UBD Design Template HK

This is an introduction to video game design lesson that I created using Grant Wiggins UBD cycle.
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  FRIT 7430: UbD Stage 3 Assignment    Hassan Kariem FRIT 7430: Instructional Design Stage 3,Understanding by Design Fall 2012  FRIT 7430: UbD Stage 3 Assignment    Title of Unit Core Platform Gaming Principles with Game Salad  Grade Level 8 th  Grade Standard:   Nets standard 6 : Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Understandings: Students will understand that: 1)   The most essential element of game design is the relationship between objects. 2)   The location of objects is essential in any game design but especially pertinent in game design for ipads and other touch screen devices. 3)   Most troubleshooting of game mechanic issues are rooted in the defined relationships between objects. Remember that the game will not do/or will do what the designer tells it to. Nothing more nothing less. 4)   It is essential to save frequently and to save working versions of your game periodically, especially before major changes. 5)   How to organize objects utilizing concepts of object oriented programming such as if-then statements and variables. 6)   Understanding the value of mathematical concepts from geometry and algebra relate to object oriented programming.  FRIT 7430: UbD Stage 3 Assignment    7)   Be able to explain how relationships between objects affect game functionality. 8)   How to make sure that game is designed so that it has replay value to others. 9)   How to apply gaming design principles in other gaming types/genres? Essential Questions: Overarching Questions: What are good video game design principles? What steps must be taken to effectively identify problems when troubleshooting functionality issues? What are the essential elements that indicate optimal replay value and functionality? Topical Questions: EQ 1: How do you implement and modify an object using Game Salad? EQ2: How do you test your game using Game Salad? EQ3: How do you define controls (keyboard input, screen touct etc...) in game salad? EQ4: How do you import outside elements (sprites, pictures, sounds) into Game Salad? EQ5: How do you create and modify the stage or “level” that your characters interact with? EQ6: How do you create a menu, start, and game over screen using game salad? EQ7: How do you control where the camera is on screen? EQ8: How do you create and indicate lives, life bars, and damage for your characters? EQ9: How do you use timers and counters in game design? E10: What are the methods that can be used to signal a scenario (change of screens) change in Game Salad? Stage 3: Plan Learning Experiences Week 1  FRIT 7430: UbD Stage 3 Assignment    Type week 1 activities here (use page 26 of the UbD text as an example) Monday: 1.   VGD Entry Conversation: Teacher will lead a discussion session asking students about their favorite games. The teacher will then document these games on a whiteboard, chalkboard, or something similar so that all students can see at least 5 of the games that they found desirable.( Logical-quantitative entry point  ) W, H 2.   Group Discussion 1: The teacher will assign groups; the groups will then asses one of the games we chose in the VGD Entry Convo. The goal of this discussion is for the groups to pinpoint the graphical and functionality elements that they feel make the game entraining. They will analyze these elements logically in an attempt to weed out the most essential factors of the chosen game’s desirability and replay value. Each group is responsible for documenting at least four different elements that they feel that make the game that they chose a great game as well as an explanation of why they feel that these elements are important. They will also choose a member of the group who will be responsible for presenting this information in assignment 3.( logical-quantitative entry point, Esthetic entry point  ) E-2, R, T  3.   VGD element presentation: One member from each group is responsible for sharing their respective group’s interpretations of what elements make the game they chose fun. That member will express the groups reasoning for selecting these elements. After the presentation the student will write their elements on the board.( Narrational entry point  ) T,O   4.   10 minutes with Mario and Reflection: The groups will then be assigned a computer. They will select a game tester and begin to play the game Super Mario Bros. While the tester is playing the rest of the group is responsible for identifying and comparing the elements that the class has decided were essential with the Mario game. After 10 minutes of play the class will come together and have another discussion via question and answer session to decide if the elements that they chose prior to the hands on experience with Super Mario Bros are still relevant and then as a class they will revamp a final list that will become the classes foundation for video game design for the remainder of the course. (Foundational entry point, Experimental Entry point) H, E ,R Tuesday: 1.   Pre-test and Group setting: Students will take a pre test to assess their technical skill level and personality traits. After the instructor evaluates the test they will separate the class into groups based on the test results. The groups will then be provided time to begin to identify group roles. (Lead Game Designer, Game Tester/ Debugger, Story Developer, Marketing etc). The group will then be assigned a computer work station where they will develop their platform game. W, T, E-2
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