| ANALYSIS |
| the game is trying to teach students easier way of learning definitions. the learning experience the game is trying to create is help students learn which setting is relevant for them to learn faster and better. |
| the dominant form of interaction the player has with the game is on an iPad while being at a formal setting or at an informal setting. this supports the learning objective by helping the students and teachers know how can you make learning fun for students. |
| cognitive and social behavioral processes is most affected by this game design. cognitive behavioral process helps the students think and put together from right to wrong with the definitions and the social behavioral process is what will determine if the students can do better at the game if they interact with a partner or if they’re at a different setting. |
| the number of players engaged in the game is 1to 2 players. the players can pick the options on if they want two players and they will receive the same words in different screens and while they play the game player one and 2 will be able to view how far has each of them gotten and how much they have scored. |
| the primary objective of the game is to learn definitions fast and finish all the levels. yes the game objective does reinforce the learning objective |
| the rules of this game is to view a story (video clip) where they say all the words that will be tested on them during the game and the game will be able to show a picture of the vocabulary word as a hint for 5 seconds but they will lose point overtime they pick hint. this complements with the learning objective because it will help the students play more attention to the video and never think about using the hint. |
| the items that are occurred during the game is a video with scenery with a book that open with definition and three choices of words to pick from and a hint button on the side to view a picture that will determine the answer. no resources are spent and no governs the exchange of resource. |
| the game elements are introduced by showing a video clip to the children or demonstrating a reading to them and in that demonstration the vocabulary word will be presented and if they have got the context clue, it will be easy for them to maintain it and solve the questions afterwards without using their points. |
| the game prevents in players from getting distracted and they will have to stay still and play attention to them clip. this can be fun because they get to explore how the words can be learned in an entertaining way instead of just writing it down in the book. it will contribute the objective by them learning the words sooner. |
| the game ends after they have completed all the elements and have learned all the words they are supposed to know. the outcome complements with the objective because it shows how fast each students have learned the words without using hint. |
| the main character in game is the student who picks the answer and the motivation for the student is to complete all levels.theres isn’t any relationship |
| the challenges thats presented is learning the definitions. the player must master to learn the definitions |
| the game takes place in realistic world |
| the general premise of the story is watching the video clip and answering the right answer for the definitions. |
| it uses linear narrative. they interact with narrative by watching the video |
| the game is playful in a way to learn new words. the most prevalent play is picking the answer and getting it right. it doesn’t apply |
| the tension is there when the player doesn’t know the answer. the resolution is controlled when they go to over levels. the only time the game creates a conflict is when the player doesn’t know the answer. |
| papers, cards, video clip, pens, iPad, pictures |
| no object property is required for the game |
| learning the words and the definitions are the only object behaviors thats needed |
| the basic relationships between the system elements is looking at the video and trying to use context clue to figure out the words when they start the game. chasing the right answer controls the dynamics of the system |
| no the game doesn’t have that |
| the new system that emerge is when the students can skip levels. yes there procedurally generated systems |
| the information on how to play the game is exposed and the benefits of the game is exposed. what is hidden in the game is that it is an experimental game. they interact with the system by starting to play the game by watching the video.it is controlled by the player on how much he learns. they will receive feedback after the game is over. |
| yes it is a fully functional game |
| yes the game is complete. there isn’t any voice that is not being represented |
| yes it is balanced. yes there is dominant strategy. yes the game is symmetrical. |
| yes the game is engaging. they support the elements by interacting with other players and their skills to learn the words by playing. |
| the choices on how easy it is to learn new words is meaningful. it relates because it helps the players learn new definitions. |
| there isn’t any part thats broken. the part on using the hint is micromanaged. the part to watch the video is stagnant. the inconsequential choice is using the hint if they don’t know the answer. |
| it is very easy to play the game and it takes about 1-2 mins to learn how to play the game and they learn it by instructions. |
Project 23 Week 7
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