Monthly Archives: April 2016

Project 18 Week 11

IMPULSE!

impulse

LEARNING ELEMENTS

The learning objective of this game is to get the players to understand the consequences of taking hallucinogenic drugs. The learning experience the game will create for the player is to think about the situations they can get in and the choices they will have to make. The dominant form of interaction would be that the player has a choice. The whole game is player choice in order to advance. I would say this supports the learning objective because every time someone takes these mind altering drugs they are taking a chance. The cognitive system is the most affected by the game design because the player will be making decisions. The player will have to think about the consequences. The design affects this system by having the players draw cards that gives them situations and consequences that they will have to choose from.

FORMAL ELEMENTS

Flags

The game is a two player game. The game is very competitive where they will have to capture the other player’s flag. They will use tiles in order to do so. The primary objective of the game is to have one player capture their opponent’s flag first. Yes the game reinforces the learning objective because the players will draw the cards that will have them make a decisions that will influence the amount of tiles they will have. The rules of the game are the players have to pick which color flag whether its blue or red, then they would roll a die to decide who would go first. After that they would draw a card which would present a situation they would have two choices to choose from they pick one the card would tell the player what to do and what they would get. During the game players accrue tiles to help build their way across to the opponent’s flag. When they draw a card they have to make a decision depending on the decision it will tell them what they do next and the amount of tiles they will receive. Conflict is brought about by having the players fight to get to their opponent’s flag and capture it. The cards they draw tie in to the amount of tiles. Tiles can be used to build ladders or chutes to stop players from advancing. The game prevents players from behaving in a certain way by having the players draw cards and making decisions. The decisions affect the outcome and the outcome tells the players how many tiles they will receive. Well there are the choices to make chutes to stop the opponent from getting to the flag and even go back to the start. The limitation is fun because it stops the other player from capturing your flag. It contributes to the objective because the players are making decisions that affects them just like with using drugs you make decisions. The game ends with the person who captures their opponents’ flag.

DRAMATIC ELEMENTS

red flag

For this game there are two characters one is red and the other is blue. Their motivation is to capture the other person’s flag in order to win. The challenges that are presented to the players are that they have to make decisions based on their situations such as if they’ve taken a hallucinogenic drug they could either take be late for a job interview or a class they’re taking. Each one of the situations are different and have consequences. The player must be able to be learn how to make the decisions that have the lesser consequence even though that doesn’t mean they’ll get more tiles.

Blue flag

For this game well the players will be in a world where one person is red and the other is blue and they have to capture the flag since they are on opposite sides and must retrieve the enemy’s flag. The general premise would be that you and your opponent are at opposite sides and you basically have to capture the flag but you have to go through scenarios dealing with hallucinogenic drugs and their consequences. The story uses a branching narrative. Player decisions are very important to this game since it is a decision based game. The consequences the player endures will dictate the amount of tiles and how the player will move forward in the game. The game is playful since it’s competitive since the players have to capture their opponent’s flag in order to win. For Bartle’s Taxonomy I would say is killer because of the game’s competitive nature would really enjoy this game. Well tension and conflict is introduced by having the players deal with the scenarios on the cards they draw and the decisions they make. The building of the ladders and chutes are important too.

SYSTEM DYNAMICS

scrabble-tiles

The introduction to tiles and using it to build ladders and chutes are vital to the game system since it allows the players to move around. The tiles are the object properties since you are using that to advance to the flag. In the game the players will play for tiles to build chutes to advance and chutes to block the other player from getting close to the flag. In the beginning rolling the die is what establishes who goes first. The cards that are drawn for the player and what they choose and what they decide to do with the tiles are important. The game fully supports player choice. The game does not use money but it uses tiles which contributes to creating the chutes and ladders. Well every turn the player makes a decision a new consequence comes about due to drawing cards. They can retrieve tiles. The information that is exposed to the player is that they know they have to use tiles to build ladders and chutes to either advance or block their opponent and they make decisions.

FUNCTIONALITY. COMPLETENESS.  BALANCE.

The game is fully functional. The game at this moment is complete but it’s always open to more ideas and suggestions to keep it fresh. The game is balanced. The dominant strategy of the game is to see if the person can make the decisions that will allow them to obtain more tiles so they can get quickly to their opponents’ flag. The game is symmetrical.

FUN & ACCESSIBILITY

capture-the-flag-

The game is very engaging because the individuals who are playing get to make choices that affects their movement to get to the other side. They get to use tiles to move around. This promotes learning because while you’re on drugs you are making a decision and many things can happen while your mind is altered. The whole game is decision based where the player has to make decisions in order to get to the other side. The choices that are meaningful would be if the person chose to make a ladder or chute. It relates to the objective because in the game the person has to see who can make it first to their opponents flag the fastest. I would say there’s always room to add onto the game that it’s not broken. The game is straightforward. The game is entertaining and not boring since you get to be competitive. The obstacles would be if your opponent builds a chute where you have to go you end up going back to where you started rom and have to start rebuilding again. Well if you like player choice games this would be fun to you. The game can be learned right away it’s not hard. Well you roll a die in order to see who goes first then they fix their flags, grab their tiles so they can build and shuffle the deck of cards each time it’s their turn they draw a card.

TUTORIAL

The Bartok tutorial, is another card game just like the previous tutorial the Prospector Solitaire. Except for this game you don’t keep track of your score at all. I’ve noticed as I continue to complete tutorials that there is more coding more words and actions to learn from. Since I completed the last prototype I noticed that you had to download a pack and add it onto unity to make the game functional.

project19week11

This blog is another edition of  game “The Secret of a Healthy Diet”. Some propositions were made by players about how to change the game. We considered all of them, now we are trying to incorporate which one would be the best.

The title of the game is always the same. I think some considerations will be made in order to make the game more interesting. For example, one critic of game suggested that the game could be a competition game. This suggestion was analyzed by the designer, and found that it could work. However, any modification that might be made in the game will be focused on how to reinforce the learning objective, that is how to facilitate middle school students making good and healthy food choice that would boost their learning ability.

As we mentioned earlier, the game is now in a phase of test. We already conducted several tests. Most of the players found the game playable, and does supports the learning experience. However, we know that the game is not perfect, and that is why we really give a lot of interest to the critics. For, they are the only mean that could help us to attain our goal.

 

Project 9- Week 9

Rise to your Ability- The Scavenger Hunt

scavengerhuntThis game is trying to teach homeless people that live in shelter different skills that can be useful for a particular type of job or to help improve their abilities. The goal of this game is to help homeless people find a job base on the skills they preform best. Also to help them find places around the area that can benefit them. The learning experience is being able to gain new skills that can be beneficial to get a job or to get them out of homelessness.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 more 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 can interact with each other players or even help each other on a certain task. This game is a competitive game. It is competitive because each player is aiming to win the game because there is a big prize for the person who finishes and completed each task given.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. Also so that they can use those skills to make their life better. 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 player is not allowed to move on to another task without completing the task before it. Number two, no cheating. When caught cheating the player will 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 fake money from completing each task in a timely matter. Each task card has an award that can be beneficial to them. The resources can be spent by collecting the fake money so that they can trade it in for something they may need. The fake money is what governs the exchange of resources. Conflict between game elements is introduced by how well the player 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 with someone or search around so that they find the place. It can be resolved by asking people on the streets direction to a particular place.

This game prevents players from behaving in a negative way because they need to be positive in order to beat the game. This limitation is fun because it builds their character and determination skill. Makes them want to strive to win against the other player’s. It contributes to the objective because they gain skill just by having the mind set to beat the game.This game ends by receiving a grand prize. The player that wins gets awarded with a lot of money and a job interview for the skill which best fits them.

The challenges presented are the task. Each player will need to complete the task in order to move on. The skill the player must learn is the skills that particular task is trying to teach.The premise of this story is to help homeless people find a job so that they can help better themselves.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 player completes it.

This game is fully functional and very engaging. The elements that support engagement promote learning by allow them to develop new skills that can be helpful to them in the future.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.imageshhh

Project 23 Week 10

ANALYSIS
best of both worlds

50 subjects were used. they were recruited randomly from a middle school. the inclusion criteria was they had to be the ages of 10-13 years of age and attending school. the exclusions were SES and gender. the conditions were they are not able to move to each other station if they have not completed the current station. they were assigned in groups which had about 5 students each group and each of them had a station. the subjects demographics were clues and context clues to figure out the game.
the materials i used to collect data is test to see if they remember the game and also the only way to get a pass to go to the next station is actually understanding each step.it will be measured by the test. the game was presented by modeling out to the students one round by a teacher. the responses were measured by how good they do.
the conditions i created and compared is the students getting a chance to read about the game in an article format and the other condition is the student getting a chance to be hands on with the game.one group was asked to read and write about the game. and one group was asked to play the game to see if they understand.. we explained it by modeling and visually showing them.i collected the data from their game and a test.

the outcome of my experiment was great because as i predicted the group that played the game hands on did have a better result in the study.

Project 23 Week 11

best of both worlds

the learning objective is to help them learn games from other countries. learn about other historical games. the game is trying to create how to experience games from other countries and learn about their historical fact about the games.
the dominant form the player has with the game is the player in the museum gets to play the game and experience it while the players in a classroom gets to read about it. it supports the learning objective because some may find reading about the game boring. they rather read about it.
the game is designed most affected for cognitive processes.this helps because this makes the player this about how to figure out which game from which country and learn about their historical fact about them instead of reading about it.

5 players are engaged in one group. they all have one station to learn about each game and they are to put together which game goes with what country and work as a team. they are cooperative with each other.
the primary objective of this game is to learn about different games in other countries which helps them learn about it faster instead of reading about it. yes the game objective does reinforce the learning objective
the rules of the game is not to discuss with other groups and learn within groups and help the team mates. they could play the game and put the pieces together.this compliments with the game and learning objective because they would learn better in smaller groups and they wouldn’t be everyday in the museum.
the items that occurred during the game is different games and clues for them to figure out which country it comes from. and doesn’t apply
the game elements are introduced to them with instructions of a teacher and they are to play the game and read a caption for every game they play and pick out of 5 countries which country is that game from and that is how the game is maintained. it is resolved by learning about other games in an entertaining method.
the game does not prevent players from behaving a certain way. the limitation of fun is a lot because they will be already in an informal setting. it doesn’t contribute with he objective.
the game ends after they figure out which game is traditional is what country. the outcome does not conflict with the objective.

the main characters are the players. their motivation is to learn about different games fast. there is no avatar.
the challenges that are presented is learning how to play the game.the player should master how to play the game fast and figure out the right countries before other groups.
it takes place in realistic world
the general premise of the story is learning about games by playing it instead of reading about each game which can be boring.
the story is used in a linear narrative method. the players interactions relates because they work together as a team and give each other any help each of them need.
the game is playful in a way to learn about different things which being in an informal setting and have the freedom. the most prevalent play is the children having the freedom to play the game in an informal setting.
the tension is controlled by the time because each students gets a certain about of time they get to be in each station. the story creates the conflict in this game by not having enough time for certain players.

the objects that were used to build this game is the actual ames from other countries and index cards with clues and graphic pictures to help them understand more.
the objects that are required are index card and a map of the world.
the object behavior that will be used is understanding the game and learning about other cultures
the basic relationship between the elements is putting the context clues together to learn in a fun method. the students that have to read the materials will be the controls the dynamics of the system.
no the game does not.
the new system that emerges from the game play is without them having to learn they study in a method where they play the game which can make them learn faster. yes there are procedurally generated systems
the information on how to play the game is exposed to the player and the information on what can they learn fro the activity is exposed to the player as well which will get the students more excited to want to learn. what is hidden to the player is not knowing if they are in a control group or experimental group because to them every class is doing it. the players interact with the system hands on and received feedback after they were done doing every level

yes the game is fully functional
yes the game is complete and there isn’t any voice
yes the game is balanced. yes there is a dominant strategy. yes the game is symmetrical.

yes the game is engaging. this promotes the learning because when they learn to play the game it stays in their mind about the fun activity they did and the way they learned it no matter how long it has been.
the choices that are meaningful in the game is having the choice to be in any station they want to be in. also playing the game many times as they want. they relate to the objective because when they play it many times they will learn more about it
there isn’t any part that is broken, the part that is going to feel micromanaged is understanding the game. playing the game is stagnant. there isn’t any inconsequential choices.
very easy to play the game. it takes them about 5 minutes to learn how to play and they learn by a group of adults that teach them how to play the game

Project 23 week 9

the best of both worlds

the learning objective is to help them learn games from other countries. learn about other historical games. the game is trying to create how to experience games from other countries and learn about their historical fact about the games.
the dominant form the player has with the game is the player in the museum gets to play the game and experience it while the players in a classroom gets to read about it. it supports the learning objective because some may find reading about the game boring. they rather read about it.
the game is designed most affected for cognitive processes.this helps because this makes the player this about how to figure out which game from which country and learn about their historical fact about them instead of reading about it.
cdddddddddd
5 players are engaged in one group. they all have one station to learn about each game and they are to put together which game goes with what country and work as a team. they are cooperative with each other.
the primary objective of this game is to learn about different games in other countries which helps them learn about it faster instead of reading about it. yes the game objective does reinforce the learning objective
the rules of the game is not to discuss with other groups and learn within groups and help the team mates. they could play the game and put the pieces together.this compliments with the game and learning objective because they would learn better in smaller groups and they wouldn’t be everyday in the museum.
the items that occurred during the game is different games and clues for them to figure out which country it comes from. and doesn’t apply
the game elements are introduced to them with instructions of a teacher and they are to play the game and read a caption for every game they play and pick out of 5 countries which country is that game from and that is how the game is maintained. it is resolved by learning about other games in an entertaining method.
the game does not prevent players from behaving a certain way. the limitation of fun is a lot because they will be already in an informal setting. it doesn’t contribute with he objective.
the game ends after they figure out which game is traditional is what country. the outcome does not conflict with the objective.

the main characters are the players. their motivation is to learn about different games fast. there is no avatar.
the challenges that are presented is learning how to play the game.the player should master how to play the game fast and figure out the right countries before other groups.
it takes place in realistic world
the general premise of the story is learning about games by playing it instead of reading about each game which can be boring.
the story is used in a linear narrative method. the players interactions relates because they work together as a team and give each other any help each of them need.
the game is playful in a way to learn about different things which being in an informal setting and have the freedom. the most prevalent play is the children having the freedom to play the game in an informal setting.
the tension is controlled by the time because each students gets a certain about of time they get to be in each station. the story creates the conflict in this game by not having enough time for certain players.

the objects that were used to build this game is the actual ames from other countries and index cards with clues and graphic pictures to help them understand more.
the objects that are required are index card and a map of the world.
the object behavior that will be used is understanding the game and learning about other cultures
the basic relationship between the elements is putting the context clues together to learn in a fun method. the students that have to read the materials will be the controls the dynamics of the system.
no the game does not.
the new system that emerges from the game play is without them having to learn they study in a method where they play the game which can make them learn faster. yes there are procedurally generated systems
the information on how to play the game is exposed to the player and the information on what can they learn fro the activity is exposed to the player as well which will get the students more excited to want to learn. what is hidden to the player is not knowing if they are in a control group or experimental group because to them every class is doing it. the players interact with the system hands on and received feedback after they were done doing every level

yes the game is fully functional
yes the game is complete and there isn’t any voice
yes the game is balanced. yes there is a dominant strategy. yes the game is symmetrical.

yes the game is engaging. this promotes the learning because when they learn to play the game it stays in their mind about the fun activity they did and the way they learned it no matter how long it has been.
the choices that are meaningful in the game is having the choice to be in any station they want to be in. also playing the game many times as they want. they relate to the objective because when they play it many times they will learn more about it
there isn’t any part that is broken, the part that is going to feel micromanaged is understanding the game. playing the game is stagnant. there isn’t any inconsequential choices.
very easy to play the game. it takes them about 5 minutes to learn how to play and they learn by a group of adults that teach them how to play the game

Project 9 – Week 10

Rise to your Ability – The Scavenger Hunt

All together there are 12 subjects. They were recruited in a shelter by taking a 2 question survey. One question was asimageshhhked if they would like to participate in the study and the next question is how long they were homeless for. This was just a way of getting their consent and if they said yes then they was placed in a group which best fit they level of homelessness. The age group is 18 to 30 years of aged. There gender, race or ethnicity does not matter in this study. The experimental group is the groups that will be playing the game and the control group would not be playing the game. Subjects were assigned to their conditions based on their type of homelessness which are new entry, chronic and episodic. The subjects demographics were determine on the amount of time they was homeless for.I didn’t use any materials to collect the data. The game was presented to homeless people that live in a shelter. They were measured on their types of homelessness and how well they did on their skills performance from a scale of 1-10. In the scale, 10 would be extremely good and 1 would be extremely bad.

The conditions I created and compared were each individual and there level of homelessness which are the chronic, episodic and new entry group. Each type of homelessness has 4 people so that I can have a fair chance of judging each type of homelessness. Each subject was asked to perform a task which would develop or monopoly-money_enhance a skill that can help them find a job. I explain things to the subjects by reading them, basic instructions on how to play the game. This game is really simple. I collect date from a 3 people. Each person is assigned to one type of homelessness. Their job is to rate the subjects from a scale of 1-10 based on how well they performed the still asked.

This time the outcome turned out better. I did not use homeless people but I used my friends. They understand the instructions well and followed all the rules. Performance wise they did great. The skill that was intended to accomplish was very successful. They also looked like they enjoyed the game. Some of the task was challenging but they still end up mastering them. I think I should make some of the task even harder to see if there will be a difference in determination. When I compared my results with the control group I find that the people that played the game did better. . I believe they did better because they show an effort that they want to do better than the people that didn’t do anything.

I am still working on perfecting the task that I am providing.

imageshh

project8 Week 10

Speed Into Math

Subject:

I originally would like:

My population of interest are NYS elementary students. My sample is to choose one elementary school from each borough. (Manhattan, Queens, Bronx, Brooklyn, Staten Island). It will be a total of 200 students being tested and 100 students testing the game. Based on a math category. The experimental group are the students playing the game and testing their achievement, My control group are the 100 students that are not playing the game and testing on how well they do with regular testing strategies. The way I will go about recruiting the students is one elementary school from each borough will be tested.  For each school 40 random students will be elected, a mixture of 4th and 5th graders. 20 students will test the game in the school and 20 will not. The 20 students who do not, will focus on regular teaching strategies used in class to learn the math lesson.

 

Apparatus:

This game will mainly focus on developing critical thinking, problem solving and analytical skills, students will need to be successful. For example the category of math can be fractions. Students will work on fraction problems. Fractions is broad topic that is difficult to learn among young children. The difficulties lies between conceptual and procedural knowledge. Students will focus on numerators or denominators as separate number rather than thinking of the fraction as a single number. Another difficulty is children identifying the procedure and how they came up with the answer, The material that will be used to design this game are the Common core standards 5.NF.A.I (adding and subtracting fractions), 5.NF.A.2 (solving word problems).My experimental group will be using the game to improve on fractions and my control group will be using their notebooks and pencil for regular teaching strategies used to learn.

Procedure:

I would like to know whether my control or experimental group is effective for children to learn and have a clear of understanding of math problems. I created a competitive game platform. Where children are to get to the finish line before the other players do.

Results:

The overall outcome of my game is good, i tested it among my family. There could be a few changes.
Besides changing the deck of math cards.

PROJECT-11 WEEK 10

BLACK IN AMERICA

PROGRESS

My game was unable to be tested but we talked about it in class and some important things were brought forth to be addressed. For this forum the subjects included my professor and fellow classmates. The only condition was that they were all novice to the game. The class consisted of mostly minorities and our professor who was Caucasian.

BRAINSTORM RESULTS

We used a white board to brainstorm ideas for how the game can play out. After taking into account the information I decided on a linear texted base game modeling the old fashion “Choose Your Own Adventure” story books. The player will go through chapters that highlight the different steps one goes through as they develop—elementary school, high school, college, then career.at each junction they will be given choices that affect the choices they will be able to make in the future. One new element I decided to add after the forum is the ability to die earlier than intended. The initial idea was to play through the entire story each time with different outcomes. To give the players more room for fun there will be characters that if the interaction is bad enough they will be able to come back in later chapters to cause trouble. Another thing we discussed was including RMA that affected all minorities. Doing this would make the game a lot longer and harder to predict so I decided to stay with the initial idea of focusing on African Americans for this version. I was having a hard time coming up with decent microaggressions so I decided to lookup commonly used ma and modify them to make the ones used in game more realistic.

PROCEDURE

The two conditions compared will be frequent interactions involving RMA and interactions that have no RMA and the choice will be up to the player. To explain this and other rules/conditions there will be choices at menu screens and “hint” options in game for players who want to learn about what the game encompasses and the point of the game. The players who do not wish to know do not have to and can just play the game without any deeper understanding.

 

CONCLUSION

The outcome was just another set of necessary changes that need to be made to make the game more fun and accessible to players.


PROTOTYPING PROGRESS

 I am rapping up the second prototype and learning much. I have completed the first level with one minor issue that I will skip for now because there is much more important things to learn. The issue occurs once I play the program. Once I start the program after a few seconds the Castle’s top levels collapse.

p1

 

Aside from that all the physics are in place and I can proceed to making the other Castles. The clouds, projectile speed, screen tracking and other aspects are fully functioning.p2p3

p4

I have learned about how to set appropriate colliders create scrolling back drops and what I consider to be most useful, how to quickly insert code by using tab and the first letter of the words included in the command I am trying to enter.

p5p6

 

Project 18 Week 10

IMPULSE!

impulse

SUBJECTS

College_Students_TU

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, various races, and ethnicity.

APPARATUS

how-many-people-play-video-games_

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.

telephone

 

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

teens-using-drugs

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.

-rotary-telephone-ringing

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

bell curve

Data was collected of the subjects who played the video game. There was a normal distribution curve. For the 150 subjects that played the game had a standard deviation of 85.4 and a mean of 134.8. For those who did not play the video game the control group with a 150 subjects had a standard deviation of 81.4 and a mean of 146.3.

TUTORIAL

solitaire

For the fourth tutorial it’s the prospector solitaire game. For creating this tutorial you had to download another pack from the book’s website which has the updated code as well. The pack includes the cards for the solitaire part of the game which includes all the suits and face cards. I found it to be challenging of course its longer there are more pages of instructions to follow. The code is more in depth but overall I thought it was fun to create.