sorry, chutes and ladders, Buccaneer, Can’t Stop, Mancala, • Matching game • Children’s board games. • Educational games. 3. The board games need to have the following: • Originally designed board drawn in a 2D graphics package, printed in color, and glued on the board. The board can be several pieces of paper combined together for the total board. The Board needs to follow a chosen theme and be age appropriate. • Originally designed game pieces such as cards, money, tokens, or devices related to the game. These pieces can be produced in a 3D graphics package, printed in color, and glued on small pieces of foam board. Some pieces can be used from old games or purchased. • A list of specific rules. These are usually included on the box top of many board games. The rules of play should include specific steps on how to play the game, take turns, and ultimately win the game. This is in the form of an instruction

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booklet or flyer. This flyer should include graphics to help understand the rules of play.

Part 2: The Design Document. You must produce a game design document from the instructions listed in the previous objective.

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OBJECTIVE: V104.04 Evaluate the board game design using game design parameters

Do Activity 4.14 Board game evaluations Introduction: Is your game fun, exciting, and does it work? Students will have a chance to test the games and evaluate them against game design parameters.

What you will need: Evaluation sheet All completed board games

Procedure: 1. Have the students set up each game in the classroom. 2. Students should play all the games and look for possible problems with game play. 3. Students should evaluate the games using the following critea.

Excellent Very Good Average Below Average Game board is professional in Game board is very neat and Game board is present, but The game board has problems its appearance and all graphics well done, but may not be as may lack planning and some of in the attention to details are appropriate. The layout and professional as it could be. The the graphics could be better. concerning the graphics. The design is exceptional. Board layout and design is very good. The layout and design is layout and design is poorly makes play enjoyable. There is There is strong evidence of adequate. There is some executed. The board has overwhelming evidence of originality and creativity. evidence of originality and problems that interfere with originality and creativity. 13 – 16 Points creativity. game play. There is little 17 – 20 Points 8 – 12 Points evidence of originality and creativity. 0 – 09 Points Game pieces are all highly Game pieces are mostly Game pieces are mostly Game pieces are mostly mass original, creative, and original, and appropriate for the original, and mostly adhere to produced. The pieces may appropriate for the game. The game. The game pieces add to the game’s theme. adhere to the game’s theme, but game pieces add much to game game play. 8-12 Points lack originality. play. 13-17 Points 0 - 9 Points 17-20 Points Game rules are clearly and Game rules are clearly written Game rules are written with Game rules are absent or if professionally written with with original graphics that add to graphics that add to the present they are poorly written numerous original graphics that the understanding of game play. understanding of game play. or unclear. The rules may lack add greatly to the understanding The reading level is appropriate. The reading level is appropriate. graphics, or they do not add of game play. The reading level 13 – 16 Points There may be portions of the much to the clarity or the rules. is appropriate to the age of most rules that are unclear or places The rules may lack game players. where an additional graphic thoughtfulness and planning. 17 – 20 Points would help player 0 – 09 Points understanding. 8 – 12 Points Game box graphics are Game box graphics are Game box graphics are Game box graphics somewhat colorful, professional, and colorful, and mostly colorful, and somewhat appropriate to the game’s appropriate to the game’s professional, and appropriate to appropriate to the game’s theme. There may be numerous theme. The name of the game the game’s theme. There may theme. There may be problems problems with design or quality is highly original and be problems with design that with design or quality that that prevents earning a higher

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appropriate. The graphics and prevents earning a higher prevents earning a higher grade. The name is missing or colors are consistent with the grade. The name of the game is grade. The name of the game is may lack originality. The box intended age of the players of original and appropriate. There appropriate, but may lack graphics need to consider the the game. The box graphics add is an attempt to match the originality. The box graphics age of the intended audience. greatly to the desire to purchase graphics and colors with the need to consider the age of the The box graphics do not add the game. intended age of the players of intended audience. much to the desire to purchase 17 – 20 Points the game. The box graphics add 8 – 12 Points the game. to the desire to purchase the 0 – 09 Points game. 13 – 16 Points Game Play is fun, exciting and I Game Play is fun. The play of Game Play is fun, but may tend Game Play is just OK, but may really enjoyed playing the game. the game is consistent with the to become too long or boring. tend to become too long or The play of the game is game’s theme and is The game may fail to hold the boring. I really didn’t enjoy consistent with the game’s appropriate to the intended players attention throughout the playing the game very much. theme and is appropriate to the audience. The game is highly game. The play of the game is The game fails to hold the intended audience. The game is creative and original. Each time somewhat appropriate to the players attention throughout the highly creative and original. you play the game; there are intended audience. The game game. The play of the game Each time you play the game; ways to modify the game so that may be original, but may may not be appropriate to the there are ways to modify the game play seldom becomes resemble established games intended audience. The game game so that game play never repetitive. As you move through The game may become resembles established games. becomes repetitive. As you the game, the game becomes repetitive if played too much. The game will become repetitive move through the game, the more challenging. There is some evidence that the if played too much. There is little game becomes more 13-17 Points game offers more challenge as evidence that the game offers challenging and the challenge you progress through game more challenge as you progress adds greatly to game play. play. through game play. 17-20 Points 10 – 12 Points 0 – 09 Points

GAD 1 Unit 5 Game Art and Design Curriculum

GAD 1 Unit 5 Unit 5: 3D Visual Design

Image by Vincent Mazzo

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Section E: 3D Visual Design

COMPETENCY: V105. Create 3D assets used in games

OBJECTIVE: V105.01 Execute 3D modeling including polygonal modeling

Introduction: 3D models used in games, are created using a 3D modeling program. For this curriculum we have selected 3D studio Max as our 3D modeler. Lesson 1:

3D MODELING Modeling terms In 3D computer graphics, a 3D model is created to represent a 3D object, character, or terrain. These 3D objects are created by producing a collection of points (vertices) whose location is defined in terms of X, Y, and Z coordinate axis. Whatever 3D program you use to model there are some basic terms we need to be familiar with.

• • • • • • •

Images by Roy Kimmins

• A single point in 3D space is called a vertex. The plural of vertex is vertices. • A line connecting 2 vertices is called an edge. • Three intersecting edges, comprising of 3 vertices creates a flat plane called a triangle. • A polygon is a square-shaped plane that consists of two or more triangles.

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• Connected polygons form the outline of a 3D model. This outline is called the mesh or wireframe. • The viewable surface of the mesh usually has a texture applied to it. Textures are also known as materials in some 3D modeling packages. • A mesh can then be animated by rigging the model. This involves placing a skeleton comprised of jointed bones, and connecting areas of the mesh to a specific bone. Most 3D models can be divided into two categories. 1. Solid models define the volume of the 3D object they represent (like a brick). These models are more realistic, but more difficult to create. Solid models are mostly used for nonvisual simulations such as medical and engineering simulations. 2. Shell/boundary models represent the surface or boundary of the object, not its volume. These models are easier to work with than solid models. Almost all visual models used in games and film are shell models. 3D Modeling processes There are four popular ways to represent a model in a 3D software package.

o Polygonal modeling uses points in 3D space, called vertices, which are connected by line segments to form a polygonal mesh. Most 3D models today are built as textured polygonal models, because they are extremely flexible and because computers can render them quickly. However, polygons are planar and can only approximate the curved surfaces of many objects using many polygons.

o NURBS modeling. NURBS Surfaces are defined by spline curves, which are influenced by weighted control points along the splines. The curve loosely follows the points. By increasing the weight for a point, the curve will move closer to that point. NURBS are truly smooth surfaces, not like polygons, and so are preferable for organic modeling.

o Splines & Patches modeling. Like NURBS, Splines and Patches use curved lines to define the visible surface of a 3D object. Patches fall between NURBS and polygons in terms of flexibility and ease of use.

o Primitive modeling uses geometric primitives like spheres, cylinders, cones or cubes as building blocks for more complex models. 3D construction with this type of modeling is

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quick and easy, and extremely precise. Primitive modeling is better suited for technical applications and less for organic shapes. Some 3D software can directly render from primitives while others use primitives only for modeling and convert them to meshes for further operations and rendering. Basic Modeling Objects and Shapes (No Max experience) • All 3D modeling programs contain certain basic geometric shapes that can be combined with or subtracted from other shapes to form more complex objects. • Some programs contain more objects than others, but a sample list of basic primitives includes: Sphere Cube or box Cylinder Torus (see image) Cone Plane • 2D shapes can also be created:

o Arcs, ellipses, circles, curves, and freehand curves are basic 2D shapes typically provided within modeling programs. Shapes may be combined to create complex objects.

o Polygons are plane figures made with three or more straight sides (curves). o Regular polygons have equal length sides and equal angles. o Splines are curves or polygons that are composed of segments that can be manipulated by control points placed along the curve. Control points may be made “active” and then dragged using a handle attached to the point. • Some programs require the user to define parameters of the primitive prior to importing it into the scene; others will bring in a “standard” sized object and place it in a selected position.

o Typical parameters include center point, radius, height, width, etc. o Parameters affect the size, placement, and orientation of the object. o Values provided automatically by the software are called the defaults. A typical default would be to bring in an object oriented in a certain direction with respect to a construction plane.

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Do Activities 5.11 Basic 3D Modeling Introduction: Simple 3D modeling is a learning process that requires many hours of practice. For this class we will use a program called 3D studio Max. There are other applications available but Max is one of the most used modeling packages for game design. The modeling techniques you learn in one program will also help you in another modeling program. In this lesson we will learn the basic set up for Max and perform some basic modeling. Materials: 3D studioMax, student tutorials Lesson: Part I modeling with primitives. 1. Using 3D studioMax model the following game assets from existing geometry. This type of modeling is like using building blocks. There are video tutorials available. You will become familiar with the user interface in these tutorials. Pencil, weight, axel, and eye 2. Using 3D studioMax model an eye and logo using shapes or splines. This type of modeling is like drawing a 2D image and making it 3D. There are video tutorials available. Extension: original logo Part 2 Polygonal modeling 1. Using the sub-object commands (vertex and polygon), modeling the following game assets. There are video tutorials available. Bowl, Mexican hat, easy ship, tank, and spaceship Extension: original hat, scenes Part 3 modeling with modifiers 1. Max has modifiers that can be applied to geometry. Use these modifiers to create the following game assets. There are video tutorials available. Mushroom, rock, Nuts and bolts, flower, and wine glass Extension: scenes Part 4 Modeling scenes: Living room Project:

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Create a living room scene with furniture, walls, and floor. There are some video tutorials available. Listed below are the basic requirements for the room. Living room Project: 1. Draw a chair using primitives. Name the file living room. Primitives (standard and extended) needed include C-ext, chamferBox, and cones. Tutorial available. 2. Then draw the books in the same file. Primitives (standard and extended) needed include 2 C-ext, and many boxes. Tutorial available. 3. Now add the coffee table. Primitives (standard and extended) needed include chamferBox, box, and the legs made from lines and small circle that is lofted. Create one and copy other 3. Tutorial available. 4. Add the ottoman. Primitives (standard and extended) needed include chamferBox, box, sphere, and cone. Tutorial available. 5. Create a vase using a line and lathe modifier. Work in the front view. Import your flower and place it in the vase. Tutorial available. 6. Create the sofa using primitives. Primitives (standard and extended) needed include chamferBox, box, and C ext or L ext. 7. Create an end table using primitives and the lathe. Tutorial available. 8. Add walls using 2 L shapes and arrange the furniture in the room. 9. Create a window and Boolean out a hole in your wall for it. Use multiple boxes for the window. Make the glass transparent. Tutorial available. 10. Add a picture frame to the wall. Use the line tool and extrude. Place an image on a thin box in the frame. Tutorial available. 11. Create a lamp using the lathe tool and Boolean out the lamp shade. Place on the end table in the scene. Tutorial available. 12. Create a mantle on the fireplace for the clock. Add a clock for the mantle. 13. Add 3 other objects to your room that you created. Extension: Animate some of the objects such as a clock, or fireplace. Add another room to the house

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Modeling Techniques • Boolean tools or operations are used to create objects by combining, subtracting, or determining the common intersections of various objects such as primitives.

o Union or Addition (+ or ∪) is used to combine objects together into one new object.

o Subtract or Difference (−) is used to remove part or all of an object where objects overlay each other.

o Intersection (* or ∩) is used to calculate the overlapping volumes of objects so that the overlap becomes the object.

o Named for the British mathematician George Boole. • Extrusion, sweeping, or lofting allows you to create a 2D shape and then extend it along a path or curve to form a 3D object. The 2D shape may be open (curves that do not connect back onto the beginning or closed (lines connect back onto the beginning). • A variation of sweeping is lofting, where a series of curves (open or closed) is lofted or spaced parallel to each other, and then a surface is generated that connects the contours. Lofting may also be done using a profile shape and a curve along which the profile is lofted. An example of where lofting is used would be for modeling boat hulls and terrains. • Revolve or lathe operations allow the user to create a 2D shape and then revolve it around an axis.

o Lathe operations emulate the lathe found in manufacturing shops. A lathe is a tool used to rotate and shape material by bringing cutting tools against the material while it spins.

o The revolution may be a full 360 degrees or any smaller angle.

o Lathe operations are often used to model objects such as bowls, bottles, and dishes. • Transformations or Transforms are actions that scale, rotate, and move objects.

o Scale changes the size or proportions of an object along one or more axes. 8

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o Rotate refers to tilting or changing the direction that an object is facing. o Rotation is usually assigned to a particular axis. For example, the object might be rotated along its X axis.

o Most programs assign a default location for rotational axes. This location (pivot point) may need to be relocated to create to the desired movement.

o Rotation is usually specified using degrees relative to a beginning point. • Move is used to advance an object from one position to another. o Linear distance along the X, Y, or Z axis is used to measure movement. o Movement may be constrained by a snap or grid setting. Snap allows the object to be moved only at set intervals of distance. Movement can also be restricted to a grid so that the object jumps from grid line to grid line. • Deformations are used to modify an existing shape.

o Selected vertices, control points, polygon faces, or cross sections of an object may be used to control and influence the deformation process.

o Deformation tools emulate the process of working a piece of clay. o Examples include taper, bend, twist, smooth, and stretch. • Copy or Clone tools allow selected objects to be reproduced in their exact size and form. • Mirror tools allow selected shapes to be copied or flipped about a defined center.

Do Activities 5.12 Intermediate 3D Modeling Introduction: Intermediate 3D modeling combines basic modeling skills to produce more complicated game assets. Materials: 3D studioMax, student tutorials Lesson: Part I modeling intermediate game assets 1. Using 3D studioMax model the following intermediate game assets. There are video tutorials available. Park bench, boat, and ocean Extension: original bench in a park scene Part 2 Adding intermediate animations

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1. Using 3D studioMax model a picnic scene with some basic animations such as particle systems and deflectors. There are video tutorials available. Extension: Look at lights and camera tutorials.

3D Modeling for game design: Polygon counts 3D game designers must be keenly aware of the polygon count of the various objects in the game. If the 3D scene contains too many polygons, the processing limits of the graphics card may be exceeded, causing the game to lag, stall, or shutdown. Every video graphics card has a graphics processing unit (GPU), which is similar to the central processing unit on your computer's motherboard. The GPU processes the images for your computer monitor. 3-D images rendered by computers are made up of millions of tiny polygons. The more of these shapes a video graphics card can process per second, the less blurring you will see when playing videos or playing video games. Most game designers set a budget of how many polygons each object may contain based on its importance to the scene and how large the final object will be in the game.

High Polygon versus Low Polygon Count: When a game designer is creating assets and characters for a 3D video game, they must constantly consider the polygon count of the object. The designer must ask themselves: • How large will the object be projected onto the screen? • How important is the object to the overall plan of the game level? • Is the object going to be a major asset or a minor asset? • How many times will the object be repeated with the game level? • What resolution of texture will be applied to the object? • Will the object be static or animated? Whenever possible, a lower polygon version of the object is going to be better for less important assets. If the object is of significant importance (i.e. player character), it might be useful to make a high poly and a low poly version of the object and produce a normal map from the high poly object and apply it to the low poly object. This is called LOD or Level of detail.

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The LOD is one method used by designers to reduce the number of polygons in a scene. The game designer will usually draw several models with different polygon counts.

Images by Roy Kimmins

The different models can be used with different views. For example, a model is rendered with 200, 900, and 3000 polys. The lower count can be used for long shots, while the higher number is better for close-ups. Consider the following general polygon count guidelines for a 3D video game engine. The counts may vary depending of the type of game and game engine. • Main character: 2,600 – 6,000 polygons • Non-playing characters: 1,000 polygons • Trees and shrubs: 500 – 1000 polygons • Buildings: 2,000 polygons

Images by Luke Hancock 11

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• Interior walls: 100 polygons or less • Building floors: 100 polygons or less per room • Exterior terrain: 5,000 – 10,000 polygons for a large terrain Medium Poly Count Character Rendering speeds Rendering is the process of producing a 2D image of the 3D object with all of the lighting, texturing, and shading. Rendering for a video game is different than rendering in a 3D software package. In a video game, the rendering or graphic processing has to occur very quickly, while the game is running. Here are some rendering times for some popular game systems. • Nintendo 64: Around 150,000 polygons per second • Dreamcast: Roughly 3 million polygons per second • GameCube: 6 to 12 million polygons per second • PlayStation: Around 360,000 polygons per second • PlayStation 2: 75 million polygons per second • PlayStation 3: 275,000,000 polygons per second • Xbox: 150 million polygons per second • Xbox 360: 500,000,000 polygons per second • GeForce GTX 580 Graphics Card (PC): 494,000,000,000 polygons per second

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Do Activities 5.13 High Polygon versus Low Polygon Count Introduction: Any cool game has great graphics. Creating 3D models and games assets is a complicated process. The models are made differently depending on the placement in the scene. The lower the size of the model is always an important aspect of game design. Let’s practice making high and low polygon models.

Materials: 3D studio Max

Lesson: Step 01: Using 3DS Max, creating 3 simple cylinders that will be the long post for your light posts using the settings below:

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Cylinder #1: Cylinder #2: Cylinder #3: Radius 10 Radius 10 Radius 10 Height 200 Height 200 Height 200 Height Segments 1 Height Segments 2 Height Segments 1 Cap Segments 1 Cap Segments 1 Cap Segments 1 Sides 5 Sides 10 Sides 8 Smooth – No Smooth – Yes Smooth – Yes

Step 2: If we do a polygon count on each cylinder and render a picture of all three, you can immediately see the differences in polygon number, and the detail associated with each one. Although the "Height Segment" change added in the 3rd cylinder isn't visible in the render, it will become apparent why it was included later on.

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Step 03: We will now add a small base to the light-post. Create the splines as shown and apply a lathe modifier. Use the min align button in the lathe modifier panel and the flip normals if needed. Shift drag to create two other bases. Move the 3 lathed objects into place at the bottom of each appropriate cylinder. Make sure they are lined up in two views. Using the modifier panel for each base, make the 1st base have 5 segments, the second base 8 segments, and the third base 10 segments.

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Check your polygon count again and compare. By now it should be quite clear to you what makes an object have a high number of polygons. We could've given our posts 100 sides, making

GAD 1 Unit 5 the polygon count go into the thousands, but it wouldn't have looked much different than our 10 sided model with 60 polygons. The objective is to make the model look satisfactory enough in terms of detail without sacrificing precious polygons to do so.

Step 04: Make 2 splines as shown and then Lathe each using the min align setting and the flip normals if needed. These 2 objects will be the light housings at the top of each light-post. Move them into position on top of the first light post leaving room between the top and bottom piece. The use the shift drag button to make 2 more tops and position them accordingly. Once again, the "Segments" should match up with the appropriate light-post (5, 8, 10).

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Step 05: Clone the 3 long posts of each light-post and reduce the height of them just enough so they all fit between the two objects of the light housing. (select the 3 cylinders, edit clone, move up, no-uniform scale the height). These objects will be the glass panes that encase the light inside the light housing. If you want you can add a glass material to this part, other materials, and place a light inside.

Run a polygon count on each of the lamp posts along with their bases and tops. Compare your results. (Screen shots by Roy Kimmins)

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OBJECTIVE: V105.02 Execute 3D textures and maps

TEXTURING MAPS

A texture map is a 2D map applied (mapped) to the surface of a 3D shape or polygon. This process is very similar to wrapping a present.

Images by Vincent Mazzo

Multitexturing Multitexturing is the use of more than one texture at a time on a model. There are several different types.

• Bump Mapping is a tool in a 3D program to Images by Jonathan Maslack simulate bumps or wrinkles on the surface of an object. The surface of the object is not changed. Bump mapping achieves this by controlling the facing direction of a surface normal. Bump mapping relies on light-reflection calculations to

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create small virtual bumps on the surface of the object in order to give it texture. Bump mapping is popular in video games graphics as hardware has become powerful enough to render it in real time. Bumps are applied by matching up a series of grayscale pixels with colored pixels on the rendered, colored object. Lighter grayscale pixels create a sense of maximum height; darker pixels produce indentations.

Images by Luke Hancock

Bump map applied to a 3D model

• Displacement mapping Displacement mapping uses a texture or height map to create an effect where the actual geometric positions of points over the textured surface are displaced. The displacement is along the local surface normal, according to the value of black and white from the map. Displacement mapping gives surfaces a great sense of depth and detail. However, it is the most costly of texturing techniques due to the large amount of additional geometry.

Images by Vincent Mazzo 20

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• Opacity mapping uses black and white maps to hide certain parts of an image. When mapping put the white where you want it to be opaque, and black where you want it to disappear. Grey areas can be used for semi-transparent items. The opacity and texture map must always be the exact same size in order to work correctly. The real power with opacity mapping is modeling a scene for a game. Modeling requires lots of time and effort. With opacity mapping you can place a background image of a tree for example on a box much quicker that modeling it and with fewer polygons. This technique is reserved for mostly 2D background images as there is no depth to the models. (Screen shot by Phyllis Jones)

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Do Activities 5.14 Adding 3D Textures

Introduction: Materials and texture are what make a game come alive and look realistic. Some textures are available in 3DS max and others can be created in a 2D package such as Corel Draw or Photoshop. Let’s learn how to apply some realistic looking textures and maps in 3DS max. Materials: 3D studioMax, student tutorials Lesson: 1. Material types. Using 3D studioMax create eight different materials that might be used on a game asset. Tutorial available. The materials include blend, composite, double sided, multi-sub object, shellac, top and bottom and raytrace. 2. Using maps as materials.

o Bump mapping. Using 3D studioMax create 6 different bump maps to produce the texture on a pair of dice. Tutorial available.

o Displacement mapping. Using 3D studioMax create a terrain from a displacement map. Tutorial available.

o Combining materials. Using 3D studioMax create a rusty oil barrel using three different maps that combine together for a realistic effect. Tutorial available.

o Opacity maps. Using 3D studioMax create a realistic fish from a picture using opacity mapping. Tutorial available. 2. Creating glass. Using 3D studioMax create a realistic glass material used on a glass, a CD case, and a snow globe. Tutorial available. Extension: Texture a set of glass marbles.

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• UVW Wrapping and Unwrapping: The technique of applying a 2D image onto a 3D object is termed UVW wrapping. This can be a tricky undertaking in order to make sure the texture is applied to the correct part of the object. An example would be taking a 2D map of the Earth and applying it to a sphere to create a globe of the Earth.

A 2D texture map of the Earth

Images by Scott Smoot

Modelers use the X, Y, and Z coordinates when modeling. Using the same idea, modelers use the U, V, W mapping coordinates instead of the X, Y, Z to refer to the texture placement on the object. The flat 2D image is called a UV texture map. The process involves placing the map on the 3D object by assigning pixels from the object to the map. 3D modeling software packages also have the ability to “unwrap” the surface mesh of a 3D object to produce a 2D image. The 2D texture map can be brought into a 2D graphic software package like Adobe Photoshop® to create and modify the texture.

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Images by Phyllis Jones

The UV Texture map as well as bitmap images are composed of dots arranged on a grid. Each of these little dots is referred to as pixels. When a texture is applied to a 3D object, the graphics card must also calculate texels per second. A texel is simply a pixel within a texture image. The graphic card must fetch the texture and apply it in a correct way. The resolution of the texture affects the rate of texture refresh rate. (Image from Ignition Game Academy with permission from Kenneth Maffei and Applied IDEAS, Inc.)

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Do Activities 5.15 Mapping the Texture on a 3D Character

Introduction: 3D game assets or characters created in a 3D modeling software package such as 3DS Max, can have their skin (outer mesh) removed and saved in a process called unwrapping. The unwrapped texture resembles a flattened version of the 3D object. Once the texture has been unwrapped, it can be imported into a 2D graphic package such as Corel Photo Paint or Adobe Photoshop where the graphic artists can design and paint on the texture. Once the new texture has been graphically designed, it can be brought back into 3DS Max and wrapped back onto the 3D mesh.

Materials: 3DS Max, Max file, texture (all material from Motion Builder and 3DS Max)

Lesson: 1. Open the 3DS Max file Soccer Kick.max. You will see a soccer player without any textures applied to the actor. If you play the animation, you will see the actor do a simple soccer kick.

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2. Open the material editor and add the diffuse bitmap image labeled “texture” into an empty slot. ( Material is always where you found the max file)

3. Apply the texture to the soccer player. Render the frame to view the texture.

4. Take the texture.jpg image into a 2D graphic package and create the following changes:

o Change the #4 to the #20 on his shirt and shorts.

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o Create a tattoo on his right arm in the shape of a heart with the word “Mother” written on top or near the heart.

o Create the appearance of a cut and scrape on his left knee. o Create one original graphic modification to the texture.

5. In the material editor, select an empty slot and bring in the new texture.

6. Apply the new texture to the soccer player.

Extension: Map a material to a character. (See folders) (Screen shots by Roy Kimmins)

OBJECTIVE: V105.03 Produce two related game levels and a 3D character Lesson 2: LEVEL DESIGN

Levels in game design can be as simple as rooms in a house, or adventures in a story. Usually the difficulty increases as the levels increase. Creating each level of a game usually starts with storyboards, sketches, renderings, and physical models. Once these completed, they are combined with backgrounds and programming. Then the level is tested and modified until it becomes part of a game. There are various steps involved in creating levels in games. These steps can vary depending on the genre of the game.

General steps include: • Laying out the background and terrain for the level • Selecting locations of game information, such as lives, health, score, hints, and so forth. • Selecting the start and exit locations for the main character or player. • Adding details such as text graphics, sounds, animation, lighting and music. • Programming the level to function as specified in the tech and game document.

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Do Activity 5.21 Producing Game levels and basic characters

Introduction: Video games usually involve a basic scene or setting for the story. The scene needs to set the mood or tell part of the story of the game. Lighting, camera position, and materials, textures, and environmental effects all play a part. Materials: • 3D modeling package • Tutorial with materials Lesson: Level 1: 1. You will create a level scene for a game. The scene will be on a cartoon type city street at night. The tutorial for one of the buildings is in the tutorial folder from 3D StudioMax under game design. A copy in included in the activity folder. All other building will be original.

Images by Vincent Mazzo

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2. The scene should include the following: Garage building from the Max tutorial Typical city buildings with appropriate textures and maps (5 types) Building awnings (2 different types) City streets with street signs and appropriate materials Streetlights, traffic lights, and traffic signs Trash cans, newspaper bins, and barricades, Trees and other foliage Extension: Proper lighting including streetlights and environmental lighting Environmental effects such as fog A camera following a path through the town from the eye view of a character A camera following a path through the town from the eye view of a bird or eagle 3. Other items can be added to increase realism. The goal is to produce a realistic looking city street. 4. The scene should be rendered in both camera views if the extension is used.

Images by Vincent Mazzo

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Level 2: 1. The second level will be a sewer system located below the city. 2. Include a Man hole to enter the sewer in toon town. 3. Have sewer sludge in your scene.

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Original Character 1. Create an original character for your levels. 2. Place your character in the scene. Extension: Rig the character and have them move between levels.

Student Images

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Game Levels Rubric

Beginning Developing Accomplished Exemplary Score

1 2 3 4 3D models do 3D models All 3D models All 3D models not follow show basic show good show excellent 3D models/ graphic design design design design qualities Visual composition qualities. qualities including Appearance rules. Proportions, including 3D, proportion, Proportions, balance, and/or balance, and balance, and balance color usage texture/color color/texture and/or use of are lacking and usage and usage and fit color are not have trouble somewhat fit into into the level correct and fitting into the the game setting. correctly. inappropriate level setting. for the level. The game level The game level The game level The game level contains few if contains some contains most of contains all of Level I any of the of the the necessary the necessary creation necessary necessary elements, is elements, is Toon Town elements, is not elements, is mostly proportional, proportional, partly proportional, and and is and not proportional, is somewhat aesthetically aesthetically and not very aesthetically pleasing. pleasing. aesthetically pleasing. pleasing. The game level The game level The game level The game level is a copy of is not very is somewhat is highly Level II another creative, is creative, is creative, is creation example or not partly mostly proportional, Sewer a sewer, is not proportional, proportional, and and is

proportional, and not very is somewhat aesthetically and not aesthetically aesthetically pleasing. aesthetically pleasing. pleasing. pleasing. 3D character is 3D character is 3D character is 3D character is missing or very not very somewhat creative, Character primitive, creative, creative, demonstrates demonstrates demonstrates demonstrates advanced skill poor skill in basic skill in medium skill in in modeling and modeling and modeling and modeling and texturing, and texturing, and texturing, and texturing, and is is appropriate is not is not somewhat for the game appropriate for completely appropriate for the game levels appropriate for the game levels levels the game levels

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Missing 2 or Missing an Project All required more project important guidelines mostly elements requirements or project Complete, most present, requirements Requirement, required guidelines not followed, and elements, elements followed Project Final and missing and/or is 3-4 present, completely, more that 3 days late and/or is 1-2 and is elements, days late. submitted on and/or is 5+ time. days

March 30, 2007 GAD 1 Unit 6 Game Art and Design I Curriculum 2010

GAD 1 Unit 6 Unit 6: 2D Game Design

Student game

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Section F: 2D Game design

COMPETENCY: V106 Apply 2D game design

OBJECTIVE: V106.01 Recognize a basic 2D game engine interface and correct terminology

Introduction: Game Maker is a 2D game engine designed to produce original 2D games. Game Maker 2D game development software is widely available and there are many tutorials online and in books e to help students. There may be other 2D game development software packages, but at this time, this course is being developed using Game Maker. This curriculum attempts to cover broad concepts involved in creating a 2D electronic game using Game Maker. Lesson 1: GAME ENGINE INTERFACE

Background A game engine is a software system designed for the creation and development of 2D or 3D video games. It is easy to see how one can confuse the engine with the entire game. That would be like confusing an automobile engine with an entire car. You can take the engine out of the car, and build another shell around it, and use it again. Games are like that too. The engine can be defined as all the non-game specific technology. The game part would be all the content (models, animations, sounds, artificial intelligence (AI), and physics) which are called 'assets', and the code required specifically to make the game work, like the AI, or how the controls work.

2D and 2.5D Games 2D games use graphics that are created in 2D graphic software and are usually produced by an X and Y array of pixels (raster graphics). 2D games have a flat appearance and any illusion of depth is created with shading and by some assets moving in front of or behind other assets using layers. 2.5D games use 2D graphics that are drawn from a 2-point perspective. This gives the illusion that the player is above the game level. 2.5D graphics are sometimes called pseudo-3D graphics. In both 2D games and 2.5D games, the player’s movement is restricted to a 2- deminsional level.

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Student game

There are several techniques often used to create an illusion of depth for use in a 2.5D game. Parallel projection (axonometric) or top-down perspective intentionally produces an illusion of depth. The advantage of this perspective is that it combines the visibility and mobility of a top- down game with the character recognize-ability of a side-scrolling game. In billboarding, objects are represented by two-dimensional images applied to a single polygon which is typically kept perpendicular to the line of sight. The name refers to the fact that objects are seen as if drawn on a billboard. Parallax scrolling is another technique used in 2.5D games when 2D graphics move independently of each other creating an illusion of depth. An example would be a background scrolling from right to left while the character is in front of the background.

Game Maker terminology When using a 2D game engine like Game Maker certain terms must be understood. • Objects: which are the true entities in the game • Rooms: the places (levels) in which the objects live • Sprites: (animated) images that are used to represent the objects

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Image by Ian Brown

• Sounds: these can be used in games, either as background music or as effects • Backgrounds: the images used as background for the rooms • Event: Whenever something happens in the game the instances of the objects get events (kind of messages telling that something has happened). The instances can then react to these messages by executing certain actions • Action: indicate that things that happen in a game created • Instances: a copy of an object so the original object will not be destroyed • Scripts: instructions • Strips: one big bitmap that stores all the images of a animated sprite next to each other

2D Graphic User Interface There are many 2D and 2.5D game engines available such as Game Maker, Cocos2d (for iPhone games), M.U.G.E.N, a 2D fighting game engine, Adventure Game Studio (AGS), Allegro, Blender, DXGame engine, and Torque2D. All of these engines have a different GUI and some are more user friendly than others, but all of them must accomplish the same basic processes. In order to better understand a 2D game engine GUI and the game design process, let me use Game Maker 8 as an example.

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Screenshot of the basic GUI of Game Maker 8

Game Maker is a 2D game engine available from www.yoyogames.com that allow the novice game designer to create games with very little programming knowledge. Program code has been replaced with an assortment of icons that the designer arranges in a logical order. More advanced games may require that some programming (scripting) be used.

Basic steps to design a game in Game Maker 8: • Import sprites into the game. Sprites are graphics that will be used in the game.

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• Import sounds into the game.

• Import backgrounds that can be used in the game levels (rooms).

• Create objects from sprites in the game. In Game Maker, all objects are created from pro-loaded sprites. To help you understand this process, let me give you an example. A World War II fighter plane graphic is loaded as a sprite. The game designer wants to use 7

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this sprite on several different levels of increasing difficulty. The plane is used to create several different objects with a set of different events and actions. The planes may look identical on the different levels, but their behaviors would be very different.

• Define events and actions. An event is what the player does such as press the left mouse key or hit the space bar. What happens in the game as a result of the event is known as the action. For example, the player presses the up arrow key (event) and the game character moves in an upward direction (action).

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• Each event usually has a logical set of actions that occur. For example, the event of starting the game causes a set of actions to occur such as the graphic begins moving in a specified direction at a set speed and then bounces off of solid objects and play a bounce sound. (All images from YoYo games with permission)

Do Activity 6.11

Setting up sprites, objects and rooms

Introduction: Have you ever played those 2D games on the internet. Chances they were made with a program like Game Maker. In this activity you will learn the basic interface and how to set up a room or level.

Materials: Internet, Game Maker, resources for first game, and video tutorials. Lesson: Original Game 1. Open Game Maker (you may have a newer version which is ok, most of the interface will probably be the same).

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2. Find the folder “your first game”. In this folder are the resources you will need to create a simple game. You will also find video tutorials. You can play the video tutorials as you create your game. If for any reason you are having problems this tutorial can be found in a written form at YoYo. Com. Here is the current link. http://www.yoyogames.com/make/tutorials 3. Follow the tutorials and create the basic game. 4. Produce an executable game with you name when you finish. Modified Game 5. Using the internet find different sprites to modify you game slightly. Try the YoYo site. Your teacher may have a sprite library you can use. 6. Produce an executable game with you name when you finish. (All images from YoYo games with permission) Questions: 1. How difficult was it to create your first game? 2. What does the term solid mean in game maker? 3. What is the process for naming sprites and objects? 4. What is the difference between a sprite and an object? 5. What is an instance? 6. How can you modify the game to make it more complicated?

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OBJECTIVE: V106.02 Illustrate 2D game sprites, actions, events, and sounds

Introduction: Computer game art falls into one of two categories, backgrounds and sprites. Backgrounds are things that don’t move on the screen. Sprites are things that move around in front or behind other objects. The term sprite is used more in connection with 2D games and the term asset is used more in connection with a 3D game. Sometimes the term asset is used to refer to graphic objects that are placed in a game. Events, actions, and sounds are what make the game playable.

SPRITES Sprites location In 2D computer graphics, a 2D picture or sprite is created using points and curves to produce a 2D representation of an object. These 2D objects are defined by the location of each vertex in terms of X and Y using vectors. 2D sprites are created using a specific ratio (e.g. 32 pixels x 32 pixels). Each 2D sprite has an origin that specifies how the sprite will be placed in the game level. (All images from YoYo games with permission)

Computer Screen Coordinates. O is the origin.

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The resolution of the computer screen above is 1400 pixels wide by 1050 pixels high.

Sprite’s origin is located in the upper, left corner (0, 0).

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The sprite’s origin matches the game level for correct sprite placement.

Sprite’s origin has been relocated to the center of the sprite.

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Characteristics of sprites • Sprites are the graphics that represent objects in a 2D electronic game such as Game Maker. Sprites are just images that don't have any behavior. • Some sprites may represent player objects while other sprites make the foundation of the game such as walls or platforms. • Sprites may be either static or dynamic (non-moving or animated). • All sprites are given a unique name (i.e. spr_dog) • A character may be represented by several different sprites to show direction of movement or facial expressions (i.e. spr_person_right, or spr_person_left) • Sprites must be converted into objects before a program like Game Maker may program them into a game. • A sprite is stored in Game Maker only once to save space and increase the speed of the game. Instances of the sprite are created known as Objects. Multiple objects of a sprite may exist within a game and each object may have independent controlling actions.

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Sprite image In Game Maker static as well as animated sprites are possible. Most 2D game graphics are created as a vector graphics because of the greater design flexibility vectors provide. Vector graphics use mathematical relationships between points and the paths connecting them to describe an image. Vector file types are not usually importable into most 2D game engines, so vector files must be exported from the 2D design software as bitmap (raster) files such as JPEG, BMP, or GIF.

Masking is a technique where only the pixels you want to see of your sprite are drawn and the others are disregarded. Generally you pick one color to use as your mask for everything you don’t want to draw. This color is called the masking color or key color. Each game engine has different ways of handling mask colors or transparency, but Game Maker 8 assumes that the bottom left pixel color is the color to be masked out. Those of you who have used a green screen to remove an area of a video should understand this process. Just remember that keying out or masking out a color will let the game player only see the part of the sprite you want them to see.

Aliasing is also called the "jaggies". Because sprites are small and only have a limited number of pixels, all the sprites we draw will have jagged edges around them when seen against a high contrast background. Always look at your sprite at the size and resolution that will be used in the game to see exactly how the sprite will appear. Anti- Aliasing is a technique of smoothing out the appearance of the “Jaggies” by picking colors between the object color and the background and making a smoother transition along those edges by putting those colors at each Image by Philip Gokstop jagged edge (alias).

Sprites can be static or animated. A static sprite does not move and is produced with only one frame or image. It doesn’t look like it is running or walking. An animated sprite is made of

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many frames or separate images that run in sequence to give the appearance of movement. Animated sprites look like they are running or walking.

Static Sprite

Separate images that go together to make an animated sprite.

Sprites need to be able to collide with other objects in the game and each game engine handles this process differently. To give an example, I will illustrate this concept using Game Maker 8. In Game Maker, the origin of a sprint is located in the upper left corner of the sprite. A designer may choose to relocate a sprite’s origin in order to change the way a sprite moves and collides with other objects. In Game Maker, if the sprite origin is incorrect, the sprite may not land on a platform correctly or the bottom part of the sprite may disappear below the level of the game. Another problem may occur when your sprite sticks to the edge of another object and can prevent the sprite from moving – it gets stuck.

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Origin in Game Maker

You can set a custom sprite origin in Game Maker.

There are many different software packages that you can use to create sprites. Programs like Adobe Illustrator and Corel Draw are professional vector graphic design packages. But, these packages are not designed specifically to produce sprites. If you look on the Internet, you can find sprite design packages for only a small cost. One such sprite design package is IcoFX. Another sprite editor is Tile Studio. (All images from YoYo games with permission)

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Screenshot of IcoFX by Roy Kimmins

Do Activity 6.12 Creating animated sprites

Introduction: Computer games usually involve a basic 2D objects and sprites. These objects can be created using these objects. A sprite is a character that can be used as a template to create many other character types. Sprites can be animated in a 2D scene. Most scenes are set up a grid or pixel pattern. The sprites are created to match the pattern.

Materials: Paint, Game Maker or other game 2D sprite creator program.

Lesson:

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1. You job is to create a simple animated sprite of a bee or wasp in paint or Game Maker sprite editor. If the bee is made in paint it must be imported into Game Maker. You can make animated sprites by making a series of images that are all the same size like this: 2. The bee or wasp needs to be original and not copied from the Internet. 3. The sprite must be no less than 3 separate images with a transparent background. See example of a students work below. (if you have difficulty with this try section and animate the student’s sprite). 4. The sprite needs to be 16 x 16 or 32 x 32 pixels. 5. The aspect ratio must be maintained. 6. Remember that the color of the bottom left hand pixel is the one that sets the transparent color. So if the bottom left pixel is a certain shade of yellow, all pixels in the sprite that color will also be transparent. Zoom right in on your sprite so that you can see the bottom left pixel. For this sprite all yellow pixels will become transparent in the game if you tick the transparent box in the sprite settings. 7. Open Game Maker Create a new sprite, name it, and then choose Edit. 8. In the sprite editor, choose File > Create from Strip. Select your image from your file. (or if you are having difficulties use the student example). 9. Sprites usually come as animated gif files, or as strips as you image does. A strip is just a bitmap file that stores all the images next to each other. Adjust the boxes so that they fit around each sprite image completely. 10. Under the animation menu in the sprite editor, you can find options to make your animation better. a. Set length will change the number of frames. By increasing the frames you can make the animation last longer. You should make the length a multiple of the number of frames. b. Stretch will change the length of the animation, but duplicate each frame, so that it plays more slowly. 11. Explore some of the other options on the animation menu to see what they do.

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12. Morph is particularly powerful, where you can make one sprite morph into another over a number of frames. Start with a single image - in the example below I chose the ghost. Then choose Animation > Morph. Choose the number of frames over which the morph will take place. Then select the image that you want to morph into - in this case I chose the bear.

13. If you are still having problems, you can also listen to the video tutorial online on how to make an animated sprite or read the steps. Here are some links that might help also. Just search for “steps on how to create an animated sprite in Game Maker”

http://www.ehow.com/how_6351605_make-sprite-game-maker-7.html http://www.5min.com/Video/GameMaker---How-to-make-animated-sprites-7367 http://www.youtube.com/watch?v=WZVestFyx5k&safety_mode=true&persist_safety_mode=1

14. Create a room and insert the sprite into the scene. The sprite must be able to move right and left with the arrow keys. This is not a game, but an introduction to the basic aspects of a game. (All images from YoYo games with permission) Extension: 1. Add an appropriate sound to match the movement of the bee. You can find this on the internet. 2. Make the sprite to move both directions.

Questions: 1. Why does the size of the sprite have to be so specific? 2. Is there a way to edit the sprite in Game Maker?

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3. Does the resolution of your sprite image make a difference in Game Maker? Why? 4. Why is the cropping command so important when using a sprite sheet? 5. If you are designing a game about aliens in space, what sprite might you need to create? Remember sprites are more than just characters. List your sprites and sketch out the main character.

Objects Objects are the true entities in the game that do things. Characteristics include • Objects in Game Maker are assigned their own names i.e. obj_dog01, and obj_dog02. • They have behavior because they can react to certain events. All things you see in a game (except for the background) are objects. • There might also be certain objects that you don't see but which control certain aspects of the game play i.e. a controller object. • Objects can be visible or invisible. Usually objects are visible in the game, but sometimes objects may be invisible to provide a challenge. Controller objects are usually invisible. • Objects may be solid, such as walls or platforms. Solid objects can have collision events assigned to them. Collisions with solid objects are treated differently from collisions with non-solid objects.

Icon Creation IcoFX will let you create an icon, a graphic symbol based on a sprite or graphic unique to your game. In Game Maker, it is possible to change the game’s icon so when you create an executable version of the game, the graphic you see will be unique to your game. You will need a program that will create a *.ico file extension for this to work. (All images from YoYo games with permission)

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Backgrounds & Foregrounds Backgrounds and foregrounds are usually created using larger images, colors or textures. Backgrounds are behind the other objects in a game, while foregrounds are in front. Backgrounds may be static or animated. Some background images may be designed to loop and give the illusion of continual movement such as a highway or a plane moving across a starry night. Backgrounds may be one large image or produced by tiling a smaller image across the room. Foreground image seldom take up the entire room. Most foreground image are designed to add interest to the game room and to provide a sense of depth such as a fish swimming behind a piece of coral (foreground image) and in front of a cave (background image).

Do Activity 6.13 Creating a game icon

Introduction:. Let’s create a different original icon to show our games instead of the Game Make generic icon. It’s easy and fast.

Materials: Internet, Paint or other 2D image program, and Game Maker.

Lesson: 1. Listen to the video tutorial. 2. Create an icon to match your bee level. You can also find an image on the internet at YoYo games or other free sprite locations if you want to skip the creating step.

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3. Save the bee level as an executable game and use your icon. See student’s icons below for ideas.

4. Open Game Maker and from the resources pull down menu select global game settings. Select the loading tab. 5. Change the icon to your icon by selecting the change icon button and selecting your icon. (All images from YoYo games with permission)

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EVENTS AND ACTIONS

An event is what happens during the game such as pressing the up arrow key or pressing the left mouse button. Events are assigned to an object. Actions are what happen when an event occurs (i.e. when the left arrow key is pressed, the objects moves to the left. Actions can be entered using icons or by using programming scripts. Using scripts allows more advanced movements. There are several action classifications of actions in Game Maker. • Move Actions deal with the movement of objects • Main Actions deals with creating, changing, and destroying instances of objects, with sounds, and with rooms, and also with timing, giving messages to the user, and dealing with the game as a whole. • Control Actions are those actions which control which other actions are performed. Most of these actions ask a question, for example whether a position is empty. When the answer is yes (true) the next action is executed, otherwise it is skipped. • Score Actions keep account of score, lives, and health of the player. • Draw Actions change the way objects are drawn. Normally, all objects are redrawn during each step of the game. Draw actions allow the game developer to control or modify when objects are drawn. Actions Here are some action commands . (All images from YoYo games with permission)

• Reverse • Wrap Screen Move Horizontal • Move to Contact • Move Fixed • Reverse Vertical • Bounce • Move Free • Set Friction • Set Path • Move Towards • Jump to Position • End Path • Speed Horizontal • Jump to Start • Path Position • Speed Vertical • Jump to Random • Path Speed • Set Gravity • Align to Grid

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• Step Towards • End Game • Set Score

• Step Avoiding • Save Game • Test Score • • Load Game • Draw Score Main1 • Replace Sprite • Show Highscore • Create Instance • Replace Sound • Clear Highscore • Create Moving • Replace • Set Lives • Create Random Background • • Test Lives • Change Instance • Control • Draw Lives • Destroy Instance • Check Empty • Draw Life • Destroy at Images Position • Check Collision • Set Health • Change Sprite • Check Object • Test Health • Transform Sprite • Test Instance Count • Draw Health • Color Sprite • Test Chance • Score Caption • Play Sound • • Check Question • Stop Sound Extra • Test Expression • Check Sound • Create Part • Check Mouse System • Previous Room • Check Grid • Destroy Part • Next Room System • Start Block • Restart Room • Clear Part System • End Block • Different Room • Create Particle • Else • Check Previous • Particle Color • Exit Event • Check Next • Particle Life • • Repeat • Particle Speed Main2 • Call Parent Event • Particle Gravity • Set Alarm • Execute Code • Particle • Sleep Secondary • Execute Script • Set Time Line • Create Emitter • Comment • Time Line • Destroy Emitter Position • Set Variable • Burst from • • Display Message Test Variable Emitter • • Show Info Draw Variable • Stream from • • Show Video Emitter Score • • Restart Game Play CD 27

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• Stop CD • Draw Sprite • Gradient Ellipse

• Pause CD • Draw Background • Draw Line

• Resume CD • Draw Text • Draw Arrow

• Check CD • Draw Scaled Text • Set Color

• Check CD Playing • Draw Rectangle • Set Font • Set Cursor • Horizontal • Set Full Screen Gradient • Open Webpage • Take Snapshot • • Vertical Gradient • Create Effect Draw • Draw Ellipse

Events The game engine Game Maker uses an event driven approach for its creation of a game. Whenever you want something to happen in your game the instances of the objects must get events (kind of messages telling that something has happened). The instances can then react to these messages by completing the actions. For every object in your game you must indicate to which events it responds and what actions it must perform when the event occurs. For most events in your game, the object does not have to do anything. For the events where something must be done you can use a very simple drag-and-drop to complete the actions. Here are some event commands from the book Game Maker’s Apprentice.

Create event When you create an instance this event happens. It is used to set the instance in motion and/or to set certain parameters for the instance. Destroy event This event happens when you destroy your instance. It actually happens just before it is destroyed, so the instance is gone when the event occurs. This is not a common event not used but you can for example use it to change the score or to create some other object. Alarm events You can place an alarm clock in your game that will count down to zero and at that moment the event will occur.

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Step events The step event happens in every step of the game. Here you can put actions that need to be executed continuously. For example, if one object should follow another, here you can adapt the direction of motion towards the object we are following. Collision events When two instances collide a collision event appears. Instances can collide with a solid object or a non-solid object. Keyboard events When the game player presses a key, a keyboard event happens for all instances of all objects. Mouse events A mouse event happens for an instance whenever the mouse cursor moves inside the sprite representing the instance. Drawing event This event can be used to draw different sprites that do the same event. Key press events This event like the keyboard event but occurs only once when the key is pressed, rather than continuously. Key release events This event like the keyboard event but occurs only once when the key is released, rather than continuously. Other events There are other events that can be useful in some games. • Outside • Boundary • Game start • Game end • Room start • Room end • No more lives • No more health

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• End of animation • End of path Order of events It is important to understand the order in which Game Maker processes events. • Begin step events • Alarm events • Keyboard, Key press, and Key release events • Mouse events • Normal step events • (now all instances are set to their new positions) • Collision events • End step events • Drawing events

SOUNDS AND MUSIC

Normal sounds are used for sound effects. In general wave files are used for this. Many of them can play at the same moment (even multiple instances of the same normal sound). You can apply all sorts of effects to them. Background music typically consists of midi files but sometimes also wave files are used. Usually only one background music can play at any moment.

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Do Activity 6.14 Creating game events, actions, sounds, and levels

Introduction:. 2D games contain many components. In this lesson you are going to practice some of these components my creating a simple game.

Materials: Internet, video tutorials, and Game Maker.

Lesson: 1. Follow the tutorials to create the maze game. 2. You can select between the long and short version. 3. The tutorial will teach you many aspects of Game maker. 4. Create an executable game with an icon when you complete the tutorials. Extension: 1. Redo any of the levels with your bee sprite.

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OBJECTIVE: V106.03 Execute 2D games that represent different genres

Introduction: Ever wondered about all the different types of game you could play. The different types of games are called genres.

Lesson 2: 2D GAME GENRES

Video game genres are used to categorize video games based on their game play interaction rather than visual or narrative differences. A video game genre is defined by a set of game play challenges. Game genres are classified independent of their setting or game-world content, unlike other works of fiction such as films or books. For example, an action game is still an action game, regardless of whether it takes place in a fantasy world or outer space. Within game studies there is a lack of consensus in reaching accepted formal definitions for game genres, some being more observed than others. Like any typical taxonomy, a video game genre requires certain constants. Most video games feature obstacles to overcome, so video game genres can be defined where obstacles are completed in substantially similar ways.

Platform games Platform games are characterized by jumping to and from suspended platforms or over obstacles. It is sometimes possible to control these jumps and to fall from platforms or miss jumps. The most common unifying element to these games is a jump button; other jump mechanics include swinging from extendable arms, or bouncing from springboards. There are several sub-genres of platform games. (Image with permission of Game Maker and YoYo games)

• Hop and bop platformers. The defining trait of a hop and bop is that enemies are defeated primarily by jumping on their heads.

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• Puzzle platformers are characterized by their use of a platform game structure to drive a game whose challenge is derived primarily from puzzles. • Run and gun platformers (platform shooters). Side-scrolling run and gun games are an attempt to marry platform games with shoot 'em up games. These games are characterized by a minimal focus on precise platform jumping and a major emphasis on multi-directional shooting. • Isometric platformers present a three dimensional environment using two dimensional graphics in isometric projection. (Image with permission of Game Maker and YoYo games)

Fighting games Fighting games usually have a player controls an on-screen character who engages in close combat with an opponent. These characters tend to be of equal power and fight matches consisting of several rounds, which take place in an arena. Players must master techniques such as blocking, counter-attacking, and chaining together sequences of attacks known as "combos".

(Images from Ignition Game Academy with permission from Kenneth Maffei and Applied IDEAS, Inc.)

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Scrolling Game (side) Side-Scrolling Game is games in which the game play action is viewed from a side-view camera angle, and the onscreen characters generally move from the left side of the screen to the right. These games make use of scrolling computer display technology. The most popular use of the side-scrolling format is in the platform game genre. Platform games are action games that feature jumping, climbing, and running characters who must be guided through many diverse levels. Games such as Super Mario Bros. and Sonic the Hedgehog are among the most famous side-scrollers of this type. Scrolling games can also be from other angles. (Image with permission of Game Maker and YoYo games)

Role Playing Games (RPG) Role Playing Games (RPG) = A genre in which each player controls an avatar (character representing the player) that interacts with other players, completes tasks to gain experience and acquires items.

Beat 'em up Beat 'em up (also known as brawler) feature melee (brawl) combat between the protagonist and large numbers of antagonists. These games typically take place in urban settings and feature crime-fighting and revenge based plots, though some games may employ historical or fantasy themes. Traditional beat 'em ups take place in scrolling, two-dimensional (2D) levels.

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Puzzle Games Puzzle Games have players trying to solve logic puzzles or navigate complex locations such as mazes. This genre frequently crosses over with adventure and educational games.

Sports Games Sports Games emulate the playing of traditional physical sports. Some emphasize actually playing the sport, while others emphasize the strategy behind the sport. This genre emerged early in the history of video games (e.g., Pong) and remains popular.

Educational (Serious) Games Educational (Serious) Games attempt to teach the user by using the game as a vehicle. Most educational games target young users from the ages of about three years to mid-teens.

Traditional Games Traditional Games attempt to emulate a traditional game in electronic format. Examples would include electronic solitaire, poker, Monopoly, chess, and checkers to name a few.

Alignment Games Alignment Games sometimes may be considered part of the puzzle genre. Players attempt to align up objects and/or arrange objects into specific patterns. Sometimes players have to locate objects that are in a particular pattern.

Hidden Object Games Hidden Object Games have the player try to locate specific items located in a room. The rooms are always filled with many distracting objects. In most cases, players are working against a clock.

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Students will create an assortment of 4-8 2D games that provide examples of the following techniques, events, actions, and genres. See activities folder. Other resources include • 2D Maze or Game • 2D Platform Game • 2D Side-Shooter Game • 2D Adventure Game • 2D Strategy Game • 2D Multi-player Game See activities folder. Other resources include: http://www.yoyogames.com/ The Game Maker’s Apprentice Jacob Habgood and Mark Overmars Make amazing Games in Minutes Jason Darby

Do Activity 6.21 Creating game genres

Introduction:. 2D games fall into many genres. Let’s create a few of the basic genres in Game Maker.

Materials: Internet, video tutorials, and Game Maker.

Lesson: 5. Follow the tutorials to create different game genres. 6. You can also find the latest tutorials on YoYo games. http://www.yoyogames.com/make/tutorials 7. Open the folder to find the tutorials and the resources needed for each game. These all are from YoYo games with permission. 8. Create a Scrolling shooter game. 9. Create a second maze game.

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10. Create a platform game. 11. Create a multi level game. 12. Create a 1st person shooter game. Extension: 2. Try a 3D game 3. Redo any of the games with original sprites.

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OBJECTIVE: V106.04 Illustrate 2D game levels

Introduction: Games usually consists of different levels. Each level much connect to the entire game so that the flow is from one level to another. Let’s look at some theory for level creation.

CREATING LEVELS

Level Creation Designing a game level (room) can be a long process is you are creating all of the graphics and sounds from scratch. But good level design is important because a level that looks good will attract players. A level that is too easy or too hard will not be successful. The goal is to design a good-looking, challenging, fun, bug-fee, interactive environment. Your level should have all parts of the level in balance. When designing your level, it is the designer’s responsibility to make sure that the level is built well, plays well, and doesn’t slow a player down. Some of the game level design concepts to consider are as follows. • Ergonomics is the act of identifying the possible areas of frustration in the level and correcting them to maintain a high level of comfort for the player. • Flow is what keeps the game moving. Be sure that fun doesn’t become tedious. • Rhythm controls the player’s frustration and keeps players from feeling disconnected causing the player to not want to play the game again. • Difficulty. Let the player win at some point in the game. Every game level has a difficulty curve. A steady, linear progression of similar events is not usually fun. A game level that simply gets harder the more you play is not delivering on what makes games so different from other forms of entertainment. It’s not just about a game being difficult, but offering a challenge. • Wow Factor is something that makes the player remember and talk about your game. The wow factor could be the graphics or unexpected obstacles. • Hooks. A hook is some unique or must-have feature that will attract players simply because they haven’t experienced them before. Hooks influence if players will purchase your game.

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Level design Level design is necessary for two primary purposes, providing the player with a goal and providing the player with an enjoyable play experience. Good level design strives to produce quality game play, provide an immersive experience, and sometimes to advance a storyline or theme. Skilled use of textures and sounds is necessary to produce immersive player experience. 2D game levels are not usually as complex as 3D game levels, but good level design, detailed graphics, placement of assets, and increasing player challenges as the game progresses are standards to strive for.

The game designer needs to consider the location of health bars, score tables, maps and size of the assets that are going to be included. In 2D games, additional levels at the beginning of the game may provide play instructions, titles and developer credits, and play difficulty selection options. At the end of the game, additional levels may show high score tables or game developer credits.

Game level design may include the following: • Laying out the large-scale features of the level, such as hills, cities, rooms, tunnels for players and enemies. • Specifying certain regions where certain game play activities or behaviors occur, such as resource harvesting, base building, water travelling. • Specifying moving parts of a level, such as doors, keys and buttons with associated mechanisms, teleporters, hidden passageways. • Specifying locations of various entities, such as player units, enemies, monster spawn points, ladders, coins, resource nodes, weapons, save points. • Specifying the start and exit locations for one or more players; • Adding aesthetic details such as level-specific graphic textures, sounds, animation, lighting and music • Size and location of assets • Radar or maps • Health bars • Lives • Resources

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• Loader pages • What type of controllers or keyboards will be used by the player • Game instructions and introductions • Timers • Game Credits • Congratulation pages • Sounds (background music and sound effects) • Non-visible game controllers

Flow Levels are generally constructed with flow control in mind that is directing the player towards the goal of the level and preventing confusion and idling. This can be accomplished by various means. Often the level layouts features power-ups and items aligned in path and combinations that collecting them inevitably progresses the game and advances the story-line. This is one of the basic player direction techniques and is most often seen in platform games. Lighting and illumination, as well as distinctly colored objects are often used to unambiguously steer the player towards the correct path. Similarly, clearly marked choke-points can be introduced. Another method is strategic placement of obstacles and aesthetic environment props, which direct the player's attention to "clear" paths instead. This is often used in closed, "stuffed" environments. Levels may be designed to force the players to explore the map and advance. Most RTS maps give each player a starting base, but will have resource distribution and terrain features designed to draw players out of their base and engage each other. Team play maps can provide noticeable advantages to one team over another, when designed poorly.

Hidden assets Level designers sometimes create hidden rooms and areas that are difficult to reach or notice. These usually give some additional rewards, such as ammo or powerups. Sometimes, these hidden areas serve as Easter eggs, containing messages such as the level designers' names or pictures, or political or humorous messages. Sometimes, a whole level may be a designed to be a secret level.

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Levels in Game Maker In Game Maker the place where the game takes place is the room. You can also think of the room as a game level. All games need at least one room or level. Most games have many rooms. Sometimes a game may have a beginning level where the instructions are provided and a final room when game conclusion information is provided. In Game Maker, the game progresses from the top level room towards the bottom. Each room may have its own properties, backgrounds, and sounds. Each room provides a different game experience. Most games provide for increased challenges, and conflict as the player progressed from beginning rooms thru the more difficult rooms.

GAD 1 Unit 7 Game Art and Design Curriculum

GAD 1 Unit 7 Unit 7: Game production

Student work

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Section G: Game production

COMPETENCY: V107 Create 2D games

OBJECTIVE: V107.01 Summarize the basic development process of 2D game design

Introduction: There are three major components in designing a professional video game. The components are pre-production, development, and post-production. During pre-production, developers plan out all the ideas and story elements they will need to produce a game. Designers create a massive blueprint to follow as they progress through the creation of the game. This is called the game and tech doc. Lesson 1: PRE-PRODUCTION Game document This massive blueprint called the game design document (GDD) shows a working title, the genre, the storyline, and all of the unique features that will set the game apart from other titles. Every detail necessary to build the game must be addressed in the document. If it’s not in the document, then it probably won’t be in the game. Listed below are some basic concepts that should be covered in the game doc • Game Concept. This is where you come up with the basic background, backstory and developing story that occur during your game. This gives the initial motivation for the game and gets the creative process started. • Feature Set. This section states what is special about your game. What stands out about it, and, in general, what does your game offer that is different from other games? • Genre. Where does you game fit into the classic game genres? Role Playing Game? Educational Game? First Person Shooter? Remember that you do not need to stick to a single genre, but by categorizing where your game fits will help to better define your target audience. • Target Audience. This is more than a just game rating. You need to decide who your video game is directed towards. If you are aiming for children, teenagers, adults, or the

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general audience. That will determine many aspects of your game such as difficulty, complexity, and visual style; since each audience has its own preference. • Game Flow. How does the game player move through your game? Basically, how does the player get from place to place, level to level, and from the start to the goal? • Basic look/feel. The visual style and basic setup of your game. How you want it to look and play out. • Project Scope. How detailed do you want your game to be? How many environments, levels, characters, and items are necessary in your game?

The GDD is a reference document. Team members will continually refer back to the document. This ensures that all members are on the same page in the design process. The document must be a living document. It changes as the design process continues. Here is a basic outline sample for a game document from http://www.e-games.tech.purdue.edu/DesignDoc.asp . There are many other examples on the internet.

Game Concept & Design Document Template

I) Instructional Design • Audience Analysis: An analysis of the learner's current skills and how those skills map to the instructional content • Entry Behaviors: Identification of the learning objectives the player must have mastered prior to playing the game in order to be successful. Any skills or knowledge identified as an entry behavior will not be covered in the game. It is a pre-requisite for the game. • Instructional Goals: Broad educational goals for the game. • Instructional Objectives: Performance objectives for the game. It is very critical that instructional objectives are granular enough to allow for the diagnosing of instructional problems. At minimum objectives should address (1) behavior to be measured, (2) conditions under which the behavior will be measured, and (3) a minimum level of achievement needed to master the objectives. • Assessment Items: Assessment items for each of the learning objectives should be created. It is important that each assessment item only tests a single instructional

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objective. In the case of an educational game the assessment items are often constructed as in-game activities that map to specific learning objectives. • Presentation Strategy: With the audience analysis, learning objectives, and in-game learning assessments prepared, we can then concentrate on how to present the necessary instructional materials to the learner in a manner that will prepare them to successfully complete the assessments. In the case of most educational games, the presentation strategy will drive many of the game play decisions about the game. The game- mechanics and game narrative will reflect the presentation strategy. II) Game Design • Game Concept:

o Game Description: This is a very broad description of the game. o Genre: What kind of game is it? o Platform: Will this run on a PC, console, PDA, phone, etc.?

• Game Mechanics:

o Core Game play: What actions will be available to the player consistently and how will those actions influence the world?

o Mode of play: How many different modes of play will be available in the game?

o Game Flow: How will the game be organized? Is the game broken into levels? What triggers the end of a level? How will in-game assessments be integrated into the flow of the game?

o Types of Characters: How many different types of characters are there? How do they behave differently in the game?

o Game play Elements: What environmental elements exist in the game that adds to the game play? Will there be items that act as a power-up? Etc. Are there different types of weapons? • User Interface Functionality: What are the user interface items and what functionality is needed for each of the items? This includes screens and menus. • Narrative: The back-story for the game and characters

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III) Art • User Interface: What do the screen elements and menus actually look like? This should include the color scheme, resolution, fonts, etc. • Game play Elements: What do the game elements look like? This includes sketches of the characters and the setting for the game. Student work • Sound and Music: Identifies any needed music and sound effects IV) Programming • Special Technical Requirements: Details any technical requirements that are beyond the norm for a game. If the game will rely heavily on networking or use a special type of rendering technique, it should be noted here. • Game Engine: Will a particular game engine be used? • Rendering: How will rendering and light be handled? • Artificial Intelligence: How will AI be handled? • Physics: How will physics be handled? • Game play code: How will game play specific code be handled? • Instructional data tracking and analysis: Are there any data tracking requirements for the instructional aspects of the game? How will that be done? Do we need to interface the game to a database? Do we need to send performance data via the network in real-time or can we batch it after the game play session? V) Instructional Data Analysis • Data analysis model: How will the data generated during the game play session be analyzed? VI) Logistics • Human Resources: How many people will contribute to the game and in what capacity? • Schedule: How much time has been allotted to each task?

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Technical document

Sometime game designers also use a technical document that outline all the technology used in the game along with specific coding needed to perform features in the game.

Do Activity 7.11 Developing an Original Game Idea

Introduction: In the next sections you will be required to create an original 2D game. You will need to come up with an idea for your game. Materials: Word, Internet, and Information from earlier objectives Lesson: The original game idea Students should research and come up with an original idea for their own 2D game. Students should then create a basic GDD (Gme Design Document) about their idea. At this point all of the sections may not be complete. Below are some of the GDD topics you should be able to complete at the beginning of your project: Game Design Document • Game Concept o Background information or backstory o How is your game going to be different from other 2D games? • Game Genre o Maze game, platform game, shooter game o Educational focus (if any) • Target Audience o Age o Difficulty of play • Project Scope o Number of levels o Number and type of assets and characters (sprites) • Game Mechanics o Game organization o Mode of play • Art and Sounds o Color scheme

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o Backgrounds o Fonts o Sounds & Music (wav, mp3)

DEVELOPMENT

Development is the most time consuming part of the game design process. In large game design companies, the various components of game development may be subdivided and assigned to special teams. Development involves making all the aspects used in the game. • Design includes the game’s basic look, content and rules. • Programming involves writing code for the game. • Level creation • Art production includes all the assets used in the game including characters, backgrounds, and start up screens to name a few. • Audio production. Background music and sound effects must be composed or located. Large game companies employ sound technicians and create original music scores. Individual game designers usually locate royalty free sounds where copyright permissions are not required. Development also means that all of the various events and actions that are going to occur in the game must be thought out and planned. • Testing

o First playable is a basic prototype of the game. o Alpha stage is when the game functions, and assets are partially finished. o Code freeze Code freeze is the stage when new code is no longer added to the game and only bugs are being corrected

o Beta stage is when all assets and feature are complete and have very little bugs. o Release candidate is the stage when the game is ready to ship.

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Student work

POST-PRODUCTION

Post-production is a time for testing, rigorously playing the game and to find all of the bugs and quirks that are wrong with it visually and technically. If a bug is found, the company or the designer will fix the error. Once you are satisfied with the game, you will begin marketing the game. A marketing team takes over and is responsible for creating commercials and coming up with clever ideas to market the game. Maintenance This is the time period after the game ships where the developer might need to fix any major problems not discovered in testing. The games can be corrected through downloadable patches. Sometimes patches may include special features.

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OBJECTIVE: V107.02 Produce original 2D backgrounds and sprites

CREATING GAME ASSETS

Introduction: Future game designers such as you need to practice creating sprites and background used in 2D games. This section will allow you to take all of the knowledge learned in Objective 106 and apply it to the creation process.

Do Activity 7.12 Creating Original 2D Sprites for Your Game

Introduction: Now it’s time to put all you have learned into practice. You will create sprite assets for your 2D game. Some sprite graphics must be original, theme-based, and created by the student. Pay attention to your choice of color scheme to be sure all colors adhere to your overall GDD. (Note: Creating original sprites can be a time and labor intensive process. The instructor should use their judgment about the requirements of the number of original sprites required.)

What you will need: • Game Maker • Information from earlier objectives • 2D software such as Corel Draw, Illustrator, or paint. • Sprite and Icon Maker such as IcoFX (free optional software) http://icofx.ro/

Procedure - Creating the sprites: Use the idea you came up with for your game in the previous section 1. Sketch out the sprites necessary for the game 2. Create the sprires from the sketches for your game. Make sure you use the information you learned thus far in this course.

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a. Create the strips necessary for animated sprites. The number of frames in your strip will affect the speed of the animation. The fewer the number of frames, the faster the animation. 3. In Game Maker, you can change the graphic (icon) that appears when you create an executable version of the final game. You could use one of your game characters to serve as your icon. The icon must be in the *.ico format.

Student work

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Do Activity 7.13

Create Original Background for Your Game

Introduction: In 2D video games, the background sets the mood of the game and servers as the backdrop for the level. The size of the background must work with the size of the room or level. Some backgrounds graphics must be original, theme-based, and created by the student. (Note: Creating original backgrounds can be a time and labor intensive process. The instructor should use their judgment about the requirements of the number of original backgrounds.) What you will need: • Game Maker • Information from earlier objectives • 2D software such as Corel Draw, Illustrator, or paint. • Scanner (Hand drawn backgrounds may be scanned.)

Lesson - Creating the game background: Use the idea you came up with for your game in the previous section 1. Sketch out the basic rooms or levels needed for the game 2. Storyboard each level of the game 4. Create the backgrounds from the sketches for your game. Make sure you use the information you learned thus far in this course. You might want to use a 3D program and export as a jpeg. a. Create enough background for a scrolling background.

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Sounds

Sounds play a very important role in video games, but most students lack the knowledge to create original sounds. Many classrooms lack sound recording equipment. There are many royalty free sounds and sound effects available online. Teachers should use their judgment about requiring original sounds and sound effects. Make sure the sounds your students select are in the correct format for your 2D game engine. Game Maker 8 accepts wav, MP3, and MIDI sound files. Audacity is a free sound program for recording and editing sound effects. With a reasonable sound card and a microphone, your students should be able to experiment with creating original sound effects. When you run Game Maker 8 in advanced mode, you will have many additional sound options.

http://audacity.sourceforge.net/ http://www.stonewashed.net/sfx.html http://www.pacdv.com/sounds/ http://www.soundsnap.com/

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OBJECTIVE: V107.03 Produce an original 2D game using existing game theory and design

Do Activity 7.14

Original 2D game

Introduction: Now it’s time to put all you have learned into practice. You will create a playable 2D game.

What you will need: • Game Maker • Information from earlier activities (sprites, backgrounds, and sounds)

Procedure - Creating the game: Each student will produce an original 2D video game using a 2D game engine such as Game Maker. Sound effects may come from royalty free sources but should adhere to the game’s theme. This culminating activity should allow the game designer to demonstrate their skill, creativity and their ability to think outside the box. Pre-production • Step 1: Decide on a theme for your game. The theme will be the driving force behind everything else in your game such as the characters, backgrounds, assets, and sounds.(You may have completed this in earlier activities) • Step 2: Create an original name for your game that adheres to the game’s theme. • Step 3: Before you create sprites or any backgrounds, produce a working game with sprites that are basic shapes (circles, squares, diamonds, stars, etc.). Backgrounds may be only solid colors. The purpose of this design step is to beta test your ideas and see if your game is fun to play.

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Image by Roy Kimmins

• Step 4: Once you are satisfied that your game is functional and you have worked out all of the problems, and then replace your generic sprites and backgrounds with final stage graphics. If you did a good job is step 3, you shouldn’t have to do anything but replace the graphics and make minor adjustments in scale, transparency, origins and color.

• Step 5: Before you begin designing your game, read through the grading standards of the game design rubric. Make sure you include everything that will affect your final grade. Refer back frequently to the rubric so as not to omit anything.

Things to keep in mind: • Be imaginative • Expand your knowledge • Play many different 2D video games to get ideas. • Keep your game simple and fun. • Try several different ideas before committing to a final plan. • A final game that is simple and works is better than a complex idea that never gets off the ground. Work within your abilities, time, and talent.

Production: The game should contain the following: • An opening level (room) with the name of the game. • A level(s) containing instructions on how to play the game. The player should be able to return to this instructional level from anywhere in the game and then return to the playing level.

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• The game should have 3 different playing levels. • Each level should demonstrate a different game genre (maze game, platform game, race game, etc.) to showcase the designer’s range of abilities. • The student should demonstrate their knowledge and skill at creating and using animated sprites, scrolling backgrounds, layers, and depth of assets. • The game should offer dangers, obstacles, rewards, incentives, hidden treasure, or surprises throughout the game. • The game should contain sound files. • The game should demonstrate the designer’s ability to create lives, health, and score information within the game. • At the end of the game, there should be a congratulatory page for winners and a “you lose” page for losers. Also, a high score table should be present. • The student needs to be able to open the game within the game engine to demonstrate to the instructor how the game was created. • The game should be saved as an “executable” file that does not allow the player to view the structure of the game. The executable should have an original, theme related icon or graphic to launch from. A program such as IcoFX can be used to produce original icons and sprites. Post-Production: • Play the levels and test to make sure everything works the way you intended. • Make corrections as needed.

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References: Introductory: The Game Maker’s Apprentice (2006) ISBN-13 (paperback): 978-1-59059-615-9 ISBM-13 (electronic): 978-1-4302-0159-5

Advanced: The Game Maker’s Companion (2010) ISBN-13 (paperback): 978-1-4302-2826-4 ISBN-13 (electronic): 978-1-4302-2827-1

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OBJECTIVE: V107.04 Critique 2D games

Introduction: After creating your original 2D games, students should play each other’s games to look for play or coding problems. Students can also critique the other games.

Do Activity 7.15

Critique of Student 2D Games

Introduction: Students should have an opportunity to evaluate the games created by their peers using a predetermined rubric.

Materials: Student Games Grading Rubric

Lesson: 1. The completed student games should be published in an executable format. 2. The games should be distributed to the student evaluators in an anonymous fashion. There shouldn’t be any student names or identifiers on the game. You could try having one class evaluate other classes’ games. 3. Copies of the rubric should be made available.

2D Game rubric

Excellent Very Good Average Below Average Game Concept: Game Concept: Game Concept: Game Concept: • The game has a • Game has an • The game has a • The game lacks a well-developed, original theme, but theme, but may lack theme; it is very creative & original may be similar to originality or poorly developed, or theme that adds to existing games. development taken directly from game play. • The theme is used • The backgrounds another game. • There is continuity in most levels adhere to the theme • All levels do not of theme throughout • Some backgrounds to a limited extent adhere to a theme all 3 levels adhere to the theme • The backgrounds • All backgrounds do • All backgrounds or the backgrounds adhere to a theme, not adhere to the adhere to the theme mostly adhere to the but may not be as theme and are original. theme original as they • All sprites do not • All sprites adhere to • Most sprites adhere could be. adhere to the theme the theme and are to the theme and are • Some sprites adhere • All sounds adhere to 18

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original. mostly original. to the theme the theme • All sound effects • Most sounds adhere • Some sounds adhere 0 – 9 Points adhere to the theme to the theme to the theme • Additional rooms 13-16 points 8-12 points are used for introduction, rules, and game exit. 17-20 points

Game Organization: Game Organization: Game Organization: Game Organization: • Game is well • The game shows • The game shows • The game lacks organized and clear organization some organization organization or it is thoughtfully • There is flow • There may be some very limited arranged throughout the problems with flow • There are numerous • The organization levels; some higher between some problems adds to game play. levels may not be levels navigating between • There is ease of more difficult. • The game has some the levels. flow throughout • There is a set of instructions, but • Instructions are the levels and instructions that may be poorly lacking, incorrect, higher levels have can be read when written and not or ineffective. increasing the game begins available to players • Health bars, score difficulty. • Some keystrokes throughout the boards, point • A well written and are defined to game meters, and high graphically direct the player • Health bars, score scorer screens are interesting set of • Health bars, score boards, point missing, do not instructions is boards, point meters, and high work, work present and the meters, and high scorer screens are incorrectly, or are player can revisit scorer screens are limited or lack linked incorrectly the instructions at all present but may effectiveness. 0 – 9 Points anytime . lack the 8-12 points • Numerous effectiveness for a keystrokes are higher score. defined to direct 13-16 points the player (i.e. hot key to reopen rules) • Health bars, score boards, point meters, and high scorer screens are all present, highly effective, and easy to understand. 13-16 points

Game Graphics, Game Graphics, Game Graphics, Game Graphics, Sprites & Objects: Sprites & Objects: Sprites & Objects: Sprites & Objects: • All sprites/objects • All sprites/objects • Almost all • The sprites/objects and backgrounds are and backgrounds sprites/objects are and backgrounds

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original. are original, but original. Some are not original • All sprites/objects may not adhere to a may be based or • The sprites do not and backgrounds common theme. modified from adhere to the adhere to the • There are some “found” graphics. theme, or the theme. animated • Some sprites/objects sprites & theme are • There are numerous sprites/objects. adhere to the not original ideas. animated • Player sprites/objects theme • Animated sprites sprites/objects. demonstrate • There are some are limited, • Player direction of animated sprites ineffective, or show sprites/objects movement but the animations no purpose in the demonstrate • Sprites/objects have less complicated or game. advanced direction show some effective. • The sprites/objects of movement characteristics such • The same lack advanced • Sprites/objects have as gravity, or background is used characteristics such advanced movement of throughout the as gravity or characteristics such bullets directionally levels or the directional as gravity, or 13-16 points backgrounds are movement. rotation by very simple like a 0 – 9 Points keystroke single color or 17-20 points texture. • Most sprites/objects lack characteristics such as gravity or directional movement; or there are some problems with the characteristics. 8-12 points Game Playability, Game Playability, Game Playability, Game Playability, Fun, and Convexity: Fun, and Convexity: Fun, and Convexity: Fun, and Convexity: • All players, • Most players, • Some players, • Limited players, objects, levels, and objects, levels, and objects, levels, and objects, levels, and backgrounds backgrounds backgrounds backgrounds contribute to the contribute to the contribute to the contribute to the playability and fun playability and fun playability and fun lack of playability factor of the game. factor of the game. factor of the game. and fun factor of • Advanced actions • Actions increase • Some actions the game. increase the the effectiveness of increase the • Few actions effectiveness of the the game. effectiveness of the increase the game. • The game shows game, but they are effectiveness of the • Surprises are convexity as it limited or could be game, or they are present and moves throughout more effective. very limited or effective. the levels. • The game shows could be more • The game shows • The game makes some convexity, effective. advanced and the player want to but it lacks • The game lacks increasing return to the game. universality within evidence of convexity as it 13-16 points the game convexity. moves throughout • The game only • The game design the levels. demonstrates a has not been

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• There is a feel of limited designed to dialogue and effectiveness in encourage the advanced character getting the player to player to return to development that want to return to the game. add to the fun the game. 0-9 points factor. 10- 12 points • The game makes the player want to return, and a randomness of play makes the game new every time 17-20 points Game overview: Game overview: Game overview: Game overview: • I really love this • The game is fun. • The game is • The game is not fun fun game! • The game has clear somewhat fun. or doesn’t work at • The game is rules and • The game has rules all! understandable procedures. and procedures. • Rules and with clear rules • Some of my senses • There are many procedures are and procedures. are excited by this challenges in this missing, unclear, or • My sense of game. game. poorly written. touch, vision, and • There are challenges • The game graphics • Very few (if any) of hearing are all and most of them are good, but may my senses are excited increase as the game not always be excited by this • There are many advances. original. game. challenges and • The game graphics • There are sound • The game graphics they increase as are very good and effects in this game. are below average the game add to game play. • The game looks a or mostly taken advances. • Sounds are lot like others I from other sources. • The game appropriate in this have seen – it is • There are only a graphics are game. somewhat original. few sounds in this fantastic and make • This game is mostly • There are game game, or they are the game fun original in theme controllers, but they not in good • Sounds are a real and graphics. could be more locations. plus in this game. • Most game intuitive. • The game is based • This game is very controllers are 9-12 points on pre-existing original and intuitive. games, lacks shows lots of 13-16 points originality, or does creativity! not show creativity. • All game • Some game controllers are controllers could intuitive and work have been planned as planned. better or many do 17-20 points not function. 0-9 points

GAD 1 Unit 1 Game Art and Design I Curriculum 2011

GAD 1 Unit 1 Unit I: History and ethics of game design

Reproduced with permission from http://www.aerobiologicalengineering.com/

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COMPETENCY: V101. Understand basic history of game design

OBJECTIVE: V101.01 Recall the general history and development of gaming, non-electronic and electronic.

Introduction: The history of game development can be broken down into two categories: 1. traditional board or card games (non-electric), and 2. electric games. Lesson 1: NON-ELECTRIC GAMES

The history of “non- electronic” games can be broken down into two main areas: 1. the history of board games, and 2. the history of card games. History of Board Games • One of the earliest board games is The Royal Game of Ur found in ancient royal tombs in Iraq dating back to 2500 BC. The ancient city of Ur was the largest city in the fertile area known as Mesopotamia, where Abraham was housed. The game consists of three rows of eight squares with two squares

left out. The game is played with pyramidal dice, Photo by Phyllis Jones each one having a shaved corner to make it stand out (marked). The player would throw three dice and there could be four outcomes: one marked, two marked, three marked, or no marks. The marks represent the number of squares the player moves. Four marks also give the player another roll. There are fourteen playing pieces, seven for each player. The object of the game is to get all of your pieces off the board first. Rules found that were written in cuneiform that date back to 200 BC. • The Mancala family of games involves holes or cups where pieces rest. The object of these games is to capture the most pieces before the end of the game. The basic version of the game involves only two players. Mancala does not involve chance, but

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mathematical skill. The players are encouraged to quickly scoop and play pieces without spending too much time calculating the best move. It is difficult to determine the age of the origin of Mancala because the materials used to make the game pieces disintegrate. The name Mancala comes from the Arabic word "naqala" meaning, "to move" and this Reproduced with permission from http://www.aerobiologicalengineering.co may lead you to think the game is of Arabic origin. But, ancient copies of the game have been found in Egypt within the Cheops pyramid. The earliest versions of the game are all lost. • The ancient Chinese game of Go (Wei-qi "surrounding pieces" in China and I-go in Japan) was created, according to tradition, to increase the mental capacity of the ruler's sons. The game could also have been used as a divination tool with astrological references. It is believed the game dates back over 3,000 years, making it one of the most ancient board games. The game is played on a board with nineteen Image by Tony Meadows vertical lines and nineteen horizontal lines. Stones are placed on the intersection of lines. Each player has either black stones or white stones. The idea is to surround your opponent's pieces and capture them. It is the open areas that add to your score. • Mah Jongg is another ancient Chinese board game dating back over 4,000 years. The game may have been played on paperboards that would not have survived. Throughout most of history, Chinese aristocracy only played Mah Jongg and the rules were kept secret until the last century. The game of Mah Jongg is similar to "Rummy" and is a game for four players.

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• The ancient Roman board game Tabula meaning "table or board". Tabula dates back to around 200 BC. Our modern game of backgammon is a form of Tabula. Tabula was popular with Roman soldiers and traveled with them on their conquests. We know Tabula reached Arabia, Iceland, Spain, England, and France. Over the centuries, many variations of Tabula have evolved. Generally, the game is classified as a race game because the object of the game is to move around the board and be the first to remove all of your pieces off the board. The different versions of the game differ in the direction each player moves, the number of dice, doubling cube, as well as some modifications of the board. All of the games have elements of luck and skill. The Roman relief shown depicts two Romans playing Tabula on a board across their knees. The organized arrangement of the chips or counters in rows indicates that this game is Tabula, as opposed to Duodecim Scriptorum, in which the chips would have been stacked. Below are game pieces and dice. Images reproduced with permission from http://www.aerobiologicalengineering.com/

Sources: Http;//www.aerobiologicalengineering.com/.../Roman/.../tabula.html http://www.personal.psu.edu/wxk116/roma/tabula.html http://www.astralcastle.com/games/index.htm)

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Do Activity1.11

Ancient Board Games: Information Gathering Instructions

Introduction: Ever wondered what games children plays long before even electricity. Let’s take a look at some popular ancient games.

Materials: Internet, printer Lesson: 1. Use the Internet to research one of the following games (get your teacher’s approval): • Mancala • Tabula • Go • Mah Jongg • The Royal Game of Ur 2. Find the following information about your game: • Where did the game originate & possible date of origination? • How do we know the game existed? • What did the game pieces (board) look like? • How many players were required? • Do actual rules of game play exist? • How do you play the game? • How long does it take to play a game? • Are there other names for the same game? • Is the game related to other ancient games? • Photos or drawings of game board, pieces, historical documents 3. Place your information in PowerPoint or on a flyer. 4. Present your information to the class.

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Do Activity1.12 Tabula Modification

Introduction: Ever wondered what games children plays long before even electricity. Let’s take a look at a popular ancient game Tabula and see it we can imagine what the rules might be like.

Materials: Internet, Tabula board (below), 2 different colors of stones

Lesson:

1. Research the game of Tabula on the Internet. 2. You and your partner goal are to create some basic rules using a Tabula board and rocks given to you by your teacher, much like the ancient Romans used. 3. Brainstorm and come up with original rules 4. Write the rules in a word document. 5. Practice playing your game to make sure the rules work. 6. Edit the rules as needed. Print. 7. Switch rules with other members of the class. 8. Play other teams games and offer suggestions on the game.

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History of Card games The earliest history of cards is believed to have originated in Central Asia. In the 10th century, the Chinese used paper like dominoes, shuffling and dealing them in new games. The oldest actual playing cards date back to the 14th century. • The first European playing cards date from 1370 and come from Spain, Italy, Germany, and Switzerland. No cards from this time period survive. The earliest surviving cards come from around the 15th century. In those days, cards were hand-painted and only afforded by the wealthy. With the invention of woodcuts in the 14th century, Europeans began mass-producing cards. By 1500, three main suit systems had evolved, Latin (Spain, Italy, and Portuguese), Germanic (Germany and Switzerland), and French. There three suit systems became the basis of standard national patterns.

The Ambras Court Hunting Pack (1445) The Painted Stuttgart Pack (1430) With permission from With permission from http://www.wopc.co.uk/ http://www.wopc.co.uk/

• The French help design the four-suit system used today. These suits of spades, clubs, diamonds and hearts, and the use of simple shapes and flat colors helped facilitate manufacture. It was the French who were instrumental in bringing the pleasures of card play to people in Europe and the New World. French cards soon flooded the market and were exported to England first, and then in the British Colonies of America. • Americans started producing playing cards around 1800. The cards were improved to include double-headed court cards (no upside down cards), varnished surfaces (durability

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and smoothness in shuffling), placing identifying marks on the borders or corners, and rounded corners for extended life. The joker originated around 1870 and was known as the "Best Bower," the highest card in the game of Euchre. Cards were used to advertise products and services, promote ideas, and to depict famous landmarks and events.

Above: early Jokers by the firm Charles Goodall & Son, London, (1821-1921) produced during the 1870s-1890s with permission fromhttp://www.wopc.co.uk/

• Some popular types of card game include the following. • Adding Games = players play in turns, adding the value of the cards together as they are played. The goal is to reach or avoid certain point totals. • Fishing Games = each player is given a hand of cards with a layout of face up cards on the table. Players play one card in turn. If the card played matches the layout card, the layout card is captured and placed in front of the player. If a card does not match, it becomes part of the layout. • Matching Games = Players take turns playing cards to a discard pile. The card played must match the previous card or fit with the other card in some way (rank, suit, order). The player who cannot match or fit form their hand are penalized by having to draw one or more cards. The object is to get rid of all of your cards. • Card Exchange Games = Players have a hand of cards and exchanging a card or cards with other players. The exchange may also be with a stack of face-up or facedown cards. The object is usually to collect certain cards of set of cards. • Draw and Discard Games = Player have a hand of cards and two stacks on the table. The game involves picking up an unknown card from the stockpile or a

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known card from the discard pile. The player must then discard a card face-up on the discard pile. Players are trying to improve their position to some end goal. Sources: http://www.wopc.co.uk/history/index.html http://www.usplayingcard.com/gamerules/briefhistory.html www.jducoeur.org/game-hist/seaan-cardhist.html http://www.cs.man.ac.uk/~daf/i-p-c-s.org/faq/history_11.php

Do Activity1.13 Own Card Game

Introduction: Card games come in many varieties, shapes and sizes. From the history we can see some popular examples. Most card games involve some basic elements such as discarding, card exchanging, and matching to name a few. Let’s see how creative you are by using on or more of these elements to create your own card game.

Materials: Internet, 2D drawing package, printer, and game evaluations sheet.

Lesson:

1. Work in groups of 2. Study the play patterns from the curriculum (matching, discarding, and so forth) 2. You and your partner should create a simple original cards games using one or more of these play patterns. Be creative. Remember cards can be anything. Research online for some ideas. (see examples) 3. Sketch your idea and obtain approval from your teacher. 4. Write the rules for your game in a word document. Research online for the basic rules format and content. 5. Create the cards in a 2D drawing package. 6. Play-test your game and revise the rules as needed. Print the rules when satisfied. 7. Exchange games with your classmates and evaluate the games.

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Card Game Examples:

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Card Game Rubric

Beginning Developing Accomplished Exemplary Score

1 2 3 4 The game is a The game may The game shows The game collection or have a new some evidence shows Game remix of existing twist or a small of originality. significant creativity card games. addition to an The game may evidence of and There is no existing game. be based on an originality. The originality evidence of There is little existing idea, but games content original thought. evidence of new extends beyond is new, original,

thought or to offer new and inventive. originality. insights. The game The game The game The game document is document has document has document has Game rules nonexistent, full some some few document or errors (more grammatical grammatical grammatical than 10), or errors (8-10), errors (5-8), and errors (less than

does not work and is missing is missing 2 key 5), and is

to help explain more than 3 key steps to play the missing no the rules of the steps to play game more than 1 game. the game step to play the game The graphics Some of the The graphics The graphics and are graphics are relate to the assist in Card unrelated to the unrelated to the game but are presenting an graphics game idea and topic/theme but basic and overall theme do not enhance do not affect uninteresting. that appeals to

game play or game play. the audience

are distracting and enhances decorations that the play of the detract from the game. game. The game The game is The game is The game is makes no somewhat playable, but playable, fun Game sense and in playable but not interesting. and playability unplayable. has major flow enjoyable. problems. The game cannot be completed.

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ELECTRIC GAMES

Two distinct game paths developed in the 1950’s. 1. The first path started in 1951 when Marty Bromley launched SEGA (Service Games). Mr. Bromley was a game facility manager on a military base. This development launched the coin-operated games of the 1970s called video games. These games later developed into the console games of today. 2. The second path segment started in colleges and universities. College programmers developed games to practice acquired skills and entertain themselves during Image by Duncan Grant breaks. Their efforts lead to the mainframe games that came on the market with the personal computer revolution. In 1952, Dr. AS Douglas at the University of Cambridge created the first graphical computer game. It was a simple version of tic-tac-toe. These types of games are known as computer games.

Video Games/Arcade Games Early arcade games consisted of games like pinball located in small amusement parks. In 1958, William Higginbotham, the head of Brookhaven National Laboratories, created a game like tennis to entertain visitors. As these games became more popular, they slowly became more accessible to the public. Locations were closer to schools and local neighborhoods. These arcade halls became a very popular hangout area for teens. Milestone games of this era include the following. • Pong: 1972 by Atari. Nolan Bushnell and Alan Alcorn designed Pong. Pong was the first successful arcade video game as well as the first coin-op arcade game. The game play was extremely simple. Two players, Image by Grayson Beaman each controlled a vertical bar on opposite sides of the screen. The bar would bounce back a moving dot between the two vertical bars.

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The loser was the player to miss hitting the moving dot. Nolan placed the first game machine in a local gas station, after a few hours when he returned, the machine was no longer working. The game was full of money. Pong became an instant success and was responsible for creating the arcade video game industry. • Space Invaders: 1978 by Taito/Bally/Midway. Space Invaders became the first blockbuster videogame. It was credited with bringing video games out of arcades and bars and into nicer restaurants, corner stores and into the public consciousness. Space Invaders was later translated to Atari 2600 video home game system and became a huge commercial success. Image by Adam Gay • Asteroids: 1979 by Atari. This game was designed by Ed Logg and utilized a monochrome vector graphics display. This type of display used fast moving objects made of very sharp lines. It was quite a contrast to the crude pixel graphics of other games during the same period. The new graphics combined with great game play make it the biggest selling game of its time. • Pac-Man: 1980, by Namco. Pac-Man appealed to a larger market without the shooter aspect of previous successful games. Over 300,000 units were sold making Pac-man the most popular game in arcade history. Pac-man launched the idea of Image by Luke Hancock levels in later spin offs of the game. Ms. Pac man used plot structure animated sequences, along with pastel colors. These added features made the game appealing to girls and families thus widening the game market. To date, Pac-Man has spawned more game sequels than any other video game. • Donkey Kong: 1981 by Nintendo. This game’s storyline was a cross between King Kong and Beauty and the Beast. The main character, Mario, attempts to rescue his girlfriend from a beast. Mario became one of the most famous and successful game-character ever invented.

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• Centipede: 1981 by Atari. This game was co-designed by a woman. The game used a unique pastel color scheme, which made it very popular with women as well as men. In 1981, the US arcade business was at its peak. Revenues reached $5 billion dollars while Americans spent over 75,000 hours playing video games. • Pole position: 1982 by Namco. Pole position became the first successful driving simulation game. • Tron: 1982 by Alley Midway. Tron was the first game to be licensed and commissioned by a film studio.

Video Games/Console and Handheld Games • Magnavox Odyssey: 1972. Odyssey was the first home console game released in 1972. It was not widely accepted and was basically ahead of its time technologically. • Atari: 1976. Atari reached success with the release of its inexpensive 2600 system in 1976. This marked the beginning of the home console market. Atari made more money from the games used on the system rather than from the system. Popular Atari games include Adventure, Yar’s Revenge and Space Invaders (1980). Atari games were the first to have an Easter egg or hidden message. The developer hid his name in many places in the game. The player could stumble on the name or hidden message. This system uses a joystick and is played on a regular TV. • Mattel: 1977. Mattel released two handheld games in 1977. Each handheld only played one game. They were very expensive. Other game titles were released such as Auto Race, Basketball, Bowling, Football, and Sub Chase. • Mattel Intellivision: 1978. Intellivision was more expensive than other games of the time. The joystick was replaced with a controller type keypad and a movement disc. In 1984 Mattel was shut down due to heavy financial losses. • ColecoVision: 1982. ColecoVision was released by Coleco and became the standard for home consoles. The controller used a mushroom like joystick and the game displayed superb graphics. The console came with Donkey Kong and played other favorites including Venture, Mr. Dot, Lady Bug, and Space Fury.

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Coleco in the 70’s and 80’s also released some of the most successful mini arcade tabletop games including Frogger, Zaxxon, and Galaxian. But the glory days of home consoles were numbered. In the 1980’s the home console industry experienced a slump. The sump was a result of three basic facts: 1. too many console choices for the consumer: 2. many of the game were not enjoyable and many were related to the movie ET; and 3. consumers were looking at computers now instead of consoles. • Nintendo: 1985. Nintendo helped revive this slump by releasing a popular console in 1985. The console was so popular it is credited with closing the door on the video arcade business. The system was very advanced graphically and included interesting storylines like Super Mario Brothers, The Legend of Zelda and

Image by Jordan Clark PunchOut. The NES system sold over 50 million systems. In 1989Super NES was released helping place the game Super Mario Brothers as the most successful non-bundled game cartridge in history. During the same time period, Nintendo acquired the rights to another game, Tetris, and released it. There was an ensuing court battle as to the ownership of Tetris. Today Tetris is a registered trademark of the Tetris Company, LLC. • Game Genie: 1991 by Galoob toys. The unique system allowed players to cheat on NES games and thus win more easily. Nintendo tried to block the sales of the Game Genie. • Game Boy: 1995 by Nintendo. Nintendo forever changed the handheld industry when the Game Boy was

released. Tetris was the main game for the Image by Perry Setzer monochrome version. The color Game Boy Advance version followed in 2000. The Game Boy also helped bring cartoon themes into the game industry.

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• Sega Master System: 1991. Sega Master System was released in 1991 including the popular game Sonic the Hedgehog. The character was so successful it later became the mascot for Sega. In 1992 Sega Genesis outsold Nintendo and took control of the market. Sega later released seven different platforms including Saturn, Genesis, Game Gear, Pico, Sega CD, 32X, and 32Xcd, all which were non-compatible. Sega also released the Dreamcast (image) in 1998. It was a short lived release and the console was noted as being ahead of it time technologically. • Play Station: 1995 by Sony. With the release of the Image by Luke Hancock Play Station, Sony secured the number one spot. Nintendo’s N64 gave some competition. These games are 23-bit and 64-bit game systems. • “X” Box: 2001 by Microsoft. The “X” Box was Microsoft’s first product that ventured into the video game console market. The X Box has a unique feature that allows up to four players to play at the same time. The game could also allow other systems to link together for a grand total of 32 players playing at the same time. The X-box 360 was released in 2007. • Nintendo’s GameCube: 2002. Wii: 2006. The Game Cube system is the most compact and least expensive of the systems during the early 2000’s. The Wii system features wireless controllers, which could also be used as a

handheld pointing device. It can detect acceleration Photo by Phyllis Jones in three dimensions. The Wii outsold all of its competition combined.

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The Personal Computer Game With the popularity of home computers, games could be played on the computer in addition to the home console. Several computer systems such as the Apple II and the Commodore 64 were developed with games in mind. Listed below are some of the games used on the PC. • Colossal Cave: 1976. - Later expanded to Zork in 1979. The game used two word commands such as “go west” or “get inventory”. • Mac-Hach-6: 1966 This game was the first computerized chess game. • Conway’s Life: 1970 this game allowed the player Image by Dominic Foster to set the rules for life forms as they evolved. • Trek: 1971 Trek was followed with the Star Wars craze games. • Utima’s Origin: 1979. This game had adventure and role-playing with many sequels.

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OBJECTIVE: V101.02 Explain how technology and ethics have affected game development

Introduction: Videogames have evolved as technology advances. Each new technological development enhances the game playing experience with new visual and audio developments.

TECHNOLOGICAL DEVELOPMENTS Video arcade games • Success with little resources: As arcade games began in the early 1980’s, technology was not sophisticated enough to offer good-quality graphics and sounds. Game developers had to work within strict limits of available processor power and memory. Thus the success of these early games had to rely on simplicity and fun game play. The simplicity and the fun involved in game play is why many of these games continue to be enjoyed today despite having been outdated by modern computing technology. • Vector VS Bitmap displays: In the late 1970’s, arcade games gained momentum with such popular games as Gee Bee (arcade game) (1978) and Galaxian (1979) and became widespread in the 1980’s with games such as Pac-Man, King and Balloon, Tank Battalion, and others. The central processing unit in these later arcade games allowed for more complexity than earlier discrete circuitry games such as Atari's Pong (1972). These 1980’s games saw game developers experimenting with new hardware, creating games which used vector displays as opposed to standard raster displays. Vector displays used images that were sharper and crisper than raster images. Although vector images were a great idea, problems with the high cost of repairing vector displays caused their decline. • Lasdisc games: Developers also experimented with laserdisc players for delivering Photo by Phyllis Jones

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movie-quality animation during this time period. One of the first games to use laserdisc technology, in 1983's was Dragon’s Lair from Cinematronics. The game took three years to develop and was a huge success when it was released. The games eventually dwindled in popularity because they were fairly linear and depended on memorizing sequences of moves rather than reflexes. • New Controls: New types of game controls cropped up in a few games, although joysticks and buttons remained the favorites for most game manufacturers. The joystick came out of WW II. It was used to launch bombs in a plane. The trackball was introduced by Atari with 1978's Football. The game Spy Hunter used a life-like

steering wheel and Hogan's Alley introduced the Photo by Phyllis Jones tethered light guns to the arcade game market. Other specialty controls, such a crossbow-shaped light gun in Crossbow and pedals in racing games were also introduced in this era. The D-Pad had directional buttons shaped like a ‘X”. It came out with Nintendo’s Donkey Kong. Shoulder buttons came out with Nintendo and Sega. There were 4 color coded buttons opposite the D-Pad. These buttons controlled things like firing, jumping and so forth. The thumb stick appeared in 1995 with the Nintendo 64. It was like a little joystick moved with the thumb. The wavebird or the wireless controller came with the Game Cube. The player was now free from the wires of the console. Consoles In the late 1980’ and early 1990’s a new generation of home computers and home video game consoles took away interest from the arcades. Some of the early consoles, such as the Atari 2600 and Mattel's Intellivision, were general-purpose platforms designed to play a variety of games. These early consoles did hold up to arcade game hardware, which were designed to play a single game well. In 1985, Nintendo launched the Entertainment System providing a reasonably good

GAD 1 Unit 1 arcade experience at home. Super Nintendo and the Sega Genesis greatly improved home play in the early to mid 1990s, lending some of the technology to be integrated into a few remaining arcade machines. The final straw for the arcade market came in the mid 1990’s with the introduction of the Sony PlayStation (1994) and the Nintendo 64 (1996), both of which incorporated true 3D graphics. • Hand held games: Handheld electronic games were popular from the 1970’s to the 1990’s. These were single game units with included a rather high price tag. Handheld video games grew out of these earlier handheld electronic games. • The advance of handheld video games is mainly a result of three things: i. the increase in processing power; ii. technological advances in liquid crystal displays (LCDs); iii. the reduction of power requirements. • The Game Boy released in 1989 made the handheld video games extremely popular. Due to the portable nature of these units, the game genres that are popular on home game consoles are not the same ones that are popular on handhelds. Image by Perry Setzer • Handheld units usually fall behind in technology from the consoles. The technology gap is about 1-2 generations behind in terms of graphic capabilities and power management. • The demand to keep the devices small, limits the number of controls resulting in games that cannot be as complex. • The limited time that most handheld game users have resulted in shorter average game time. Thus games that are quick to play, such as side scrolling plat formers and action puzzle games are very Image by Will Apple

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popular with handheld gamers. A solid-state storage in used for handheld titles, in the form of a memory card, or an EEPROM. • Linking games: Most handheld systems have the capability of linking up to four other similar game units. The linking is accomplished via a cable that connects the units. This connecting feature allows multiplayer gaming along with other uses such as item or data transfer between cartridges. • The N-Gage introduced wireless connections using Bluetooth, allowing multiplayer games between handhelds without cables. • Some devices can actually connect different systems and platforms, use multiscreens and multi controllers. Computers A personal computer game is a video game played on a computer, rather than on a game console or arcade machine. • Spacewar: 1961. This game is credited as the first computer game. The game used simple graphics and basic game play. • In the 1980s, personal computers developed enough power and memory to run games like Adventure. Graphics were beginning to become a very important factor in these games. Graphics called for more memory and many times slowed down the game play. Later PC games combined textual commands with basic graphics, as seen in the SSI Gold Box, Pool of Radiance, or Bard's Tale. Many PC games are distributed using media such as DVDs and CDs. Others can be downloaded from the Internet. PC games often require specialized hardware such as a graphics processing unit or a modem for online play, and are extremely variable from game to game. • Failing Console leads to PC boom. In 1983, consumer interest in video games approached an all time low, prompting the near-collapse of the game console market. This slump helped increase sales of home computer games. Low-cost color computers such as the Commodore 64 gained record high sales and developers such as Electronic Arts benefited from increasing interest in the PC platform. The addition of the highly movable computer mouse, helped drive the success of games such as the King's Quest series. High resolution bitmap displays allowed the industry to include increasingly high- quality graphical interfaces in each new release.

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• Improved Computer Parts. Game artwork showed vast improvements with the introduction of the first sound cards, such as AdLib's Music Synthesizer Card, in 1987. These sound cards allowed computers to produce complex sounds using FM synthesis. Replacing the previous simple tones and beeps. Creative Labs introduced the Sound Blaster card, featuring much higher sound quality. The addition of a PCM channel and digital signal processor in the Sound Blaster card, led AdLib to bankruptcy in 1992. • Speed. The 486 PC had a processing rate of 66 MHz. The speed was much faster than the leading Sega and Nintendo console systems speed at 3-7 MHz This faster speed allowed the PC to perform many more calculations per second. Doom, released in 1993 on the PC, was a breakthrough in 3D graphics, creating a general shift toward greater realism. • Windows hits the market. In 1995, Microsoft Windows sparked great interest in game developers with its hardware accelerated 3D graphics. As 3D graphics libraries such as DirectX and OpenGL matured, many game developers demonstrated advanced graphics benefits in games such as Unreal. These major changes to the Microsoft Windows operating system made many older MS-DOS-based games unplayable on Windows NT, and later, Windows XP. • Game engines. PC games are usually built using a basic piece of software called the game engine. Use of this game engine simplifies the development process and allows game developers to easily market their projects to different platforms. Most consoles, generally only run major engines such as Unreal Engine 3 and RenderWare due to restrictions on proprietary software. Personal computers on the other hand, can run games developed using a larger range of software. • Improvements in computer technology. The modern PC game can place a great demand on the computer's hardware. These games usually require a fast central processing unit (CPU) to function properly. CPU manufacturers are continually increasing the speed. Multi-core CPUs were released 2005. These dual processors allow the computer to process multiple tasks at the same time, allowing the use of more complex 3D graphics, artificial intelligence and in-game physics. 3D computer games also need a powerful graphics processing unit (GPU), which accelerates the process of drawing complex scenes in real time. It is also possible to use multiple GPUs in a single

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computer. Sound cards are also needed to provide improved audio in computer games. The Creative Labs SoundBlaster line was for many years the standard for sound cards, although its popularity dwindled as PC audio became a commodity on modern motherboards. Other devices With rapid technology advancements and an increase in handheld electronic devices, handheld video games are now available on a wide variety of platforms. PDAs, calculators, cell phones, and Apple iPods’ are a few examples.

Do Activity 1.14 Time Line Introduction: Have you ever wondered what game console your parents played or what game was popular when you were born? This time line activity will help you place the history of games and consoles together. Materials: Time line cards (cut out), paper clips, tape, and sting long enough to run across the room. Lesson: Your teacher will give you a random amount of history sheets. Cut out and tape on an index card. Tape an open paper clip to the back of all the cards. 1. Your teacher will set up a string across the room low enough for everyone to reach. 2. With your teacher make 5-7 cards with important dates in your lives such as when you entered school, year you were born, year the school was built, year you entered high school, or other big dates in history. Have your class place these cards along the time line to help set a framework for the history game cards. 3. In chronological order from the beginning each one of you will stand up read your cards and place in the proper location on the timeline. This works best it the dates are given out randomly. 4. Finish all cards. You will now have a visual of the history of electronic games.

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Lesson 2

ETHICS

How ethics have influenced game design Ethics is a method or practice of applying a moral judgment of right and wrong, moral and immoral to something. For example ethical behavior is behavior that is normally acceptable to everyone. Unfortunately there is no clear set of rules for society unless one looks to a religious code. • Free expression. Developers struggle with ethical question in creation of their game. Legally, games quality as a form of free expression and thus are protected under the First Amendment. Developers may try to push the moral envelope in order to sell their game even though the best selling game are usually rated E. • What is acceptable? Value judgments concerning games can vary from person to person

as well from one society to another. Controversial games such as Grand Theft Auto: Vice

City, where you can shoot cops and have sex with a prostitute and then kill her to get your money back, has drawn the eye of would-be censors. Creators of the game contend it is no worse than an r-rated movie. Violence is always a main topic of censorship followed closely by sexual content and foul language. The Mature game rating thus is much like the r-rated movie. The only down side is now the parents must police who plays the Mature game. • Does game violence affect real life? Certainly this is the question of our time. Many shooting such as Columbine have had links to violent game play. Are these results the same for other form of entertainment such as movies? These questions remain.

The ESRB Rating System

The Entertainment Software Rating Board (ESRB) was developed following hearings held by two US Senators in 1993, which were intended to address concerns over violence present in computer/video games. Creation of the rating system helped provide parents as well as consumers with information about the content of each game as well as guidance regarding its age-appropriateness. With this information, parents can select games that they deem suitable for

GAD 1 Unit 1 their children. The ESRB rates all entertainment software available for sale at retail in the US and Canada, and requires that a game’s rating be displayed conspicuously and consistently on the package. The current ratings are as listed below. (With permission from ESRB) Source: http://www.esrb.org/ratings/ratings_guide_print.jsp

ESRB Rating Symbols

EARLY CHILDHOOD Titles rated EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.

EVERYONE Titles rated E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.

EVERYONE 10+ Titles rated E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes.

TEEN Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.

MATURE Titles rated M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language.

ADULTS ONLY Titles rated AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity. 27

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RATING PENDING Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game's release.)

ESRB Content Descriptors Alcohol Reference - Reference to and/or images of alcoholic beverages Animated Blood - Discolored and/or unrealistic depictions of blood Blood - Depictions of blood Blood and Gore - Depictions of blood or the mutilation of body parts Cartoon Violence - Violent actions involving cartoon-like situations and characters. May include violence where a character is unharmed after the action has been inflicted Comic Mischief - Depictions or dialogue involving slapstick or suggestive humor Crude Humor - Depictions or dialogue involving vulgar antics, including “bathroom” humor Drug Reference - Reference to and/or images of illegal drugs Fantasy Violence - Violent actions of a fantasy nature, involving human or non-human characters in situations easily distinguishable from real life Intense Violence - Graphic and realistic-looking depictions of physical conflict. May involve extreme and/or realistic blood, gore, weapons and depictions of human injury and death Language - Mild to moderate use of profanity Lyrics - Mild references to profanity, sexuality, violence, alcohol or drug use in music Mature Humor - Depictions or dialogue involving "adult" humor, including sexual references Nudity - Graphic or prolonged depictions of nudity Partial Nudity - Brief and/or mild depictions of nudity Real Gambling - Player can gamble, including betting or wagering real cash or currency Sexual Content - Non-explicit depictions of sexual behavior, possibly including partial nudity Sexual Themes - References to sex or sexuality Sexual Violence - Depictions of rape or other violent sexual acts

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Simulated Gambling - Player can gamble without betting or wagering real cash or currency Strong Language - Explicit and/or frequent use of profanity Strong Lyrics - Explicit and/or frequent references to profanity, sex, violence, alcohol or drug use in music Strong Sexual Content - Explicit and/or frequent depictions of sexual behavior, possibly including nudity Suggestive Themes - Mild provocative references or materials Tobacco Reference - Reference to and/or images of tobacco products Use of Drugs - The consumption or use of illegal drugs Use of Alcohol - The consumption of alcoholic beverages Use of Tobacco - The consumption of tobacco products Violence - Scenes involving aggressive conflict. May contain bloodless dismemberment Violent References - References to violent acts

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Do Activity 1.21 The ratings game

Introduction: The ESRB rates video games according to their standards. What does a game need to be rated M vs. T? Let’s take a look at the ratings and apply them to popular games.

Materials: Internet, curriculum background information, and index cards or other writing medium.

Lesson: Part 1: Research ratings.

1. Each one of you will be assigned a different ERSB rating. Research the assigned rating online or from the curriculum. Select 3 popular games that have this rating. (http://www.esrb.org/index-js.jsp will allow you to search by rating). 2. Make an (index card, flyer, small notes) with the above information. 3. Report to the class about their ratings. (Not all of you may report depending on the class size.) Part 2: Video games ratings 1. Think of your favorite video game you like to play. 2. Using the ERSB site find the rating of the game. 3. List on a (index card, flyer, small notes) 3-5 examples in their game that you feel will demonstrate why the game received the rating. Part 3: Violence in video games 1. Read this statement: “Society believes that computer games provoke aggressive behavior in children” 2. Write a small essay and agree or disagree with the statement. Give at least 3 arguments for your opinion.

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OBJECTIVE: V101.03 Summarize the current state and future trends in game development

Introduction: Videogames and consoles seem to change daily. We all look ahead to the next bid release. What might be the future of this thriving market of today?

CURRENT STATE

Let’s take a look at the current state of the game market from http://www.digitaltrends.com/gaming/2009-2010-gaming-trends/ November 2009.

Mods A relatively new practice has developed in the game industry where player are now becoming developers of content. Game player do this through use of modifications (mods) to existing games. For example, the very successful game Counter-strike is a mod of the game Half-life. Game companies release toolkits to help players mod the games. These mods are usually published online where owners of the original game can use them. It is projected that by the year 2012 that may be over 600,000 online mod communities.

Active Games With the launch of Nintendo’s Wii video game system, a new area of active games have become popular. Active games translate player movement to on-screen movement. Projects such as Microsoft’s Project Natal which use a 3D camera to eliminate the use of controllers and gamepads may usher in hands free video game. Image by Aaron Miller

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PC downloads Another trend may be the loss of the console. Games could be downloaded from your PC and played on the TV. These games would have less overhead thus making the price more affordable to the average gamer player. No longer will games sit on the shelf waiting to be purchased. One problem associated with this type of home delivers may be controlling the content for younger game players.

Social Network Games With the ongoing popularity of Facebook and MySpace, a new target of game players is emerging. Most of these games are simple, fast, appealing in their social aspect, and generally free to play. Game developers also use these mediums to test new games for feedback.

Phone and mobile games With the release of Apple’s iPhone, many game companies are targeting this new game application. Players can download game apps to their phones for a small fee. Thus games can be played anywhere and from a variety of genres and prices.

Cloud computing New services such as Gaiki and Online promise to stream games back to your PC through the internet using older computer systems. Thus players can skip on the expensive upgrades while still enjoying the latest game title.

Indie games These new genres are produced in basements and garages with amateur teams free of the corporate politics and budget constraints. Games such as Braid (see image with permission of Braid)), and World of Goo are a few successful examples. These home grown teams have the freedom to push the very definition of gaming.

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Game Sales In the US, 68 percent of households play computer or video games, according to the ESA 2009 study. The worldwide game industry is increasing in popularity, and is expected to surpass $62 billion by 2012. Below is a graph showing the latest in video games sales. The downward trend around 2009 is probably a result of the lowered economy. What will the future sales look like?

(With permission from ESRB-ESA is a licensee of the ESRB's Privacy Online Program.)

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Top 10 entertainment software industry facts in 2009 http://www.theesa.com/facts/index.asp 1. U.S. computer and video game software sales generated $10.5 billion 2. Sixty-seven percent of American households play computer or video games 3. The average game player is 34 years old and has been playing games for 12 years 4. The average age of the most frequent game purchaser is 40 years old 5. Forty percent of all game players are women. In fact, women over the age of 18 represent a significantly greater portion of the game-playing population (33 percent) than boys age 17 or younger (20 percent). 6. In 2010, 26 percent of Americans over the age of 50 play video games, an increase from nine percent in 1999. 7. Forty-two percent of heads of households play games on a wireless device, such as a cell phone or PDA, up from 20 percent in 2002. 8. Eighty-two percent of all games sold in 2009 were rated "E" for Everyone, "T" for Teen, or "E10+" for Everyone 10+. For more information on game ratings, please see www.esrb.org. 9. Parents who have children under 18 with a gaming console in the home are present when games are purchased or rented 93 percent of the time. 10. Sixty-four percent of parents believe games are a positive part of their children’s lives.

FUTURE TRENDS

Predicting the future of the video game industry is not an easy task. The success of Nintendo’s Wii has taken gameplay to the mainstream of American life. Some possible trends as explained by Forbes.com might include the following: • Demographics. The average game player demographic may change significantly. More players will become involved now that the controller is gone. Wider audiences with more diverse ages will be able to enjoy the games in the future. • Games will be easier to play no manual or button sequence to learn. Voice activation can be used to move a player forward. • Game will be shorter with less time commitment on the part of the player.

GAD 1 Unit 1

• More virtual reality of emersion games. 3D technology promises to become a reality in the future. The body will now become the controller. Emotions might be communicated to onscreen avatars created with face recognition software by simply moving of the facial muscles. • More online game communities and social network games. • Games developed to improve certain health related problems. Health care providers may begin to reward players that use games to exercise the brain and body.

Image by Aaron Miller

GAD 1 Unit 1

Do Activity 1.22 Game Trends

Introduction: What is the latest trend out there right now in video games? Do you have it? Do you want it? Let’s take a look as some of these ideas.

Materials: Internet, curriculum background information, and index cards or other writing medium.

Lesson: Part 1: What is hot today?

1. Look at the Top 10 entertainment software industry facts in 2009 or search on the interest for the most recent data. 2. Select 2 of the facts you think are interesting and write a reaction to the data. 3. Pick the one fact you think will change the most in the future (10 years) 4. Your teacher will go around the room and have each of you share your responses. 5. The class may discuss some of the interesting ideas. Part 2: The future 1. Think of yourself in 10 years. 2. Sketch and describe a video game that might be popular at that point in time. 3. Your teacher will go around the room and have each of you share your responses. 4. The class may discuss some of the interesting ideas.