Hands-on: Game design brainstorming - Serious Games - Spring 2009

Contents

Slides

Overview of Today's Class [1/7, 2009/04/23]

• Questions on Project 1?
• More info on Planetary Science
• Brainstorming on game ideas

But first... [2/7, 2009/04/23]

Just received inquiry about a possible grant from a non-profit agency.

Any general thoughts about this?

Planetary Science Info [3/7, 2009/04/23]

From Illinois Science Assessment Framework for 7th grade

• 12.7.91 Understand that objects in the solar system are for the most part in regular and predictable motion. Know that those motions explain such phenomena as the day, the year, the phases of the moon, and eclipses.
• 12.7.92 Understand that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Know that changes in gravitational forces explain the phenomenon of the tides. Know that what an object weighs on Earth is different than what it weighs on the moon or other planets in our solar system. This is due to gravity.
• 12.7.93 Identify the differences among the planets in our solar system: the four closest planets to the Sun are called the inner planets. The inner planets are small and have rocky surfaces. The five farthest planets from the Sun are called the outer planets. All outer planets except Pluto are much larger than Earth, are made of gases, and have no solid surfaces.
• 12.7.94 Understand that rock samples taken by astronauts walking on the moon show that the earth and moon have a common history.
• 12.7.95 Understand that because it takes the moon the same amount of time to rotate on its axis as it does to revolve around the earth, the same side of the moon always faces the earth. Understand that the tides are affected by the positions of the moon.
• 12.7.96 Understand that valleys on the surface of a planet or moon might be evidence that water is or once was there.
• 12.7.97 Understand that the speed of a planet's rotation is one cause of the daily variations in temperature on its surface.
• 12.7.98 Understand that the cause of the earth's seasons and the change in the amount of daylight throughout the year is the tilt of its axis of rotation with respect to the plane of its orbit. Given a diagram of the earth depicting (1) its relative position to the sun and (2) the orientation of its axis of rotation and (3) some circle of latitude, identify the following: (a) the season of the year (if the circle of latitude is other than the equator), and (b) whether there is more daylight or more dark hours at that time of year. Understand why the seasons and daylight hours in opposite hemispheres are opposite to each other.
• 12.7.99 Understand that the sun is an average star. Know that a solar system consists of a sun and planets and other objects that revolve around it. Know that the planets closest to the sun are hotter than the planets farther away from the sun. Understand that the color of a star depends on its temperature.
• 12.7.100 Identify the relative positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere).
• 12.7.101 Define light year, how many kilometers it is, and know that galactic distances may be measured in millions and billions of light years.

More info [4/7, 2009/04/23]

From Science Performance Descriptors, 12D, Stage F. (Grade 6 is E-F-G, 7 is F-G-H.)

Apply scientific inquiries or technological designs

1. to examine gravitational forces,
• correlating how an object's mass and distances affect weight in Earth and planetary examples, or
• identifying the effects of the Sun's gravitational force in the solar system, or
• predicting direct and inverse proportional trends from data of gravitational attraction. (Link to 7A, 8A-B, 8D, 9A, 11A-B, 12C, 12F, 13A-B.)
2. to incorporate the impact of force on motion,
• associating Newton's three laws of motion to mass, distance, and acceleration, or
• making metric mathematical calculations of average speed, velocity, and acceleration, or
• comparing resistance and friction factors in electrical, magnetic, fluid, and physical systems. (Link to 7A, 8A-B, 8D, 9A, 11A-B, 12C, 13A-B.)

Yet more [5/7, 2009/04/23]

Science Performance Descriptors, 12F: Astronomy

Game Design Brainstorming [6/7, 2009/04/23]

Possible topics:

• Planetary Science
• Observation
• Chicago

Brainstorming session structure:

1. Phase 1: Individual. Come up with 3-5 ideas for different games in one or more of these topics.
2. Phase 2: Groups. Present ideas to group members, then select best ideas and collaboratively refine.
3. Phase 3: Role-based critique. Different group members take on different roles: game designer, pedagogical expert, content matter expert. Does the game design work from that point of view? Write them down.
4. Phase 4: Present ideas, critiques to class. Evaluation?

Questions:

• Anything wrong with that?
• Do we need to make "official groups" now?
• How much time needed for each stage?

Reading for next time [7/7, 2009/04/23]

The Design, Play and Experience Framework, by Brian Winn, MSU. Talks a bit about the development of "Life Preservers". Mainly presents his framework for Serious Game Design. Difference between other frameworks for design that you've seen?