Word-Bank

Usman Athar

CUNY York College

There were twenty subjects used for the game. The subjects were recruited in school, in the library. Students that were simply at the library for leisure were recruited. They volunteered at their will to participate. Inclusion and exclusion criteria didn’t include factors such as age, sex, race, ethnicity, type and stage of disease, the subject’s previous treatment history, but instead the presence of a healthy medical condition.

The conditions included students had to ingest a liquid diet throughout the day, which included all the healthy nutrients needed for optimal health. All subjects were assigned to these conditions. The subject demographics were simple, and found 10 males and 10 females to make the study even. Race, weight, sex, etc. were not important.

Materials used to collect data included a notepad, an iPhone for the timer-app and a pen. The game was presented in a simple fashion, with an instructions page first. Responses were measured by the points accrued by each subject, after each round.

A few conditions were created. One condition included the control group in which did not have anything to ingest at the start of each round. All subjects did have liquid diet before study though. The experimental group had a few conditions in which included the ingestion of water before the first round and a caffeinated drink before the second round. These instructions were explained to the subjects via an instruction sheet provided to them in the start of it all. Data was collected based on how many points they accrued through out their trials/rounds.

The outcome of the experiment defended the hypothesis, that the ingestion of liquid does affect people’s attentiveness. Subjects that ingested the caffeinated drink had the best result, in terms of points. Subjects that ingested the caffeinated drink had about 25% more points than the control group.

Word-Bank

Usman Athar

CUNY York College

The game is trying to teach subjects to read specific letters and identify which words they are. The learning objective the game is trying to create for the subjects is to think faster and be more attentive. The dominant form of interaction the player has with the game is simply reading the flashcard, and thinking of the word that it could be. The player doesn’t have any physical interaction with the game. This does not get in the way of the learning objective as it still stimulates the brain and achieves the learning objective. Cognitive processes are most affected by the game design. The design affects this system simply by not having any physical interaction with the game. It is solely all cognitive processes in action. Two people are engaged in the game. One person will be the player (subject), and the other will be just someone to hold the index cards. They interact with one another by the person giving the answer, and the other person holding the index card responding if it was right or wrong. It is neither cooperative nor competitive amongst them. One is simply helping facilitate the game. The primary objective of the game is to get as many words right as possible, under the amount of time allotted per word. Time would be set as 10-seconds/per word, for example. The game objective does reinforce the learning objective, as the game objective is to score as many points as possible and the only way to score points is to complete the words, which will then reinforce the learning objective.

The rules of the game are simple. Each word will have a 10-second timer. If the timer passes 10 seconds then the game is over and whatever points you collected will be your score. Each word is equivalent to one point. If you get all the words, you get all the points and you successfully beat the game. This compliments the learning objective, as it encourages players to try and beat the game each time they lose, which should help them get better and be more attentive over time. Items such as points are accrued during the game. No resources are spent during the game. Since there are no resources spent, nothing governs the exchange of resources. The only conflicts between the player and the game elements include the difficulty/longevity of the word, the timer and every time the player loses. These conflicts are resolved by getting better each time they lose.

The game prevents players from having physical interaction, which should then help them focus as they are solely using their minds to play the game. This limitation can be fun because when you have less things to touch, feel and think about, you’re more focused on doing one thing. This one thing will be thinking, and will contribute to the objective ultimately. The game ends when the player wins, which means the player has to get every word right each round, under the 10-second timer. The outcome does not conflict with the objective, as the end of the game is made long enough that the player has to lose a few times, before getting it right, which then helps the player use his mind more, be more focused and attentive and eventually the objective is achieved. The main character is the player. The motivation is the difficulty of the game, and the fact that it looks easy in the beginning and seems beatable. There is no relationship between the player and the character, as it is not a video game. The challenges presented to the player include the timer on each word, the difficulty the word, and the longevity of the word. The player must master or learn the skill of reading and thinking fast. This game is a card-based game as it is not a video game, so it does not take place in a fictional world. The premise of the game is to get all fifty words right under the allotted time. The game uses a linear narrative, as it is simply one thing the player has to achieve over and over, until they beat the game. Player interactions related to the narrative by allowing them to only use their minds and no physical interaction. That should help isolate them from any other activity and help stimulate reading and thinking. The game is playful by being simple; not having too much going on can make a game fun, simple and playful. Of the many types of play, the most prevalent is the “solitary play”. Of the players in Bartle’s Taxonomy, the one to most likely enjoy this game would be the “achievers”. The tension and resolution are controlled in the game by beating each round. If the player loses then he/she comes back to beat it, which keeps the player at a constant to relieve the tension. The cycle continues. The story does not create conflict in the game as there is none. The objects used to build the game include a timer and a deck of index cards. The only object property required for the game includes the words written on the index cards.

The only object behaviors that are required are reading and thinking of the word on the index card and speaking it out. The basic relationship between the system elements is associated with the player as it is up to him/her to read them. The player controls the dynamics of the game. The game system does not exist as an economy. No new systems emerge from the game play as it is a pretty simple game with the same rules and objectives for each round. There are no procedurally generated systems. The rules of the game and how the game is to be played is exposed to the player, there is nothing hidden from the player. The player interacts with the system, controls the system and receives feedback from the system by reading, thinking and then saying out loud what his answer is. The feedback given to him/her is from the other person holding the index card, telling him/her whether or not he/she is right or wrong. The game is fully functional, as it has all the components to help achieve the learning objective. The game is indeed complete. There is no voice that isn’t being represented in the game. All aspects needed are present. The game is balanced as it has a points system, a system to tell the player if he/she is wrong, etc. The only dominant strategy is to think faster, and read faster. This helps reinforce the learning objective. The game is also symmetrical in all aspects. The game is indeed engaging, as it has the player coming back for more, to eventually beat the game. The elements that support engagement promotes the learning objective by playing the game with the rules provided. Word choices are meaningful in the game and it relates to the objective, as it is needed to beat the game, thus help you get better at thinking. There are no parts of the game that are broken, micromanaging, boring or stagnant, have insurmountable obstacles, etc. It is very easy to play the game, as it is very simple. It takes 30 seconds to learn the game and players learn to play by reading instructions.

Liquids and Their Effects On Our Minds:

An Outline

Usman Athar

CUNY York College

The population of interest is 100 college students. The large sample is used to provide a more accurate conclusion of the study. The subjects sampled are college students who do not have any blood pressure related health issues. This is in place to avoid any health risks during experimentation. All subjects are recruited and selected based on if they are active daily and maintain a balanced, healthy diet and lifestyle. This is important for the accuracy of the study. Half of the subjects, or 50 subjects, will be sampled or used as the experimental group. The other half will be used as the control group. All subjects will have similar optimal-health lifestyles and thus, the selection of which group they go into will be at random. Subjects from ages 18-21 were included. A written questionnaire will survey as a screening criteria for which subject will be eligible for the study. The survey or questionnaire will ask questions like how healthy they are, how much they exercise, if they eat in accordance to the FDA Guidelines of a healthy diet, the level of stress they endure throughout the day, etc. People that have any adverse health issues with blood pressure are excluded, along with unhealthy people. The subjects needed for the study have to be of optimal health. The average age of the subjects is 18-21. Other demographics like gender half to be equal. Half of the experimental subjects have to be male and female and likewise for the control group. Ethnicity does not matter in this study. Education does not matter either. Subjects are motivated to participate by entering them into a raffle in which they can win a prize. Students were not given course credit.

Materials used to weed out the subjects to a particular standard include a written survey. Other materials used after selecting subjects include meals that ensure all nutrients are taken in throughout the day to ensure optimal health during experiment. The stimuli will come in various steps. The first stimuli of the game-based experiment will include the first liquid to be ingested. The liquid would be half a glass of water. Data will be taken at the end of that round. The last round will include the last liquid to be ingested, which will be a half a glass of a caffeinated drink like coffee perhaps. The stimuli are presented via liquid form. The first one is water. The second stimulus is a mixture of caffeine into water with no other ingredients. Responses are measured via data collected after each round of ingestion of the certain liquid. Data is to be collected through the score obtained after playing the game. Any other equipment is simply for the game in which will be used to test the experiment; a board game for instance.

The conditions created were that half the subjects were experimenting the stimuli and the other half was the control group. Comparisons are done after the game scores have been tallied. The subjects in condition one, which is the experimental group, are asked to ingest a certain liquid and play a game. Condition two is for the control group to simply just play the game without ingesting anything. The subjects are given a pamphlet of instructions to read before each round. The instructions include, when to take what liquid and when to start the game. Instructions will also include how to play the game and how to tally the score. Data is to be collected after each round of the game. The game will have give a certain score after playing and that will show if the stimuli given had any impact on their ability to play the game.

Liquids and Their Effect On Our Minds

Usman Athar

CUNY York College

People know that the human mind and body can multi-task voluntarily and most importantly involuntarily. The question that seems to have been unanswered seems to be that does it affect the level at which humans function. For example, does ingesting a liquid, in general, have an impact on the mind the way coffee or caffeinated drinks do? Does the mind work better by not having another function to do at the same time or does drinking something for example help stimulate the mind and keep it working better? There’s been many articles written about the effects of caffeinated drinks like coffee and energy drinks stimulating the mind, but there’s still one aspect missing. The aspect left to explore whether the mind works better or worse in general, with or without an additional process to conquer. Adding the consumption of liquid to the mind’s tasks may or may not help increase functionality.

The work that has been done in the field suggests that energy drinks do indeed help stimulate cognitive performance. The main constant within these drinks is caffeine and “most researchers concur that caffeine seems to be the main compound that drives the stimulatory effects of these drinks” (Howard, 2010).

What’s missing from all these experiments is the lack of control within the subjects overall. The food ingested through the day was not the same. The environment and state in which the subjects were in were not the same.

The way to really understand this question would be test and experiment. In one study, the experimenter had “thirty-five healthy volunteers (16 male, 19 female) participate in two experimental sessions in which they remained awake between 5 p.m. and 5 a.m. At 3:30 a.m. they consumed CAF or placebo in random order under double-blind conditions. Participants completed subjective effects questionnaires and performed computerized attention tasks before and after consuming capsules” (Childs, 2007). The goal was to see if whether capsulated caffeine had any effect on fatigued individuals. In another study, “twenty-four managers who normally consume between 400 and 1,000 mg of caffeine per day participated in all-day quasi-experimental simulations” (Streufert, 1997). What’s important to observe via this study is the best way to experiment would be to set a control and have an experimental variable. It’s important to keep the subjects health in mind as well, as there are certain side effects of caffeine for example that can really impact someone’s health. A study suggests “borderline hypertensive men maintained response to the stressor in the face of an exaggerated BP response to caffeine, suggesting that use of caffeine during behavioral stress may elevate BP in BH individuals to a clinically meaningful degree” (Lovallo, 2006). Moving forward, to ensure everything is even across the board, the subjects that will be used for the study will have to ingest the same kind of food throughout the day. The food will consist of every nutrient the body needs to function at the most optimal level. By having this set constant throughout the subjects, it will ensure that the ingestion of any further liquid will be the only factor effectively influencing the functionality and productivity of the subject. To add to the consistency throughout the subjects, all subjects will have same level of exercise done throughout the day as it effects the amount of nutrients the body needs throughout the day to be in optimal performance. Furthermore, the subject will be tested via game-based interaction to see if they’re more aware, attentive, responsive and accurate.

All tests will happen one after another, per subject. The first test will be with no experimental variable. This simply means that the subjects will play the game-based experiment, normally without any ingestion of any liquid. The data from that trial will be recorded. The second round of the game-based experiment will include the first liquid to be ingested. The liquid would be half a glass of water. Data will be taken at the end of that round. The last round will include the last liquid to be ingested, which will be a half a glass of a caffeinated drink like coffee perhaps. Data will also be collected after that round and then further compared to the other two trials. The data with the highest score will prove to be the most efficient. Furthermore, that data will give us the answer of whether ingestion of any kind during a task that requires full attention will either increase or decrease the functionality and performance of our minds.

Bibliography

Streufert, Siegfried, Usha Satish, Rosanne Pogash, Dennis Gingrich, Richard Landis, John Roache, and Walter Severs. “Excess Coffee Consumption in Simulated Complex Work Settings: Detriment or Facilitation of Performance?” Journal of Applied Psychology 82.5 (1997): 774-82. Web.

Lovallo, William R., Mustafa Al’absi, Gwen Pincomb A., Susan Everson A., and Et Al. “Caffeine and Behavioral Stress Effects on Blood Pressure in Borderline Hypertensive Caucasian Men.” Health Psychology 15.1 (1996): 11-17. Web.

Childs, Emma, and Harriet Wit De. “Enhanced Mood and Psychomotor Performance by a Caffeine-containing Energy Capsule in Fatigued Individuals.” Experimental and Clinical Psychopharmacology 16.1 (2008): 13-21. Web.

Howard, Meagan A., and Cecile Marczinski A. “Acute Effects of a Glucose Energy Drink on Behavioral Control.” Experimental and Clinical Psychopharmacology 18.6 (2010): 553-61. Web.

Attention, Perception and Decision-Making

Usman Athar

CUNY York College

Attention, decision-making and perception will be the cognitive processes studied. The combination of cognitive processes to be studied is attention and how it can affect decision-making or perception, after visualizing something for a certain amount of time. The study is socially relevant because it’s interesting to know if people’s perception changes after sitting down for just 4-5 minutes and simply looking at each other. Also, will it cause them to make decisions in terms of whether or not they should initiate conversation? Will it cause people to ultimately lose their preconceived notions about other people, based on what they see? Ultimately, will it destroy racism? This project is primarily directed at understanding the cognitive processes of attention and how it affects perception. Racism is and will forever be unsolved, but if human beings can find ways to reduce it then it would be impactful. This project can possibly find a way to help people break their preconceived notions about certain people. Although it is definitely difficult to make an innovative contribution to a field that you are learning about, it is definitely worth it and will certainly be moving a milestone, whether it may be big or small. Looking at studies that have been done before can provide great examples of studies that are yet to be done. That is a great start to this research project. Also the textbook can provide examples of studies that have been done and so that might give you ideas on what to do. As a victim of racism, this certainly does interest me, as I receive it on a daily basis. Maybe this research project can prove to be beneficial after all. Quality work will come from quality data, thus the research needs to be of quality. As it is something I personally face, I will be more than intrigued to study this cognitive process in hopes to maybe come up with a societal solution.

http://smorballgame.org/

Smorball Game

Usman Athar

CUNY York College

The game is trying to teach players to read fast, think fast and to respond/type fast. To learn to think fast and react fast is the learning experience the game is attempting to create for the player. The dominant form of interaction the player has wit the game is typing. This supports the learning objective, as it is a part of it. Cognitive process systems are most affected by the game design. It attempts to affect the cognitive process system by making the player process the next word that comes up quickly. There is only one player engaged in the game, versus the other computer-player robots. Players interact with the computer-player and the game by typing the word on the screen and pressing enter, as it releases the player’s team out to destroy the computer-player robots and/or release them to collect items on the screen. It is competitive against the computer-player, as the player has to beat the computer-player down the field before it gets to the player. The primary game objective is to read the words in each lane fast, as they come up, type them quickly, and release the team to destroy the computer-player robots before they get to the player. As the player beats each level, the player progresses to a higher level, which increases in difficulty. The ultimate goal of the game is to get to the championship match, which is the hardest of all of them. The game objective reinforces the learning objective as it gets the player reading, thinking and typing faster. The rules of the game include typing one word at a time, which releases one team member to destroy the computer-player robot. Another rule of the game includes some opponents that must be tackled multiple times before they actually go down. Some opponents will come at the player slow and some will come fast. The player’s score starts at 600. If opponent score on the player, he/she will lose 100 points. These rules ultimately complement the game and learning objective as it causes the player to read, think and type faster. Points are accrued during the game, as the player wins each level and with those points he/she can choose to spend on whichever accessory game-hack the player can afford. How much points the player acquires governs the exchange of resources. The conflict between the players is introduced as a sport competition, where the player’s team has to beat each level of robots to move onto the next round. The conflict is maintained throughout the game by the speed at which the robots come at the player increases and makes it harder for the player. Ultimately if the player beats every round, the player then moves onto the championship round which if he/she wins, the game ends.

The game prevents the player from being bored, as it leaves the player coming back to beat the next round, as it becomes a self-test as to whether the player can beat a simple “game”. The game does this by making each round faster, and harder to win. This limitation of making it easier to lose, as the rounds go by, makes it fun and addicting for the player to come back and win that round. This contributes to the objective as it keeps the player in the game for a longer period of time, which helps train the player to read, think, and respond/type faster. The game ends by winning the “championship” round. The outcome conflicts with the objective as it leaves the player satisfied with beating the game. If the game never ended, the player could ultimately get even better at reading, thinking and responding/typing. The main character is the player, but in terms of the game it is the player’s team, the “Eugene Mellonballers”. The relationship between the characters and the player is basically a coach-player relationship. You guide and dictate the team’s every move, onto the championship round. The challenges presented to the player include losing points when the robots get to the player’s team before letting the team get a chance to be let out to destroy the robots. Other challenges include robots being harder to kill before actually being destroyed, as rounds progress. The ultimate skills the player learns or masters include thinking, reading and reacting/typing faster than they previously did. This game takes place in a futuristic, fictional world. The general premise of the story of the game is to beat the robots, round by round to eventually win the championship round and beat the game. The story uses a linear narrative as the player has a consistent goal and consistent obstacle. Player interactions relate to the narrative, as the player is beating each round, the team in essence also gets better and moves up to the next round. The game is playful as it gets the player intrigued and wanting to win it. Cooperative play is the most prevalent. The achievers in Bartle’s Taxonomy are most likely to enjoy this game. Tension and resolution is controlled by how good the player is at reading, thinking and typing. The story does not create conflict in the game as it aligns with the objectives. Stadiums, robots and bats are all objects used to build the game system. No object properties are required for the game system as it focuses mainly on the field. Object behaviors include buying, selling, obtaining points, destroying robots and running.

The basic relationship between system elements include the team and the robots at it to destroy each other, causing one another to either win or lose the round. The player controls the dynamics of the system. The game system does not exist as an economy as its main goal is not points or money, but is to win the championship round. The only new systems that emerge from gameplay are the new rounds, after beating set rounds. These rounds are indeed procedurally generated systems. The player is exposed to the fact that robots will come out eventually to attack the player’s team. What’s hidden is the when the robots will come out, how fast or which kinds. The players interact with the system by typing as many as possible to keep the lanes filled with team members to destroy the robots. That seems to be the most efficient tactic. If it doesn’t work for the player, the robot will attack the team member as feedback. The game is fully functional, as it’s not missing any parts that hold the player back from winning the championship, i.e. the game. The game is also fully complete. All voices that need to be present within the game are present for the player to successfully win the game. The robots balance the game. If you don’t attack or respond first, the robots will beat you. The dominant strategy as stated before includes typing all words on the screen as fast as possible to allow as many team members out in the lanes as possible, which helps defeat all the robots. The game is not symmetrical, as the robots do not come at the player’s team, with the same intensity as the team puts out towards the robots. The imbalance is intentional throughout the game, as it allows the player a break to slow down and eventually win. The game is so engaging that it keeps the player coming back to beat the round after losing. As addicting as it gets, it also promotes the learning objective by helping you get better at thinking, reading and responding/typing. The choice to choose which word in which lane is meaningful in this game as it controls which lane-robot the player would like to destroy. This relates to the objective as it helps the player read, think and type quickly. No parts of the game are broken, boring or micromanaging as it’s a fun and addictive game with a positive learning objective. Ultimately the game is beatable and so are the rounds, which gives the player a feeling to want to come back and complete the next round. It is very easy to play the game as a player can learn within seconds. It is a common-sense game. Players can read the instructions to play the game or can simply start and figure it out within seconds.

Dumb Ways To Die 1

Usman Athar

CUNY York College

The game is trying to teach survival. The learning experience the game is attempting to create for the player is to think fast and to be able to be effective as well. The dominant form of interaction the player has with the game is tapping or tilting the screen to fulfill the game’s objectives or scenarios. The cognitive process system is most affected by the game design and it is the most affected because the design forces the player to speed up his thought process on what he/she has to do next. There is one player engaged in the game and that player interacts with different scenarios in the game by either tilting, swiping, slashing the screen. The primary objective of the game is to survive all the rounds of “dumb ways to die”. The game objective reinforces the learning objective because the player needs the learning objective to fulfill the game objective. The rules depend on each “dumb way to die” or each scenario. Each scenario increasingly quickly explains the rule and objective. The rules and procedures complement the game and learning objective because it then forces the player to read quickly and act quickly. Points are accrued during the game, after winning each scenario, so that the player can unlock the next level. As the player fails each scenario, the player loses or spends points and is set back. It’s up to the player to govern the exchange of resources, as it is up to the player to either win or lose each scenario. Each “dumb way to die” mission decreases the amount of time the player has to complete the scenario, which introduces conflicts between the player and game elements. Another conflict included in the game is when the player loses, he/she also loses points. It’s maintained and resolved by the player getting better at it each time. It prevents the player from achieving an end scenario. As the player beats each scenario, the game becomes increasingly hard and near impossible to win, which ultimately becomes not fun, yet addicting. This contributes to the objectives by forcing you to be faster at thinking and executing, so that you can win the game and be more efficient in life. The game never ends, and it ‘s ultimately up to the player and how long he/she can survive or in other words, how fast the player can think. The outcome of the game does not conflict with the objectives because the ultimate goal is for the player to have a better cognitive process, to think quicker and execute quicker in situations. The player is the main character and the motive is to successfully win every round presented in a limited time. There is no relationship between the character and the player, as the player is the character. The character does not have a face to it. Different scenarios are presented as challenges to the player. Another challenge includes using different techniques to fulfill each scenario’s objective. In addition, another challenge includes the time in which the player has to read and react to the scenario’s objective. The player must master the skill of thinking fast and reacting fast, based on set instructions. The game takes place in a fictional world where there are little bubbly looking creatures that are supposed to represent people and the situations they go through. The general premise of the story is to help the people or the little bubbly looking creatures survive, in essence helping the player survive the rounds. The story uses an emergent narrative as each scenario is brought up at random, after one another. Player interactions relate to the narrative as it forces the player to be quicker each time. The game is playful by desensitizing death and ways to die. Cooperative play is the most prevalent. The “Explorer” in Bartle’s Taxonomy is most likely to enjoy this game. Tension and resolution is controlled in the story by awarding the player points. The story creates conflict in the game when the player has a new scenario, which he hasn’t seen yet, to deal with. Trains, vomit, mustard, etc, are all objects that are used to build the game systems. No properties are required for the game systems. The little bubbly creatures movements are required behaviors for the game system. The basic relationship between system elements are the creatures are all trying to die, and you have to think fast to save them. There is no economy in the game system. There are different scenarios as emergent systems. All information pertaining to the goal of the scenario is given to the player to fulfill. Nothing is hidden. The players interact with the system by swiping and tapping at the screen. Yes the game is fully functional. The game is also complete. There is no voice that’s not being represented. The game is balanced by the reward system every time you win a round. The strategy is to think quicker. The game is also symmetrical. The game is engaging as it leaves you addicted to win as many rounds as possible. Choices are not meaningful in the game. No parts of the game are broken or boring or hard to beat. It is very easy to play the game. One can learn to play in a matter of seconds. They learn to play by swiping away.

The game is trying to teach people the roles and process of a presidential campaign. The learning experience the game is trying to create for the player is about managing a campaign, and showing people how a few errors can turn the campaign around. The player has the ability to choose what to say as the presidential candidate, which is the dominant form of interaction the player has with the game. This supports the learning objective, by showing you how little mistakes can impact a campaign. This is a one-player game, that interacts with computer-players, that generate their own responses, debates, and acts to win the election. The goal is to be one step ahead. In the beginning of the game, you choose your style of candidate and have to beat everyone in the primaries. When you do so, you get into the presidential election and you have to basically strategize where you want to put your efforts into, as “turns”, as stated in the game, are limited. The objective of the game is to ultimately beat the other presidential candidate, in the presidential election. You have to put your efforts where you see fit, as time will be running out and your turn to make a move will end. The game objective reinforces the learning objective. The rules of the game include having turns in the presidential election, which limit you to putting forth only select efforts in pursuit of winning the election. They compliment the learning objective, because it truly gives you insight on the roles and process of a presidential campaign.

During the presidential election, you have the option to choose which resources you want to deploy at which state. Resources can vary from advertisement, fundraising, polling and helping your appearance. The rule of having money to govern where you spend your money makes it as realistic as possible, which further complements the learning objective. In addition, the rule of having turns or limiting how much you can do so also makes it realistic as no presidential candidate can have unlimited time or resources. Conflicts between players are sorted through professional debates and limited debate options. This game prevents players from behaving in an unprofessional manner, because it has a professional standard in which the dialogues are spoken. This can limit fun, because some candidates truly have no filter and may not be professional so it might take away from that aspect of a presidential campaign. The game ends in either win or loss of the presidential election. The outcome does not conflict with the objectives, as they were just meant to show people the process. The main character is self-made. In this case it was Usman Athar. Their motivation is to become the President of the United States. The challenges that are presented are the restrictions of resources. Limited resources can only take you so far. The player must learn to master the skill of responsibility and management. This game takes place in a non-fictional world. The general premise of the story line is a candidate that starts from the primaries and ends up as a president via the election process. The game is half functional in terms of you have control over what will happen next, but it’s not fully functional in terms of wanting to say exactly something specific or do something specific. It was limited to professional options. The game is complete; it includes every angle of a presidential election that I can think of. The game is balanced by having a computer-player go up against you and react to your every move. The game is engaging, especially when you’re losing to a computer, as it really leaves you in the hot seat to make the perfect decision as your next move.

Win In The White House

Usman Athar

CUNY York College

The game is trying to teach people the roles and process of a presidential campaign. The learning experience the game is trying to create for the player is about managing a campaign, and showing people how a few errors can turn the campaign around. The player has the ability to choose what to say as the presidential candidate, which is the dominant form of interaction the player has with the game. This supports the learning objective, by showing you how little mistakes can impact a campaign. This is a one-player game, that interacts with computer-players, that generate their own responses, debates, and acts to win the election. The goal is to be one step ahead. In the beginning of the game, you choose your style of candidate and have to beat everyone in the primaries. When you do so, you get into the presidential election and you have to basically strategize where you want to put your efforts into, as “turns”, as stated in the game, are limited. The objective of the game is to ultimately beat the other presidential candidate, in the presidential election. You have to put your efforts where you see fit, as time will be running out and your turn to make a move will end. The game objective reinforces the learning objective. The rules of the game include having turns in the presidential election, which limit you to putting forth only select efforts in pursuit of winning the election. They compliment the learning objective, because it truly gives you insight on the roles and process of a presidential campaign.

During the presidential election, you have the option to choose which resources you want to deploy at which state. Resources can vary from advertisement, fundraising, polling and helping your appearance. The rule of having money to govern where you spend your money makes it as realistic as possible, which further complements the learning objective. In addition, the rule of having turns or limiting how much you can do so also makes it realistic as no presidential candidate can have unlimited time or resources. Conflicts between players are sorted through professional debates and limited debate options. This game prevents players from behaving in an unprofessional manner, because it has a professional standard in which the dialogues are spoken. This can limit fun, because some candidates truly have no filter and may not be professional so it might take away from that aspect of a presidential campaign. The game ends in either win or loss of the presidential election. The outcome does not conflict with the objectives, as they were just meant to show people the process. The main character is self-made. In this case it was Usman Athar. Their motivation is to become the President of the United States. The challenges that are presented are the restrictions of resources. Limited resources can only take you so far. The player must learn to master the skill of responsibility and management. This game takes place in a non-fictional world. The general premise of the story line is a candidate that starts from the primaries and ends up as a president via the election process. The game is half functional in terms of you have control over what will happen next, but it’s not fully functional in terms of wanting to say exactly something specific or do something specific. It was limited to professional options. The game is complete; it includes every angle of a presidential election that I can think of. The game is balanced by having a computer-player go up against you and react to your every move. The game is engaging, especially when you’re losing to a computer, as it really leaves you in the hot seat to make the perfect decision as your next move.

During the presidential election, you have the option to choose which resources you want to deploy at which state. Resources can vary from advertisement, fundraising, polling and helping your appearance. The rule of having money to govern where you spend your money makes it as realistic as possible, which further complements the learning objective. In addition, the rule of having turns or limiting how much you can do so also makes it realistic as no presidential candidate can have unlimited time or resources. Conflicts between players are sorted through professional debates and limited debate options. This game prevents players from behaving in an unprofessional manner, because it has a professional standard in which the dialogues are spoken. This can limit fun, because some candidates truly have no filter and may not be professional so it might take away from that aspect of a presidential campaign. The game ends in either win or loss of the presidential election. The outcome does not conflict with the objectives, as they were just meant to show people the process. The main character is self-made. In this case it was Usman Athar. Their motivation is to become the President of the United States. The challenges that are presented are the restrictions of resources. Limited resources can only take you so far. The player must learn to master the skill of responsibility and management. This game takes place in a non-fictional world. The general premise of the story-line is a candidate that starts from the primaries and ends up as a president via the election process. The game is half functional in terms of you have control over what will happen next, but it’s not fully functional in terms of wanting to say exactly something specific or do something specific. It was limited to professional options. The game is complete, it includes every angle of a presidential election that I can think of. The game is balanced by having a computer-player go up against you and react to your every move. The game is engaging, especially when you’re losing to a computer, as it really leaves you in the hot seat to make the perfect decision as your next move.