# Project 8 Week 7

Learning Objective:

The game is trying to teach students the concept of fractions, to analyze each word problem to identify the given information and to develop strong problem solving skills. I am making a game that is suitable for beginners and non beginners who are just starting to become familiar with the concept of fractions and just starting to add and subtract fraction.

Formal Elements:

-2-4 players may be engaged in the game.
The way players interact with each other may be competitive

The rules of the game is each player begins at start, their goal is to reach to the finish line.
-Player is required to roll a dice. (ex. If the number is 4, they are to move 4 times),
-If they land  on a (pick a card). They are to grab a card from the fraction deck and solve it.
-if their answer is correct they move forwards 3
-if their answer is wrong they have to move 2 spots back and remain there.

The board game has locations that says
– pick a card  – (fraction questions
-challenge (challenged fraction questions)
– Move forward 4 times.

-Move back 2 times

The goal for the students is to reach to the finish line before the other players do, by solving fractions and fraction word problems.
Along their way, there will be different conflicts for them to battle against. To make it interesting and engaging as a regular board game.

The layout would be similar to THE GAME OF LIFE. BUT MATH RELATED PROBLEMS.

The game will help them gain problem solving skills.  Majority of children struggle with fraction word problems, and this may help them by identifying the given information whether is an addition or subtraction problems.

Fraction Deck Cards are based on students grade level.

The conflict between players are maintained, each player is to focus on reaching to the finishing line by solving fractions. The game prevents players from behaving frustrated because of the struggle they might have with fractions. So to prevent that, they may seek help from one the players. The way they will seek help is by them choosing who their willing to seek help from. If both get correct answer they will move forward 5 , if wrong they will both be required to move back 2 times.

This game is considered lil competitive  but engaging because children will be eagered to reach to the finish line.and trying to avoid moving back spaces.

Dramatic Elements:

Challenges represented to the player is the fractions and fraction word problems.
The skills the player will learn to master is analyzing word problems and being able to develop strong problem solving skills

The game is playful because it has different challenges for them along the way, in order to reach to the  finish line.

Fun

The game is engaging and the elements supports engagement to learning.  The fraction deck cards are based on grade level and lesson.
Choices that are meaningful in the game is weather they want to seek help or not from one of the players. If they do they do and the answer is wrong both players have to move back 2 times.
Its very easy to play, it may take one game round to learn.
Players learn how to play by followings the  procedure and the instructions the teacher is giving.

# Project 20 Week 7

This is the current work in progress. Monday 3/21/16, I will have the finished product.

# Project 5: Week 7

My game is called McKinley High’s Home Coming. The game is trying to teach the player that the music they choose to listen has a major effect on their emotional health. The dominant form of interaction is player versus player. The cognitive process is affected the most by the game design. It teaches the player to make better decisions when it comes to music. There are 4 players involved in the game. They interact competitively. The objective of the game is to get to the party first and win the game. The rules of the game are to roll the dice and get a six in order to be able to come out your room. Once you are born you are able to make your way around the board in order to attend the party. Once all four of your pieces make it to the party, you win the game. The board is filled with songs from all types of artist. If you land on a song from Future, you become depressed and you have to go back to your room. If you get a double your able to roll again. The conflict is introduced from the beginning of the game. The player who rolls a six first obviously has the upper hand. The conflict is maintained by one player doing better than the others. It is resolved by a player winning. The game only allows the players to move one way on the board. It allows more of a fun challenge for the players. The game ends by the players getting all four of their pieces to the party. The challenge that is presented is to stay clear of any song by Future. His songs cause people to become depressed and they can’t socialize with others. Therefore they have they go back to their room. Yes, the elements promote the players to choose better music. Music greatly influences our emotions. The wrong ones can cause us to become greatly depressed.

This is a concept for a learning based game designed by Najahwan Goode

Introduction: Racial microaggression is a phenomenon that has just gained notoriety in recent years due to its significance in America. I hope to create a game that will bring enlightenment to those who play it and give them a better understanding of what some people have to go through in this country.

LEARNING ELEMENTS

The intent of the game is to raise awareness of the dangers of Racial Microaggressions in the United States and how it can affect Black adults as they enter the adult world. The experience goal for the player is to understand how difficult it can be dealing with Racial Microaggressions while trying to get one’s life together.

In this game the player will be put into situations where they have to have conversations that decide their future in the game. They have several choice options to choose from and select a choice with either a mouse click, or using the directional buttons on the keyboard. This in theory will support the learning objective because they will—if they play the game dutifully—have to think about their actions and afterward they will see how their actions in some cases will not even make a difference.

This game will mostly have cognitive, social, and behavioral effects on the player based upon the design. It attempts to engage a player cognitively, in realistic social situations. At the end of the different parts of the game the players’ responses will be compared to the Reaction Domains associated with racial microaggressions and the player will be able to see what their choice means as well as possible options for future incidents they encounter in real life that involve microaggressions.

FORMAL ELEMENTS

This game will be one player and consist of interactions between the player and Non-Player Characters. The primary objective is similar to that of the board game Life: where the goal is to have the most successful outcome possible. The difference here is that it will be a span of around 20 years instead of an entire life time. The game object will be to simulate the difficulties of trying to procure a successful future through the controversies of microaggressions.

The main rule is to make it to the end of the game (Age 40). A player can simulate parts of the game but if they do decisions will be made for them at random that may not be favorable. If a player is dies         (there are many way in which this can occur) gets life in prison, or does something that will result in them not being able to make it to age 40 or live as an emancipated individual by age 40 they lose. The procedure changes depending on the part the player is at. The scenarios change based upon age (ranges from 17 -40) and location (school, home, work, etc). The resources the player will acquire throughout their play through include material possession (cars, money etc), reputation, infamy, food, shelter, friends, and other relationships. The exchange of the resources that are material is up to the player, what they want/ need to spend their money on. The less tangible things like reputation and infamy are build or lost based upon the player’s choices of words in social environments in the game like conversations, and their actions like stealing or illegal activity.

Conflict in game is introduced by the players need to carry out daily activities like working, going to school, socializing, and other daily activities. How it is maintained or resolved is then up to the player and the settings. If a player wants to end a relationship with an individual they will have that option when conversing with that individual. If a player wants to quit their job and get a new one they have that option. The game comes into play when they have to interact with other races, like if they are playing with racial microaggressions on a higher level and apply to a job with a white employer they will have a much lower chance of getting the job. This is but one example of how the games RMA setting will affect a player’s access to the game. The environment is fixed so the player can only access what they are allowed to. Actions like high levels of aggression and other outrageous behavior will be checked by realistic aspects like law enforcement. The law enforcement limitation can be fun similar to how it is fun in other popular games for players who want to test the bounds of how the game will pursue malicious behavior. The level of RMA would have less severe acts like J walking in the streets have higher penalties than normal and would exaggerate the point of the learning objective, that things are treated differently when minorities are involved.

The game ends when the player reaches the age limit. At this time the player is shown the results of everything they did in the game. This list includes but is not limited to, amount of arrests, jobs they worked, salaries they have earned, family size. Some things would be more stressed than other, like their average reaction style to microaggressions and how that would translate to real life if they reacted in the same way as they did in the game in real life.

DRAMATIC ELEMENTS

The main character is a young black male in his last two years of high school, trying to become as successful as possible within their journey through life. The player is essentially living through the character/avatar to experience the different possibilities of how racial microaggressions can impact their one’s life. On top of the normal challenges of procuring a successful future in today’s competitive American society the player has to deal with the stigma and racial microaggressions that are faced on a daily bases by black people.

In takes place in a simulated American State. A young adult about to finish school and embark on the journey of life with little guidance from his family. It is literally him against the world. The story is linear in at its base. The players are all heading in the same direction. It is emergent in nature as the player makes decisions new options and new directions become available. They are given places they can go and people they can interact with. Based upon how they react with the individuals and where they choose to go the story line unfolds.

It definitely encompasses the elements for achievers and adventures. It offers a competitive player the challenge of thriving in a society where the deck is literally stacked against them if they choose to. There is also plenty of room for a player to explore all that the world has to offer if they just want to test what is possible. Tension is created when one tries to become more than expected of them. For instance when one tries to go from an entry level position, to manager, to CEO, the tension will rise exponentially and is resolved when one recedes to a more expected role based upon the stereotypes of their race—in this case black. Depending on the ambition of the player, much like real life the tension could possibly not be resolved until the end when they reach 40 and retire to a secluded location where they are outside of the reach of RMA… if such a place even exists. Conflict is created when the player tries to interact with NPC’s. Whether it be through direct conversation or the pursuit obtain something material, like a house in a specific location. Where ever there is an opportunity for microaggressions there is a chance for conflict to be created.

SYSTEM DYNAMICS

The components on the game will include NPC’s, buildings, and currency/resources. The buildings will serve purposes, means of income, shelter, and ways to acquire skills too progress. The people will either provide or mitigate opportunities. Currency will serve as a means of trade. Buying, communicating, and compromising are the main system behaviors.

The basic relationship I player decides what they want to do àplayer sets out to attain what they wantàgame introduces RMA to deter playeràplayer reevaluates how much they really want something—if they choose to continueàfigure out another way to get it. At this point there is either another deterring microaggression or the player gets to the desired goal, but usually there is another deterrence. The system is controlled by the players will to go against the microaggressions.

The economy is multifaceted. The player has to obtain money to get other things like a house or food but obtaining money requires them to interact with the NPC’s. Interactions with the NPC’s then requires another currency which is reputation. This currency is harder to gain as the player becomes more successful in the game because the player then has to deal with more attention from oppressors, the individuals that are usually the culprits behind microaggressions.

The player early on just has to build a rapport with their parents and go to school. As the game progresses the player gets involved in more institutes, like work, higher education and so on. The player then has to balance interacting with these institutes and the people involved. As the person strays further from their people and stereotypical areas they encounter the most important engine of the game, racial microaggressions. The emergence of the system is more player based than procedurally based. The choices the player has to make is exposed. Why the game becomes harder and more resistant to the player become successful in the game is hidden until the end. The players control over the system lies in their attempt to be successful within the system. The more they try to become successful within the system the more difficult making independent choices will become, the less they try to become successful the less resistance they will face from the system.

FUN AND FUNCTIONALITY

Very much so. They promote the objective by raising difficulty in a realistic since which causes a real sense of success when doing well in the game. All choices involving career, family, and life success. The objective is to see how every day choices an effect life time success.

The part that may seem broken is how difficult the game gets when a player is nearing success in all aspects of life, good job, happy family, and happy friends. The length of the game and the level of difficult could become exhausting. Life as a black person in a white supremacist society can seem like an unsurmountable obstacle most of the time.

It would be easy to the target group—Black people in America. The understanding and difficulty may increase based upon demographics drastically different than the intended. Initially a few minutes but there are new systems that get introduced during game progression. Through tutorials and an initial story introduction.

I hope you like the concept. If so show support for BLACK IN AMERICA in the comment section that  will follow.

# Project15-Week7

My game is called Health Genie

This game is trying to teach players how to maintain a healthy diet and lifestyle while having the gene mutation. It is a video game that you can use a keyboard or mouse to pass the food into the baby’s mouth.

Physiological/cognitive/social/behavior processes:

All are used; you need to think about what foods are healthy for the child. When the child is ill, that may affect the player’s behavior and make them feel frustrated.

I plan to affect the system by having a lot of foods surrounding the baby and the player has to quickly choose which foods are good. If they choose wrong, the baby’s health decreases. There will be a pop up doctor that will show up giving tips and suggestions.

How is works:

This is a one player game. The objective of the game is to keep the baby healthy. This reinforces the learning objective because figuring out what is healthy for the baby stays in the player’s mind, so they are learning without knowing it. The rules are that you need to feed the baby the correct food in a limited amount of time. The age of the child, changes the types of food and other toxins that can be exposed in the game. When harmful foods or toxins like cigarettes or alcohol are exposed. It can be resolved given the right medicine or foods. Everything is given to the player so the player has limited choices. It can be fun because they have to work with the resources they get to fix the issue. This game does not end it can be played over and over.

The baby and the baby’s health is their motivation because that is what takes them to the next level. The baby is the player’s child. The challenges are to know what is healthy for the child to eat in every situation. For example, when at a mall what foods are okay to eat. It takes place in many places. The background changes every level. It starts in a kitchen and can change to the park or the mall depending on the level. The types of food depends on the setting of the level.

What’s the story?

You find out that the baby has a gene mutation and throughout the child’s life the player finds out how to keep the baby healthy. Throughout everyday situations you go through, you find out how to keep the baby healthy.

# Project 7 – Week 7

As I continue to get further into knowing how to plan the game, I was given a chart that helped break down the system elements of how the game would function in a real life setting. It allowed me to think about the learning elements of the game as well as functionality, completeness, balance, fun and accessibility. Overall because this game is not so difficult to play, I am very confident where I stand with my creation thus far. I plan to use a large group of at least 20 people to share a dance floor and play the game. This will help those of which have social anxieties and difficulty starting up a spontaneous conversation. Because dancing is so much fun, this game could also be used as a workout. Movement in this game is very vital and is needed in order to make the game more energetic and suspenseful. This will also measure one’s attention span and focus. I know this game will be very fun to play and I know it will definitely help a lot with breaking from social isolation.

# Project 6 – Week 6

Overall this experiment is primary built for a population of people (male or female) that are victims to social anxiety in intimate or social surroundings. The main focus here is to try to sample these people in a group dancing exercise for which in the long run help these people break out of their social fears. In order to do this, we must conduct a series of survey’s in which people are willing to participate in. These survey questions will be simple questions asking whether or not a social surrounding is intimidating for them. Some questions may even ask about rating from a scale from 1 to 10 in how comfortable do they feel in a social environment. Some of these conditions will eventually lead us to separate the experimental group from the control group. In this case the experimental group would be those of which are participating in the group dances because of their social anxiety. While the control group would be those without social anxiety participating in group dances. In order to understand who was and was not eligible for this experiment one must analyze the surveys and determine who falls under social anxiety and who doesn’t. The average age of this experiment falls under young adults age 21-27 and adults ranging from 30-35. There is no correlation between gender, ethnicity and education simply because social anxiety is an eternal cue that can appear in anyone. Subjects are motivated to participate because of the benefits this experiment may bring for someone who is single or simply looking for a way to break out of his or her shell.

# Project 5-Week 5

This week we focused more in depth about our research projects which in the long run will become games. We were advised to write a two page methodology about our project without going to in depth about how the project will be played. I was looking through several references in which have an experiment that is similar to the one I’m conducting but not quite. This helped me very much because while reading other research it made me think about how I was going about my game originally. In the long run I plan to use some of these ideas from different researchers but ultimately modify it in my own way.

# Project 4 – Week 4

Today’s assignment was based upon knowing what our game projects are for the rest of the semester. I took an interest in combining both dancing and social skills into a game. The component of the game will help those not only break out of social anxiety but also help build character. This game is fairly easy to play because group dancing is something everybody can participate in. Lucky for me this research project has not yet been conducted, therefore it would be my pleasure to  introduce this game to everyone. Overall I choose to use group dancing because it interests me how people learn to break out of their shells by simply having the courage to ask another person to dance.Ultimately this will help with social anxieties and is a key game to learn how to be yourself with out feeling self-conscious.

# Project 18 Week 7

LEARNING ELEMENTS.

The game is trying to teach the player the effects of hallucinogenic drugs. The learning experience the player can get from this game are the dangers of hallucinogenic drugs. A player will be rolling a die and having to move to the different squares on the board. Well it shows the player how a person that’s trying to move up in life that they can descend fast while on drugs. This happens by landing on a chute/snake. The cognitive processes are affected. Well cause the person is rolling a die to see where they will land kind of like when a person takes drugs they’re gambling with their life.

FORMAL ELEMENTS.

Six players can engage in the game. The game is very competitive to make it to the top first to become the winner.  The primary objective is to try to make it to the top of the board to win. Along the way the player can fall back to the bottom by landing on the chute they will perceive to be a snake while under the influence of drugs. Rules of the game are to wear the 3D glasses while playing, they must roll a die to see who goes first and after continue rolling the die to see where they land. The 3D glasses are to help give players a hallucinogenic affect portraying the chute as a snake on the board. A player lands on the ladder they advance on the board. There is nothing accrued in the game. In the game the person is just trying to move forward while under the influence of hallucinogenic drugs. Well conflict is introduced and maintained by the placement of chutes/snakes on the board. If the player lands on the ladder they get to move up on the board. Well the game prevents players from moving up if they land on a chute/snake. On the board there will be ladders that are holographic that will also look like snakes. The limitation is fun because it shows the while under the drugs they are seeing the ladders as snakes. Well while playing the game the players are under the influence of the hallucinogenic drugs where they will wear 3D glasses while playing the board game. The first one person to reach the top wins.

DRAMATIC ELEMENTS.

The game is made for multiple players and there is no main character. Their motivation is to win the game and make it to the top. Well when the player rolls the die it affects the character piece that’s on the board whether they advance or not. The challenges that are presented are the chutes/snakes to avoid and to make it to the top first. There are no skills to master since it is a game of chance. The game takes place in a person’s mind who’s under the influence of hallucinogenic drugs. The general premise of the story are that the characters have taken hallucinogenic drugs and they are feeling the effects. There is no narrative for this game. The game is playful since it is a game of chance you don’t know who will win. Most games people play are about skills or obtaining something to move on but with this game the player has no idea how they will do it’s all up to die they will roll and that will dictate the speed of the game. For Bartle’s Taxonomy the player who will enjoy this game would be the achiever because they will want to dominate and win in the game. Tension is controlled in the game by having the players roll a die so there movement in the game is unpredictable. The players could land on the chute after working to move up. Resolution is controlled by having a fixed place on the board at the top.

SYSTEM DYNAMICS

There is no building in the game. In the game there are no object properties to collect or obtain. The player does not need to buy anything for the game they are just rolling a die to advance their character. The basic relationships between the system elements are the player has to roll the die to move around the board and hopefully avoid the chutes and aim to land on the square that has the ladder. No the game system does not exist as a game economy. There are no new systems that emerge from the game it is very straightforward and limited in what can happen. The chutes and ladders are presented on the board they can see them. They know what each do if they land on it. The players cannot control the system since it is a game of chance but the die the roll controls the outcome.

FUNCTIONALITY. COMPLETENESS. BALANCE.

The game is fully functional. It shows the cons of being on drugs. The game I would say it is complete. The game is doing its job to show the dangers of being under the influence of drugs. The voice not being represented would be reality since the players are being manipulated. The game is balanced. There is no strategy for the game. The game is symmetrical it has flaws to impede players while it also has the ladder which help advance the players on the board.

FUN & ACCESSIBILITY.

The game is very engaging because it makes the players want to win. There are no meaningful choices in the game. The game is straightforward. The game is a lot of fun since it is a game of chance. I would not say that it is boring since the game is unpredictable. The calamities are the snakes on the board. The game is very easy to play. A player can learn how to play the game right away it’s not that hard to understand. Players learn how to play the game by reading the rules which state that they must be wearing the 3D glasses throughout the game to mimic the hallucinogenic drugs and they just have to roll a die.