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A7 Concept Doc V4 A7 Concept Doc V4 Medusa’s Head Games EME 6614 April 23, 2017 Authored by: Alyssa Luis, Stephen Strnad, Phillip Davis, & Nelson Chandler Fearless Four Group A7 Concept Doc V4 Goal Statement Given a piece of text, 6th grade students will be able to develop and support inferences with text-based evidence correctly 70% of the time. (Classified as analysis goal in Bloom’s Taxonomy) Instructional Context The target audience would be middle school aged children, between the ages of 11 and 14. They enjoy engaging in sci-fi and fantasy video games that require creating, and logic, but that also have a captivating story line. Using computers and tablets for academics and free time is common, which makes them very comfortable with using technology. They often use video games as a way to socialize and even get ideas for new games based on suggestions from their friends. These students are used to being challenged in the classroom with a rigorous curriculum and enjoy being challenged in their video games as well. Within school, these students especially enjoy opportunities to be creative and being involved in creative lessons. Combining the creativity with technology is an even better way to capture their attention, as it merges two of their passions. Students who play this game will do so in a language arts setting; thus, this game should be available for schools to purchase. This setting could be in a traditional classroom or in an online/blended setting because the game would be adaptable to either setting. The students will need access to technology in order to engage in the computer/tablet based game. Students will be able to read a piece of 6th grade text and develop inferences based on the descriptions of actions occurring in the plot and character’s behaviors. Students will then be able to examine the inferences and support these inferences with text-based evidence that is relevant to supporting their inference. Being able to complete this task is crucial for students to perform well on reading and essay standardized tests given by the state. Furthermore, this skill is a critical building block to be able to write research papers as they progress further into their academic classes. High Concept You are given an impossible quest to slay a monster with live snakes covering her head. Help Perseus on his quest to make the “impossible” “possible” while learning the legendary story of this demigod’s battle to slay the evil Medusa. Genre Medusa’s Head Games can be categorized as an adventure game. Features · Enter the thrilling anime-style worlds of the gods as Perseus, the demi-God who became a hero · Customize your hero’s battle gear and look with many cool garbs to choose from · Use a sword, hat of darkness, winged sandals, and a shield provided by the gods to defeat the evil Medusa · Test your cleverness by choosing the best evidence to continue to engage in the dangerous journey · Travel through 3 different worlds with vivid graphics that are full of fascinating and intriguing characters 4/23/2017 | · Collect badges as you complete quests throughout the mission Pedagogical Foundations The instructional strategy of Learning by Doing (Schank, Berman & Macpherson, 1999) was chosen as the pedagogical foundation for this game design. Learning by Doing focuses on both developing process skills and learning factual information and assumes that content knowledge is best learned in a context similar to the one the student will use the information in (Schank, et. al, 1999. This fits nicely A7 ConceptA7 Doc V4 with the instructional goals of the game because it requires learners to both perform processes and define key terms. The game context 1 matches the actual performance context because they both feature the use of a text-based passage and answering multiple choice inference questions. Table 1.0 below outlines exactly how each component and subcomponent of the Learning by Doing instructional strategy coincides with a specific game manifestation. References to story are also made. Table 1.0 Event Event Subcomponents Game Manifestation 1. Define Instructional goals are presented to the player in a brief game tutorial “Athena’s Goals Training Ground” at the beginning of the playable part of game. The goals are presented at the onset of the playable portion of the game so players can manage their expectations for learning. 1.1 Process 1.1 Process knowledge goals: knowledge goals a. Be able develop and support inferences based on evidence within text b. Be able to locate and classify text evidence as strong or weak 1.2 Content knowledge goals: 1.2 Content knowledge goals a. Define what an inference is b. Define inferential evidence The instructional goals are not heavily explained upfront because it is better for the player to understand them via just-in-time learning as they progress through the game story and questions. This also allows the players to focus more on learning the operational controls of the game. 2. Set The mission is set at the end of “Athena’s Training Tutorial”. It is: Mission Answer enough questions correctly to complete the quest to behead Medusa and return the severed head to Polydectes as a champion. 2.1 The mission is motivational because it aligns very closely with the game story and 4/23/2017 2.1 Must be motivational | the inciting incident that propels the hero into action (see plot section) A7 ConceptA7 Doc V4 2 2.2 Must be somewhat 2.2 The mission is realistic because the questions and time limits are within the realistic player’s ability. It is also realistic in terms of the story because the hero (Perseus) is a demi god who is capable of completing a superhuman mission. 3. Present The cover story is presented via prologue video at the beginning of the entire game Cover Story (before the playable portion of the game). 3.1 Must be motivating and 3.1 The cover story is motivating because it showcases the hero’s background story create the need for the and why the present mission is so important. (see plot section)- The player is mission motivated to begin the quest as Perseus based on his need to prove himself and defend his mother. 3.2 Must allow opportunities to practice the 3.2 After the cover story is presented, players are given time to practice the basic skills and seek the gameplay mechanics, tools, questions, and navigation in the “ Athena’s Training knowledge Tutorial” section. 4. Establish The player is given the role of the protagonist, Perseus. Roles 4.1 Must be one who uses 4.1 The player must use all the necessary skills and knowledge to complete the the necessary skills and mission as Perseus. knowledge 4.2 The role of Perseus is motivating because the story is centered around him being 4.2 Must be motivating a hero. The player can relate to Perseus’s quest to improve his confidence and abilities as the player improves his own confidence and ability to answer inference questions. 5. Operate The game contains a series of operate scenarios in the form of inference text-based Scenarios questions. 5.1 Must be closely related 5.1. The operate scenario are directly related to the mission because the the to both the mission and the questions are featured in the mission (see mission) 4/23/2017 goals | The operate scenarios directly assess the process and content instructional goals. They ask the player to perform the same actions as described in the goals (e.g. locate and classify text evidence as strong or weak, etc.) A7 ConceptA7 Doc V4 3 5.2 Must have decision 5.2 The decision points are the choices the player must make when answering points with consequences the multiple choice questions. There are several consequences that become evident that become evident (see game rules). 5.3 The consequences must 5.3 Consequences indicate progress towards the goal by gaining points that are indicate progress toward displayed on a progress bar, gaining tools, and advancing to the next level. completing the mission 5.4 A negative consequence 5.4 Constructive Failure: Losing a level is not detrimental to student morale must be understood as an because they receive explanations for their incorrect responses that help them better expectation failure answer the next question. In addition, when players restart the level, they only lose one tool, instead of all of them and do not need to wait for a long loading screen. Lastly. losing a level results in an interesting and humorous cutscene that keeps the 5.5 Plenty of operations for player engaged and entertained. the student to do \ 5.5 The student is given a wide variety of inference questions. Therefore, repeating 5.6 Should not require more the same question is unlikely. than what the goal calls for 5.6 Game questions only assess the process and content knowledge goals listed. 6. Provide 6.1 Provide the information 6.1 Players are briefly introduced to the basic definitions of inference, inferential Resources the students need to succeed evidence, and argument in the “Athena’s Training Ground” tutorial. Further in their mission explanation and examples of these definitions is given during the game via just-in- time learning. 6.2 Information must be well organized and readily 6.2 Players can access key information anytime by selecting the main menu option. accessible This information includes: definitions of inferences terms with examples, gameplay instructions, and character stats. 6.3 Information is often best provided in the form of 6.3 Information is presented in the tutorial and throughout the game play via just-in- stories time learning.
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