There were four subjects that were used. They were recruited at random. Kids from the age thirteen and older were included. Kids who were twelve and under were excluded. The four subjects were given the rules of the game and told to complete the game. In order to get the competition started, each player needs to roll a six. The latest songs were used to present the game. Artist such as Future, Bryson Tiller, and Chris Brown were used to collect data. The song you land on is what determines if you continue your journey to the party or if you go all the way back to your room. Each subject was told to roll the dice. The number that showed up on the dice is the amount of spaces they have to move. The idea is to stay clear of any songs from Future. Those songs cause people to become stressed. When you become stressed it causes you to become antisocial. Therefore, you aren’t able to make it to the party. Instead you stay in your room. It proves that the type of music you listen too affects your emotion. Music that promotes happiness will make you feel happy. Music that promotes drugs as fun will only cause you to take them and eventually you will become depressed.

Today I put my experiment into practice. My overall result was phenomenal. I was very proud of the overall outcome of this experiment because of the amount of people that decided to participate in it. I had a large group of twenty people. The game was quiet simple, they were instructed to just just dance within a circle and move to the rhythm of the music. One person will be at the center dancing with a broom until the music stops. Once the music stops everyone should be able to find a pair. Thus, the person who could not make a pair and is left without a pair will be instructed to leave the game. Similarly I did this with soft slow motion music and the result was a bit different. Many of my subjects we either bored and dis motivated. Ultimately as a result I was able to observe that people enjoy fast upbeat music. This evidently shows that social anxieties can be solved by just having a good time. with the right factors helping reinforce people to a more comfortable position this will essentially give them that push to break free from their shells.

IMPULSE! 

The game Impulse! is about the effects of taking hallucinogenic affects and its outcomes. The player gets to act on their impulses in the game where they can choose to take the hallucinogenic drugs and see where it takes them with their character’s life. They will go through the ups and downs of taking these drugs and its their decision if they want to go through a downward spiral in life or better themselves by avoiding or quitting after trying.

SUBJECTS

There were 300 subjects that were used and were recruited from a university, 150 males and 150 females. The criteria to be a part of the study were that the subjects that were chosen they had to be students that were enrolled in classes to receive credit. The people who were excluded were individuals who were not in college or were under 18 or over the age of 25. No staff members of the university could partake in the study. The conditions were that the experimental group would play the game. The control group would have to perform cognitive tasks such as answering a telephone to see how they function. The subjects were assigned to the conditions by taking a survey to see where they can be placed. If they took drugs before they were placed in the control group and if they didn’t take any drugs they were in the experimental group. The subject demographics were between the ages of 18-25 years old and various races.

APPARATUS

The materials used was a survey with pen and paper. This was used to establish who belonged in what group for the study. The only materials used for the experimental group which was a game that those subjects would play would entail an application via cellphone or laptop depending on the subject’s preference. A telephone for the control group to measure cognitive tasks. Responses are measured by the choices the subjects make for the experimental group. For the party scene they either go dancing, drinking or they take the drugs. Each decision the subject makes affects the character they are playing as because they are consequences that can either be good or bad depending on what they choose. The control group’s responses were measured by their perception on if they heard the phone, if they decided to answer the phone or not, if they lifted the phone up would be part of their motor skills, how they were speaking on the phone if what they were saying was intelligible or not, and lastly how they reacted to the caller.

PROCEDURES

The conditions that were created for those who were playing a game had to endure situations such as a scene in a club where people will be shown dancing drinking and using drugs to have a good time. The player will be approached and asked if they want to try the drug to have a good time. Another situation would be while hanging out with a friend, the friend pulls out some drugs for him and his buddies to use and the subject will be one of the buddies who will either say if they want to join in because the others are doing so. The control group a phone could ring a few times and when they got to it no one could be on the other end. They would have to answer the phone various times to see how they managed while on the phone. Or the phone could ring like two times and then stop and start up again. The consequences of the player’s actions. The decisions the players made effects their character either negatively or positively. Their character come end up becoming a drug addict with nothing in life or they could go onto having a healthy lifestyle with friend and family. A check was made if their cognitive skills were appropriate under the right categories. The categories would consist of perception, decision taking, motor skill, language skills and their social skills.

RESULTS 

For the subjects that played the game data was collected. There was a normal distribution curve. The 150 subjects who played had had a standard deviation of 85.4 and a mean of 134.8

The title of my game is “How long can you pay attention”?

Methods

For my game i used 10 subjects 5 on each team. It was a male vs female competition game. The way that they were recruited was i gave each one of them a $10 amazon gift card. The inclusion criteria that i used were that they had to be college freshman that were psychology majors. The conditions were that they had to be physically capable of performing acts. The subject’s demography was varied. some were Spanish, Haitians, Muslims, and Christian. The materials that i used were pen, iPad, Score counter app, and also a computer. The game was presented to both teams on Saturday at a open gym Responses were measured by me. The conditions that i created were i made both teams play one game with distractions. Then i allowed them to play one game without distractions. Then i allowed them to play one game without distractions. The game without distractions they were able to get every single act right. The subjects weregild to guess what their teammates were performing while being distracted. I collected date by keeping score.

Results

The outcome of my experiment was what i expected it to be. It was very difficult for people to focus on something with distractions going around. The data that i collected was that males weren’t able to perform as well as the females did. Thee females won 5-0.

This blog addresses some more profound details about the game entitled The Secret of a good Diet. As we already discuss and our previous blog, two subjects or players are engaged in this game. However, the game is considered to be modify in order to make it a competitive game and more interesting. To return to our principal topic, the subjects were recruited randomly. Some criteria were excluded in order to participate to the experiment. Subjects cannot be in other school level beside middle school students in New York.

Apart from paper, marker, pen, other materials such as computers are used for collecting data. The game is designed or represented on a set of fifty cards. To measure the responses, the performance of the subjects after playing the game was kept into account. Conditions that were created and compared were for the subjects to read carefully the cards they drew. Some of the cards worth ten points while others are equal to zero point. The subject received the instructions verbally before they start playing the  game. All the Data are collected and saved in a computer.

The outcome of the experiment is very interesting.  A normal curve distribution representation with a mean of 100 are used. Students who kept repeating playing the game had scores that fell on two standard deviation above the mean. However those who did not spend too much time playing had scores that fell at one to two standard deviation below the mean.

RISE TO YOUR ABILITY- THE SCAVENGER HUNT 

I name this game Rise to your Ability because I am aiming to build homeless people skills so that they can better themselves. This game is trying to teach homeless people who live in a shelter skills that can be useful for different kinds of jobs. The goal of this game is to help homeless people find a job base on the skills they preform best.

TEAMWORK- Rise to your Ability 

The learning experience is being able to gain new skills that can be beneficial to get a job. The dominant form of interaction the player has with the game is the ability to do what they want. They have the free will to choose how to play the game. But there are certain rules they must follow. For example the player cannot move on to the second task without completing the first task. This supports the learning objective because each gamer can develop the same skills in different ways. The behavior processes system is most affected by this game design. The game design attempt to affect this system because everything about this game is based on the gamer’s behavior.

This is a multiplayer game. The players that are on the same team have to work together to complete each task. They have to cooperate with their team mate so that each person in their team finishes the task provided. This game is also competitive because the players are in teams and they are playing against each other to win. The primary objective of this game is to allow the homeless players to broaden their skills so that they can find a job based on the skill they are really good at. The game objective reinforces the learning objective because both are trying to achieve the same purpose.

There are a few rules to this game. Number one, each team is not allowed to move on to another task without completing the task before it. Number two, each person on each team has to perform the same task before moving on to the next task. Teammates are not allowed to help any team member. Number three, no cheating. When caught cheating the whole team have to wait 5 minutes before continuing the task. This complements the game and the learning objective because it gives everyone the opportunity to develop the skills intended. Throughout the game players are given the opportunity to collect cards from people. Each card has an award that can be beneficial to them. There are no resources being spent, they are only being collected. Stopping to talk to people that has the game title shirt on is a way the exchange of resources can be govern.

Conflict between game elements is introduced by how well the team knows the area they live in. There is a possibility they may get lost or doesn’t know where a particular place is located. It can be maintain by working together. It can be resolved by asking people on the streets direction to a particular place. This game prevents players from behaving in a non-cooperative way because they need to cooperate in order to beat the game. This limitation is fun because it builds their determination skill. Makes them want to strive to win against the other team. It contributes to the objective because they gain skill just by working together as a team. This game ends by receiving a grand prize. The team that wins gets awarded with a lot of money and a job interview for the skill which best fits them.

This game is playful because it has a lot of mini games in this one big game. All of these plays are most prevalent because each is working on a particular skill for the player. In Bartle’s taxonomy all the different types of players are most likely to enjoy this game.The information that is exposing to players is the grand award they will achieve if they win the game. The information that is hidden is that each task they go through they will gain a new skill that can help them to get a job. Players interact with the system good because they will gain a lot from it. The players control the system by having the free will to do what they want. The players receive feedback from the game by the awards they get from completing each task before the next team completes it. This game is very easy to play. It does not take long to learn how to play this game. The instructions are direct and very easy. The players learn how to play by listening to the direction of the game spoken by the game director in the beginning of the game. Also by the directions presented on the card.

I am still working on completing my game but i believe it is fully functional at this point.

Sometimes it could be very annoying to try doing something that you not really like or you do not feel to you have any interest from doing it. The same thing could be applied when it comes for learning. When considering school or learning, you cannot just give up, as it would be for something that does not really have a major importance. Particularly for children, they cannot just choose to abandon a class just because the material is difficult to learn. Considering those factors, researchers believe that problem could be solve by adopting another alternative that would make the learning process more pleasurable for kids. To do so they proposed a method of using games that help children learn faster, and more efficiently. This blog is about a game that is designed in order to help child learn about the importance of following a good diet, which could improve their capacity to learn at school. The title of the game is The Secret of a Good Diet. As a form of interaction, the player has to draw cards and read them. This supports the leaning objective of the game because about diet while reading the cards. When children play this game, it would have an impact on their cognition and their behavior. Cognitively, it would help them learn and think about how to choose a good food whenever they are at school or somewhere else. Yet their behavior would change since they learn what foods are good for them and what are not. Later on, when they will have to buy something to eat, they would not think about the taste only, but they would consider what would help them to stay healthy and boost their intelligence.  

             To play this game, two players are required. These players will interact with the game cooperatively, and they may need someone to assist them, like a referee for example. The primary objective of the is to win because it is a competitive game. Nevertheless, either you lose or win the game, you will still learn about diet toward the feedbacks that will have according to the cards that you draw. The rules are simple. Each player has to draw 20 cards from a set of 50 cards. The first on pick all of the cards, mixes them, than make his choices. The second repeats the same thing. The one who has the highest score wins. If a player draws three cards with foods that is good for leaning, he or she will earn bonus. Same thing will happen if the player picks five consecutives cards with good food names written on it. The items that are accrued during the game are points, money, gift cards, and comments about physical and mental health. The conflict of the game is resolved by having one player to win the game.

            The game prevents players from behaving in the sense that I would be playful if only you respect the limit set by the designer. The limitation is fun because when the player picks the right cards, he will be rewarded. If the player cheats by violated the limit, he would get any outcome from the game. The game ends when the players are done with their choice, and the outcome would not conflict with the objective, it will rather lead player to toward the objectives. There are no main character in the game. The game is playful in the sense that it is rewarding when the player make the good choice, it provokes a feeling of contentment. To build the game system pen, makers, and papers were used. There is no dominant strategy in the game because it is a well-balanced game. The game is very engaging. The elements support learning in the sense that the player learn about the benefits of making good choice when it comes to food. He will observe his improvement in the domain of learning and food choice. It is very meaningful when the player draw the right card. It relates to the objective because depends on the card the player chooses, he would get feedbacks that relate to the learning process.

            The game has no broken parts. They are not stagnant or boring. Finally, it is extremely easy to play the game. It does not require a lot of time to learn how to play. Five minutes will be sufficient to learn how to learn playing the game. You will learn it while you are trying to play it.

Week 7 Milestone: Pre-Alpha

Instructions: Use the worksheet below to guide the first draft of your game, but feel free to add to this template as needed. Not all areas will apply to every game, and the questions listed below are only meant as a guide. Consult your text for terms you don’t understand. Publish your design document in expository form to your ePortfolio. Submit a copy of your worksheet to the appropriate link in Blackboard.

RUBRIC
Needs Improvement Satisfactory Excellent Points Comments
Responded to all the relevant categories in the worksheet in a substantive manner Needed to address several categories in the Worksheet. Addressed most of the relevant categories, but did not demonstrate mastery of the concepts. Addressed all of the relevant categories in the worksheet, and demonstrated mastery of key concepts as they relate to the game. 30/30
Published critical review to the ePortfolio Did not publish a critical review for the public. Published a review in expository form, but the article was not accessible by novices and experts alike. Translated all the content from the worksheet into expository form. Wrote an accessible article that could be appreciated by novices and experts. 10/10
APA formatting, writing style, grammar, spelling, and punctuation Article not formatted in APA style. Many issues with grammar, spelling, and punctuation. Does not include citations and references when appropriate. Article formatted in APA style, but there are errors. Some errors in grammar, spelling, and punctuation. Inaccurate citations and references. Article formatted in APA style. No errors in grammar, spelling, and punctuation. Includes appropriate citations and references when needed. 10/10
TOTAL 50/50

WORKSHEET
GAME ELEMENTS ANALYSIS
Game title Get smart
LEARNING ELEMENTS
Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? Teach the participant to be able to identify and pronounce a word or words.
Primary game mechanic – What is the dominant form of interaction the player has with the game? How does this support or obscure the learning objective? Learning and reward
Physiological/cognitive/social/behavior processes – Which of these systems is most affected by the game design? How does the design attempt to affect this system? Psychological and social
FORMAL ELEMENTS
Number of players – How many players are engaged in the game? How do players interact with each other and the game (e.g., competitive or coorperative)? 1 player
Game objective – What is the primary objective of the game? Does the game objective reinforce the learning objective? The primary objective of the game is to reinforce learning.
Rules and procedures – What are the rules of the game? How do these complement or conflict with the game and learning objectives? The rules of the game a very much minimal, you score points at a level, you move on to the next level.
Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? Points (rewards)
Conflict – How is conflict between players or game elements introduced, maintained, and resolved?
Boundaries – How does the game prevent players from behaving in a certain way? How might this limitation be fun? How might it contribute to the objectives? If you can’t pass the first level, you can’t unlock the next level.
Outcome – How does the game end? Does the outcome conflict with the objectives? The game ends when you unlock the last level of the game, then you get a victory cup of great achievements. This would make the participants know that they have a very good job, and would be motivated to do even better outside the world of the game.
DRAMATIC ELEMENTS
Character – Who is the main character? What is their motivation? What is the relationship between the character/avatar and the player? The participant. Points accrued during the game. The participants control their avatar.
Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? The character must be able to identify the word presented to them.
World building – In what fictional world does the game take place? Non-fictional
Premise – What is the general premise of the story?
Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? The game is very linear, you know if you pass level one, you are going to level two.
Play – In what way is the game playful? Of the many types of play, which is most prevalent? Which of the players in Bartle’s Taxonomy is most likely to enjoy this game? The game would be playful, because the participants would be able to see the reactions of the avatar. For example, if you get a word correct, your avatar jumps for joy, if not your avatar would look a little sad, but would give an impression of not giving up.
Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game?
SYSTEM DYNAMICS
Objects – What objects are used to build game systems (e.g., houses in Monopoly)?
Properties – What object properties are required for the game systems (e.g., house values)? Letters, words, avatar and rewards.
Behaviors – What object behaviors are required for the game system (e.g., buying)? Getting the words or letters correct.
Relationships – What are the basic relationships between system elements? What controls the dynamics of the system? rewards
Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? No

My population of interest would fall around High School Sophomores.  The age group would fall under 15-16.We would recruit them from class based on how well do in geometry. If they were not doing well, like really struggling then we would advise them to try something fun like the game that is being invited.

The students that have a 75% or higher on their test don’t need to play the game if they don’t want to. The students are diverse so there is no favoritism or singling out. The get motivate because they would probably get motivated from wanting to do better or earning a certificate saying you did excellent.

MED-RACES 

Learning Objective;

The Game is trying to involve the player in different

situations in their desired field. This interaction would give

them insight on whether the career they are pursuing is

the best fit. The cognitive process that is trying to be

taught is effective decision making.

Game Play:

Med-Races allows for as many players want to play the

game. Players are put into groups depending on which

vocation interests them. They are then allowed to choose

from the deck of cards of the vocation they have chosen.

The game has competitive and cooperative play.