Lbe game concept v1.2
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The document outlines a game concept for an educational game called LBE. The game aims to teach entrepreneurship skills to children ages 6-10 by simulating a design thinking process. Players work in teams of 2-4 to design and launch a space cruise ship, completing levels that represent each stage of the process. The game incorporates both cooperation and competition - teams must work together to progress while also competing against a virtual competitor. The document provides details on learning objectives, gameplay mechanics, and how the game can be used to facilitate learning.
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The overall learning approach is a high level framework that establishes:
▪ which key competences will be targeted by the game [learning objectives]
▪ how will the game facilitate the learning of these key competences [learning delivery method]
▪ what settings are adequate for the use of the game [learning settings]
▪ what is the role of the educator in the game based learning process [role of the educator]
▪ what support is there for the game based learning process [additional learning materials]
▪ how is the learning process going to be evaluated [evaluation]](https://image.slidesharecdn.com/lbegameconceptv1-210509203039/85/Lbe-game-concept-v1-2-17-320.jpg)
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1 PROTOTYPE BUILDING
Print Prototype
Infirmary [cost: 10]
Gym [cost: 5]
Room [cost: 2]
Restaurant [cost: 5]
…
Corridors
Propulsors
Aesthetic elements
Drag-and-Drop parts on a modular structure.
This is a simplified scheme. The ship should be
bigger and the graphics attractive.
CURRENT COST: 150](https://image.slidesharecdn.com/lbegameconceptv1-210509203039/85/Lbe-game-concept-v1-2-70-320.jpg)
Lbe game concept v1.2
- 1. GAME CONCEPT DRAFT . MARCH 2021
- 2. . 2 LBE Increasing the entrepreneurial culture of children through gaming PROJ. Nº 2020-1-SI01-KA201-075854| © 2021 all rights reserved Title: Game Concept Project Activity: O1.A1. Game Concept Date: March 2021 Version: 1.1 Developed by: Advancis Business Services, Lda (Portugal) The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Confidential Document
- 3. . 3 NOTE 1. This presentation is not for public display 2. The graphic elements used in this document to illustrate the game are merely exemplificative. 3. The integration of the graphic elements is not yet defined. This will be defined in a second stage of the game specification. 4. Several suggestions for possible off-game activities are made in this document. These activities might be considered for the Implementation Guide (O1.A6).
- 4. . 4 Table of Contents ▪ Introduction ▪ Overall Learning Approach ▪ Game Concept ▪ Game Elements and Mechanisms ▪ Playing the Game ▪ Technical Aspects
- 5. INTRODUCTION
- 6. . 6 The Game Specification must be in line with the objectives and the approach set in the application for the project LBE (presented in the next few slides) approved for funding by the National Agency in Slovenia under the Erasmus+ KA2 programme. However, this should not prevent the partnership from introducing the changes to the approach found necessary to guarantee that the objectives are accomplished and the end-users’ needs are met. Moreover, it should be ensured that the game/approach follows good practices in the development of computer learning games.
- 7. . 7 The main goal of the project is to create an innovative learning Game for the Entrepreneurship Education of children (6 -10 yo), to use in formal, non-formal and informal education settings. In the game, players will have to develop and create a product or solution in response to a challenge/problem, and launch it in the market or deliver it to a client, using a simulated Design Thinking process. Thus, they will have to cooperate by making decisions and developing joint activities through the different stages of that process. At the same time, they will compete with other companies/groups in the game, providing a competitive edge and a more realistic learning context. By creating both a cooperative and a competitive environment, this learning tool expects to act on knowledge, behaviours and attitudes, contributing to the development of a wide set Entrepreneurship skills, like creativity, teamwork, leadership, market functioning, etc. Objectives and Game Approach in the Application
- 8. . 8 “A serious game or applied game is a game designed for a primary purpose other than pure entertainment. The "serious" adjective is generally pretended to refer to products used by industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, and politics.” (wikipedia) The development of the LBE Game should follow good practices in serious gaming. In the next pages we will present some best practices that guide the game specification.
- 9. . 9 What should we have in mind when specifying / developing the LBE Game Using adequate scenarios and a well constructed storyline Defining a journey for the player Creating an environment for the player Balancing difficulty level and choices Adding fun Adding a social dimension The use of simulation The use of problem solving Using assessment and feedback Customizing Other general considerations – platform and others General Features General Learning Approaches
- 10. . 10 General Features ▪ Using adequate scenarios and a well constructed storyline Serious games can resort to different approaches when it comes to pick a scenario and a storyline. Is essential that both are present and well constructed to attract the user and keep him/her engaged, but the type of scenario or storyline should adapt to circumstances. ▪ Defining a journey for the player Serious games should take the player in a journey, from the “onboarding” to mastery (Werbach, 2013)
- 11. . 11 General Features (Cont) ▪ Creating an environment for the player Any game should be about the player and serious learning games are no different. The player should be at the center of the action and needs to feel he/she is in control, i.e., that has autonomy to make meaningful choices that lead to results (Malone and Lepper, 1987 and Werbach, 2013). Use of non- deterministic models ▪ Balancing difficulty level and choices The right amount of difficulty level and choices is a requisite of a successful serious game. A game that is too difficult or too easy will lead to the lack of motivation of users. The same way, if the user is confronted with little choices or with an overwhelming number of choices, he/she will rapidly lose interest in the game. Naturally not all players are alike, but the idea of balancing difficulty and complexity is key to have an engaging game (Werbach, 2013).
- 12. . 12 General Features (Cont) ▪ Adding fun Fun is a success factor for serious learning games (Werbach, 2013). Entertainment, which can derive from the scenario, from the right amount of challenging factors, from surprise factor, etc. influences directly the ability of the game to be engaging. ▪ Adding a social dimension The social dimension in a serious learning game can be useful when we are dealing with the development of interpersonal competences. Being able to interact with others while playing the game – in a competitive and/or collaborative environment – helps developing social competences that otherwise could be impossible to develop.
- 13. . 13 General Learning Approaches ▪ The use of simulation Simulation can give users the possibility to have a near real life experience. It is a way of learning by- doing that can be highly effective depending on the nature of the competences or skills the serious game intends to develop. ▪ The use of problem solving Using a real-life scenario as a background or not, problem solving is not only an effective way to pass on knowledge and skills, as it also makes the games challenging and engaging.
- 14. . 14 General Learning Approaches (cont.) ▪ Using assessment and feedback The assessment of competences and feedback to users throughout the learning process of a serious game improves greatly the learning experience. ▪ Customizing Customization with the objective to adapt to specific needs of a group or company can enhance the learning experience. The level of customization, however, should be balanced with the game learning objectives and other features.
- 15. . 15 General Learning Approaches (cont.) ▪ Other general considerations – platform and others • There is no real evidence on the platform more suitable for a serious game. • When designing a game for use in schools and HEI, one must have into consideration the limitations of these organizations, namely the hardware and software they usually have available, the existence and quality of internet connections, etc. Every option will have its challenges. • Also the type of use developers want to make of it are important to consider – will it have a commercial use or not, for instance. Do developers want it to be wide spread?
- 17. . 17 The overall learning approach is a high level framework that establishes: ▪ which key competences will be targeted by the game [learning objectives] ▪ how will the game facilitate the learning of these key competences [learning delivery method] ▪ what settings are adequate for the use of the game [learning settings] ▪ what is the role of the educator in the game based learning process [role of the educator] ▪ what support is there for the game based learning process [additional learning materials] ▪ how is the learning process going to be evaluated [evaluation]
- 18. . 18 Learning Objectives LBE is an educational tool, comprised of a computer game complemented by other learning materials, to be used in regular education settings and other contexts (e.g. blended learning, self-organised learning), that provides a simulated environment in which users are challenged to make decisions, individually or in a group, concerning business-like situations. The computer game is designed to facilitate the acquisition of key entrepreneurial skills and to provide a context for other learning opportunities on entrepreneurship topics. In other words, the LBE Game should be viewed as part of the learning experience intended by the LBE project, rather than the full experience.
- 19. . 19 Learning is based in Simulation. Simulation is used for the acquisition or exercise of different skills, to teach effective behaviour in the context of simulated conditions or situations. It allows learning by-doing, which makes them very effective. Pupils are led to explore and make business choices to discover Concepts and learn desirable Behaviours and Attitudes leading to the development of key entrepreneurial competences. Most entrepreneurial challenges are a result of a set of factors: bad planning, lack of leadership, excessive dept, lack of innovation drives, etc.. So, the opportunity for pupils to explore a real-life like environment (necessarily simplified) works in favour of a more engaging and involving learning experience. Learning Objectives
- 20. . 20 Learning Objectives (Design Thinking Model)
- 21. . 21 Learning Objectives (Design Thinking Model)
- 22. . 22 Methods Game storyboard/graphic design Game play Specific game mechanisms/char acteristics (e.g. team play,…) Implement ation Guide Learning Delivery Method (check Game Elements and Mechanisms for details)
- 23. . 23 In the learning process proposed for the LBE Game, the educator takes on the role of a facilitator: ▪ He/she will facilitate (when needed) interaction and communication between players ▪ He/she will help consolidating the learning experience by promoting a debrief on relevant game activities ▪ He/she may prepare their own learning materials based on the Implementation Guide (O1.A6) to adapt to the specific need of his/her pupils/children ▪ He/she will adapt language and level of demand in the approach to each financial topic ▪ He/she will facilitate access to research material and means (books, internet, etc.) ▪ He/she will prepare own learning materials to use in class based on the Implementation Guide (O1.A6) to adapt to the specific need of his/her students Role of the Educator (teacher, trainer, parent)
- 24. . 24 Educators will have at their disposal an Implementation Guide (O1.A6) with suggestions on the use of the game and additional exercises and activities that may complement the game experience. Additional Learning Materials
- 25. . 25 Evaluation on the acquisition of the key competences will be done through: ▪ Game progress and score ▪ Self-assessment based on a grid available in the Implementation Guide (O1.A6) ▪ Group assessment based on a grid available in the Implementation Guide (O1.A6) Note: This should be reviewed and detailed later in the Implementation Guide. Evaluation
- 26. GAME CONCEPT
- 27. . 27 The Game Concept defines, in broad terms, the game’s idea and objectives. The LBE Game is an Educational Game with main characteristics of a Simulation Game, combined with other genres such as puzzle games.
- 28. . 28 The general idea of the game is to simulate a Design Thinking Process for a new Space Cruise Ship to take tourist through space. The game will be played by a team of players – 2 to 4 – cooperating with each other during the different stages of the process of designing and launching a Space Cruise Ship. Ideally each team should have 3 players. They will specifically have to, inquire “clients” about their needs (EMPATHISE), be able to agree on a definition for the problem (DEFINITION), generate solution (IDEATE), create a model for the solution (PROTOTYPE), test that model (TEST) and launch the solution (LAUNCH). Financial issues are introduced in the game by making the players compliant with a budget. This varies from some traditional game about entrepreneurship that tend to put the stress on selling products. Our intention is to have a different approach also considering the lower ages in our age bracket. This is also a way to keep the focus on the design thinking process – the base for the application. This will also require an extra effort to create a game algorithm that brings different outcomes and different challenges every time the game is played, as well as ensuring the fun factor capable of engaging pupils.
- 29. . 29 Game Objective The goal of the game is to successfully launch a Space Cruise Ship with the specification of the contractor and that pleases the future space tourists, ahead of the competitors. An additional objective can be set for those completing the task with the higher % of budget savings.
- 30. . 30 (a full story will be written to give an additional context and to make the game more engaging) The players – 2 to 4 - are a product development team known for ground-breaking views and responsible for huge market successes. The team is led by a virtual team leader which will provide indications throughout the game play to the actual “human” players. One day, the team leader – Ms. Carson – presents the team with an assignment. She had been contacted by a tourism company called Out There Travel. Out There Travel wants to be the first company offering Cruise trips through Space, and set the team a challenge: design and launch the first Space Cruise Ship. The players will not be alone in the race to create the first Space Cruise Ship ever! The contactor Out There Travel – decided to give the challenge also to one of your competitors – The Fairly Good Design Company. The first to come up with a Space Cruise Ship that answers to the contactor’s base requirements and to the future space tourists needs, will come on top. Game Story
- 32. . 32 The Game Elements and Mechanics determine the components of the game and how they relate, enabling action. After a brief overview of the game, the Game Elements and Mechanics will be presented in detail.
- 33. . 33 ▪ The game’s goal is to design and launch a Space Cruise Ship before the competitors. ▪ The actual launch of Space Cruise Ship is measured by the compliance with base requirements set by the contractor (e.g. the ship must fly, cannot cost more than X coins, must have at least 20 rooms) and the satisfaction of the future space tourists with the facilities offered by your cruise ship. ▪ The advancement of the competitor’s team - The Fairly Good Design Company – will be generated by an algorithm to keep the player at check during play and avoid they take too long to complete tasks. This advancements will be represented on the game screen so that all players can be aware of it. ▪ The game should be played by a group of 2 to 4 Players cooperating to achieve a common goal.
- 34. . 34 ▪ The action takes place in a city environment, where the Players have to go through several steps on a design thinking process. ▪ Each step on the game’s product development process corresponds to a game Level. Each step is identified as a building so that the process itself can also be more clear to players. ▪ In each Level, a new part of the game environment opens up. The objective is that the player realises that the process has specific and recognisable steps. EMPATHISE DEFINE IDEATE PROTOTYPE TEST LAUNCH
- 35. . 35 ▪ As players progress, the game environments will be kept open, even the ones related to previous stages. This is because the design thinking process is iterative and is important that the players realise that at any point they may have to go back and re-evaluate previous options in face of new information. ▪ The interactive nature of the design thinking process is also the reason why the players will face random and programmed “events” which will change initial assumptions and drive the need to go back to previous stages and operate changes. ▪ Once players reach the Test stage (before actual launching), they will have to submit their prototype for testing ▪ A successful test enables the launching of the ship in the final Level.
- 36. . 36 The game is played by a group of 2 to 4 players contributing to a common objective. The ideal number of player is probably 3, so there is sufficient diversity of opinions, but still keeping it manageable in terms of time that takes to discuss and reach the consensus necessary to progress in the game. Besides competing with the virtual competitor, the teachers can set up several groups in class playing the game and create an healthy competition between them so see, for instance, who launches the ship first. Or who launches while saving money (e.g. % of savings in relation to the budget). The game records will even facilitate the creation of competitions across the school or gathering participants from other schools, as the game will keep track and issue a certificate to players that achieve the game goal, with the main statistics – e.g. play time, level of satisfaction of space tourist, budget saves. There is also no technical limitation to playing the game as a single player. However, the learning value is significantly reduced, as processes like ideation and others benefit from the exchange of views and collaborative work, and all the social competences that could be improved with the group playing, like team work, respecting other’s opinions, etc., will not benefit from playing the game individually. Note: The above play alternatives are just ideas and the teacher should be able to decide the best use of the game within a multitude of possibilities. The different ways the game can be played, will be part of the toolkit. Players and Game Modes
- 37. . 37 Virtual Competitor The Fairly Good Design Company will show up on screen during play, represented by a progression bar. This progression will reflect the Players own game so that it keeps them in check but it does not pose as an obstacle to the success of the Players. In other words, the competitors should only beat the Players when these use excessive time to complete the Levels or show an evident inability to complete the game (e.g. performed 20 prototype test without success)
- 38. . 38 Events Starting on Level 2, there are other events that can occur in the game for the Players’ benefit or disfavour. Some of these events include: • Changes in clients’ preferences • Changes in the budget available • Other constraints These events will required to simulate better the process of Design Thinking and will keep the players in check, testing their management skills, including social skills, resilience, capacity to prioritize, etc..
- 39. . 39 Winning This will be detailed when final mechanism are set
- 40. . 40 Loosing Players will lose only in the case that the virtual competitor completes the challenge before the Players do. Other than that, Players can fail as many times as they wish, as goal of the game is precisely centred in the process.
- 41. PLAYING THE GAME
- 42. . 42 At the start of the game, Players may be encouraged to choose a team name. It is a way of creating a bond and release their imagination. At the start of each level, Players may also be led to reflect on what they are supposed to do before the brief introduction of the virtual Team Leader, and before jumping into action. A brief moment to discuss the results could also be a good way to consolidate learning after completing each level.
- 43. . 43 Level 1. Empathise
- 44. . 44 Level 1 is about EMPATHISING, in this case to understand the needs of those linked to the challenge of creating a Space Cruise Ship: Contractor and potential Space Tourists. The Players will have to assess the needs of the Contractor – Out There Travel - which has needs related, for instance, to the cost of building the ship, capacity, the ability to launch and break through the atmosphere, etc. On the other hand, Players will have to understand the needs of the potential Space Tourists. They may require certain types of facilities (e.g. cinema, disco, gym,..) or have specific concerns (noise, smell, safety,…) To identify these needs, players will have to resort to different ways of collecting data: interviews, observation, survey. Players will decide when they are satisfied and may progress to the next level. They can always return afterwards if they realise they missed something. This freedom allows the players to understand the choices they have and what may be the cost of skyping parts of the design thinking process, specially if they move too quickly to the test phase without taking good note of the needs of the “clients”. In any case, as they plan to move on, the Team Leader will stress the importance of going through this stage diligently.
- 45. . 45 We need to get a better understanding from Out There Travels about their requirements for the Ship. Go to the EMPATHY BUILDING to collect some ideas on a strategy to achieve that. This is called the EMPATHY STAGE. 2 3 4 1
- 46. . 46 1 EMPATHY BUILDING Whose needs should we be accessing? POTENTIAL SPACE TOURISTS OUT THERE TRAVEL Hum…is the first time there will be Space Tourists, so how can we assess those needs? LOOK AT THE CLOSEST COMPARABLE THING DO A SURVEY TO POTENTIAL TOURISTS Create a dynamic query to spark discussion and help Players understand what they are suppose to do and with what objective This refers to the survey to classmates or a predefined market survey available to Players
- 47. . 47 2 CONTRACTOR’S OFFICE OUT THERE TRAVEL Interview OUT THERE TRAVEL’s Boss
- 48. . 48 E.g. Observe preferences for entertainment, like the pool Interview staff Interview guests, like couples, older guests, children 3 SEAPORT / DOCKS
- 49. . 49 4 MARKET RESEARCH Download survey, pass it on in the class, gather results and input them in the game ! This option needs to be evaluated in detail for technical feasibility Classmates can pose as potential clients of space travel
- 50. . 50 Are you sure you collected all the data you need? You may always come back later, but having the right data is key to avoid setbacks in the future. Go to next Level ✓ ✓ ✓
- 51. . 51 During play, Players should be encouraged to take written notes about what they’ve learn from the interviews, the observation and the survey, perhaps even separately and confront them in the next level where reaching consensus will be required.
- 52. . 52 Level 2. Define
- 53. . 53 Level 2 is about defining more accurately what the “problem” is, or in this case, define que requirements from both the Contractor and the potential Space Tourist. While in the previous level, the Players got dispersed data, is now time to make sense of all of it and establish a common ground that all the members in the team can agree on. To achieve that, the Players are presented with boxes representing requirements for the Space Cruise Ship (keywords and small phrases) some of which are true and others are false, in relation to the data available in Level 1, the Empathise stage. The Players will then have to selected and group the relevant boxes next to each of the “clients”, i.e., the Contractor and the potential Space Tourists. To progress to the next level, two options are still open. One is to allow Players to move to the next level when they think they did a good job. Other option would be to allow them to advance only when they got all the boxes right. This last option maybe preferable especially for the youngest children playing the game, as it will force them to be more structured in their approach, while still allowing to pass on the idea that if they do not pay attention and go through all the process of collecting data during Level 1, they may be required to go back, thus “paying a price”.
- 54. . 54 We got a lot of information from the previous interviews, observations and survey. We need now to make sense from all that information and be sure that we are considering all the important things before we move on. Let’s go to the DEFINE BUILDING and discuss things. 1
- 55. . 55 1 DEFINE BUILDING Did you all take notes during the EMPATHY STAGE? Let’s compare them! THERE ARE DIFFERENCES NOTES ARE THE SAME Hum…if there are differences, we have to come to a consensus now. Remember you can always go back as a last resort. Next Create a simple query to help spot differences in the Players views from the first stage. Helps also realise that the same data can generate different interpretations
- 56. . 56 1 DEFINE BUILDING POTENTIAL TOURISTS OUT THERE TRAVEL BOSS #ROOMS: 4 COST TO BUILD: 100 QUIET POOL GYM DISCO GAME ROOM CINEMA SAUNA ROOM WITH VIEW ROOM AWAY FROM SMELLS ABILITY TO TRAVEL IN SPACE SAFETY 300 PEOPLE LOTS OF RESTAURANTS FAST Drag-and-drop boxes to the right places. Print
- 57. . 57 Are you happy with the choices you made? These choices reflect the PROBLEM you are trying to solve, thus they should guide your next steps to create the Space Cruiser. Go to next Level ✓
- 58. . 58 During play, Players should be encouraged to compare notes and solve differences to achieve a consensus that allows them to progress as a team.
- 59. . 59 Level 3. Ideate
- 60. . 60 Level 3 is about generating ideas to solve the problem, thus, in this case, is to come up and agree on a basic solution for the Space Cruiser. The Players will have to consider all the aspects of the definitions established in the previous stage, generate ideas among them, and find a solution/priorities. In a first stage, Players will be invited to think about a solution on their own. This is the divergent phase. Then they will be invited to present their ideas an converge on a single solution. This is the convergent phase. For this last phase, it will be important for Players to be able to prioritize, namely identify the “must haves”, and conduct an analysis of the options before agreeing on a solution.
- 61. . 61 We established the requirements for the Space Cruiser with the DEFINE stage, now is time to start loosing your creativity. Let’s go to the IDEATE BUILDING and get the process going! 1
- 62. . 62 1 IDEATE BUILDING 1. First thing first! Print the Ideate Form. Make copies so that every Player has one. 2. Give yourselves 2 minutes to look into the requirements established under the previous stage. 3. Done? So each Player gets a copy of the Ideate Form. This document is designed to help you gather ideas individually. You will create an idea for your ideal Space Cruiser. You have 5 minutes to do this task. 4. Ok, now that all Players are done and have their ideas lined-up, you have 2 minutes to presented to the other team players your idea. During the presentation, the other Players should take notes of things they like most and things they feel are less interesting 5. After the round of presentations, you should now go through all ideas so that Players can share their thoughts based on the notes they took and on priorities. This is the starting point to get an aligned view for the Space Cruiser. 6. Finally, fill a Ideate Form with the idea that the team has generated for the Space Cruiser after the discussion and finding common ground. Print Ideate Form Ideate form may also be digital. It will require to have a short story, a small blueprint with the spaces and their distribution.
- 63. . 63 1 IDEATE BUILDING 7. Now with a common view, altogether you have to come up with a name for the Space Cruiser. This task can eventually be inserted into the previous tasks to make the process more efficient. The risk, on the other hand, is making the process too complex.
- 64. . 64 Now you have an idea for your Space Cruiser! It is time to make it more real, by creating a prototype, i.e., a proxy of what you want to build that can be later tested to avoid incurring in too much cost in what might be proven to be a bad idea. Go to next Level ✓
- 65. . 65 During play, Players should be directed if needed to respect tasks and times. The process might be noisy, but noise is part of the creative process so it is important to let kids express themselves and be passionate, as long as they are respectful of others’ ideas and positions.
- 66. . 66 Level 4. Prototype
- 67. . 67 Level 4 is about creating a model of the idea so that it can be tested in the following stage. In the game this means that Players will have a digital model which they can play with to create a model ship. Besides respecting the idea consolidated in the IDEATION phase, Players will be facing a new variable – cost. Thus, while configuring the prototype, Players will have to do it having in mind the cost of each ship’s part to avoid going over budget. The result is that Players may even face the need to go back and redefine their idea based on priorities, to make sure the budget is met. This particular aspect is not typical at this stage of the Design Thinking Process, but serves the purpose of introducing the financial aspect into the game, which is relevant for the purpose of developing basic financial skills. At the end, Players need to reach a viable prototype to move to the next stage.
- 68. . 68 It’s time to create a prototype base on your idea! This can be quite fun! Let’s go to the PROTOTYPE BUILDING and get the process going! 1
- 69. . 69 1 PROTOTYPE BUILDING 1. Drag-and-drop ship parts to place them and take them out. 2. There is an important new aspect to consider – the budget. The cost of each part is defined, and the total cost the prototype represents is visible. 3. You can only move to the next stage if you comply with the budget, which may require you to go back and redefine your idea based on priorities to respond to the maximum of requirements while maintaining the budget under control. 4. When you are done, print the scheme of your prototype for future memory. Next
- 70. . 70 1 PROTOTYPE BUILDING Print Prototype Infirmary [cost: 10] Gym [cost: 5] Room [cost: 2] Restaurant [cost: 5] … Corridors Propulsors Aesthetic elements Drag-and-Drop parts on a modular structure. This is a simplified scheme. The ship should be bigger and the graphics attractive. CURRENT COST: 150
- 71. . 71 Great, you have a prototype! If you are happy with it you should test it now! Go to next Level ✓
- 72. . 72 During play, Players should be encouraged to review the prototype in face of the idea and the requirements, to check if it responds to all or most of the demands. When playing in class, the teacher might find the need to establish a time for this task and a few checkpoints to control the time that is being used. Ideally, however, kids should be given enough time to complete this task as it implies discussion and establishing consensus, allowing for a huge gain in terms of soft skills required from entrepreneurs, like teamwork, self-regulation, leadership, prioritization, creativity, cost calculation/simulation, etc.
- 73. . 73 Level 5. Test
- 74. . 74 Level 5 is about testing the prototype and validate if the “clients” are happy with the Players’ solution or if the team needs to go back and redesign the Space Cruiser before launching. The test has 2 phases. First the ship must prove it can fly – technical requirement. If it passes this test, then there is the satisfaction test with potential space tourists. If the satisfaction criteria is met, then the Level is completed.
- 75. . 75 Is time to test the prototype and see what is really worth! Let’s go to the TEST BUILDING and get the process going! 1
- 76. . 76 1 PROTOTYPE BUILDING Next Test There will be a flight test based on specific criteria (e.g. ratio weight / nº propulsors). If it passes FLIGHT TEST
- 77. . 77 1 PROTOTYPE BUILDING Print Test Results CURRENT COST: 150 Have an animations that corresponds to the actual alignment between the initial requirements and the prototype. Have a short test result to print in case of the need for future changes SATISFACTION TEST
- 78. . 78 Great job! You passed both test! It seems all is right to proceed to the launch of the Space Cruiser! Go to next Level ✓
- 79. . 79 During play, Players should be encouraged to experiment and make systematic corrections and testing till coming up to an acceptable result. Enough time should be given to perform this testing, as there is a lot to gain from the iterative process and from the social interaction happening.
- 80. . 80 Level 6. Launch
- 81. . 81 Level 6 is meant to extend the experience a bit more, namely to share the results with the other groups of Players. Should be a simple Level, so that Players can have a feel of the result of their work. Thus, a few nice animations about the launching should be created.
- 82. . 82 OUT THERE TRAVEL is launching the first trip through the stars! They ask us to help them with some marketing effort. Let’s go to the LAUNCH BUILDING! 1
- 83. . 83 1 LAUNCH BUILDING We have to create a small advertisement and a poster to announce the Space Cruiser and the trips to the stars! So, get going! Next The objective is to give free reign for the team to create this add that will appear on the final screen along with the Space Cruiser launching.
- 84. . 84 The advertisement shows, along with an animation of the launching of the space trip, ending the game. Players will be able to print a certificate with the main game stats and a picture of their ship. Print Certificate
- 85. . 85 After the game ends, Players should be encouraged to present their results to the other groups of Players. Eventually, a discussion around what they have learned from the game, what would they do differently from what they did, etc. could help consolidating the learning experience.
- 86. . 86 GAME TECHNICAL ASPECTS
- 87. . 87 Game design (some inspirations) Define with Boon later
- 88. . 88 ▪ The game can have a general music theme. ▪ Sound effects in specific scenarios– e.g. when visiting the cruiser ship anchored in the seaport, we should ear the sound of breaking waves and of seagulls. The city overall scenario can have also urban sounds. Music & sound effects
- 89. . 89 ▪ Through dedicated webpage ▪ Possible to control accesses ▪ Possible to keep record of users’ performance ▪ Easy to introduce updates ▪ Requires to pay hosting and page maintenance ▪ Possibly interesting to commercial exploitation of the game Online Delivery
- 90. . 90 Game: HTML5 • Phaser - A fast, fun and free open source HTML5 game framework https://phaser.io Backoffice: PHP5/MySQL • Programming language PHP5 • Database MySQL Programming (coding)
- 91. . 91 ▪ Use accessible language ▪ Use an adequate font size or enable magnified text ▪ Introduce possibility of audio text, using free online tools Accessibility