Category Archives: Project 17

FA16-Project17-week 2

Win the White House is one of those games that appeals to a certain type of crowd. It’s definitely a game that can show the player the of becoming a future president of the United States. It takes the time to show the player what step they have to make in presenting a state of people and its issues. This game is a way for people to see what these candidates go through on a day to day base of getting the votes of follow Americans around the state. It give the player the idea of what it means to stand and speak for the issue the avatars share with the people they are trying to govern. Win the White House is a game that people should at least spend some time and playing it . This game give the players the opportunity of defending issues, they believe in as well as the people.

Project 17-Final Project


                                                                                                                         Final Project


  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  



Game title and authors/company Happy Feet by Project 17
URL where the game can be found N/A
Learning objective – What is the game trying to teach? What learning experience is the game attempting to create for the player? The game is trying to teach players how to overcome social anxiety. The learning experience that this game creates is having the knowledge to associate in conversation and learning how to break out of isolation.
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? The dominate form of interaction players have with the game is one to one. This means that players actually interact with other players based on the group dancing. This supports the learning object because players will be allowed to participate in group dances while also breaking free from their social anxieties.
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? Social process is affected by the game design because the game player will be put in a social environment while learning how to feel comfortable in a group dance. Behavior process is also affected because it will alter the game players feeling of being isolated into becoming for open.
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)? 20 players can be engaged in this game. Players interact by participating in group dances.
Game objective – What is the primary objective of the game? Does the game objective reinforce the learning objective? The objective of the game is to benefit from the overall experience of dancing and learning how to break out of social anxieties. The game objective does reinforce the learning objective.
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 are simple, dance until the music stops and rotate partners. This does not create conflict with the game objective.
Resources – What items are accrued during the game? What resources are spent? What governs the exchange of resources? No items are accrued during the game, perhaps an exchange of numbers at most. No resources are spent. There is no exchange of resources.
Conflict – How is conflict between players or game elements introduced, maintained, and resolved? Only conflict between players there might be is if the other person is not intrigued with the game player’s conversation. This can be resolved by continuing to play the game and learning how to build more interesting conversations.
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? Players may behave the way they choose to. Because it is an interaction game it will help the game player see how other people behave and therefore help them make decision of whether or not to continue the conversation.
Outcome – How does the game end? Does the outcome conflict with the objectives? The game ends when the last two players are left on the dance floor. The outcome does not conflict with the objective.
Character  – Who is the main character? What is their motivation? What is the relationship between the character/avatar and the player? The main character is the game player himself.
Challenge – What challenges are presented to the player/character? What skills must the character/player learn or master? The challenge the game player faces is learning how to bring up a spontaneous conversation. The game player must master the skill of becoming socially interesting.
World building – In what fictional world does the game take place? N/A
Premise – What is the general premise of the story? There is not storyline, but just group dancing and learning how to break out of social anxiety.
Story – Does the story use a linear, branching, or emergent narrative? How do player interactions relate to the narrative? N/A
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 is playful because there are many forms of dancing therefore it is versatile and allows the game player and others to have a good time and workout. Those of which are Socializers will enjoy this game.
Dramatic arc – How are tension and resolution controlled in the story? How does the story create conflict in the game? Tensions can increase if the person says something unnecessary.
Objects – What objects are used to build game systems (e.g., houses in Monopoly)? N/A
Properties – What object properties are required for the game systems (e.g., house values)? N/A
Behaviors  – What object behaviors are required for the game system (e.g., buying)? Broom or stick
Relationships – What are the basic relationships between system elements? What controls the dynamics of the system? N/A
Economies – Does the game system exist as an economy (e.g., Monopoly or SimCity)? If so, how does the economy change over time? The game is based upon a group dance.
Emergent systems – What new systems emerge from game play? Are there procedurally generated systems? N/A
Interacting with systems – What information about the system is exposed to the player and what is hidden? How do players interact with the system, control the system, and received feedback from the system? Nothing crazy, music, dance floor, your feet, and courage is all it takes to play this game.
Functionality – Is the game fully functional? Yes, the game is fully functional. Anybody can move to the rhythm of music.
Completeness – Is the game complete? Is there a voice not being represented? Yes, the game is complete. If there is a voice that isn’t heard, it may be those that don’t know how to dance.
Balance – Is the game balanced? Is there a dominant strategy? Is the game symmetrical? If not, is the imbalance intentionally part of the design? The game is perfectly balanced and symmetrical.  The only strategy you need is to be swift and confident.
Fun – Is the game engaging? How do elements that support engagement promote or obscure learning? Yes, the game is very engaging, it helps promote learning for those that don’t know how to dance will now learn. They will also learn how to be sociable and not shy.
Player choice – What choices are meaningful in the game? How do these relate to the objective? Choices are meaningful in this game especially when pairing up with a dance partner. This relates to the objective by using your social skills to know what type of people your around therefore making the right choice to hang around that circle.
Fun killers – Are there parts of the game that are broken? What parts feel like micromanaging? What parts of the game are stagnant or boring? Are there insurmountable obstacles, arbitrary windfalls/calamities, or inconsequential choices? No this game is fully functional, all you really need is music and a group of people (20). The only way this game is boring is if the music playing has no sass.
Accessibility – How easy is it to play the game? How long does it take to learn the game? How do players learn how to play? The game is very easy to learn; it does not take much time at all to learn. The players will learn to play the game based on the directions given.


Project 17_week 15

My results are clear cut; they explain the progress over a course of five meeting sessions. Men were the ones who had the most social anxiety. But changes began to happen after the 2nd meet. This experiment solves problems that people experience on a day to day basis. Many people have trouble breaking that barrier for which they can be within a social environment without freaking out. This experiment helps those with social anxiety break out of their shells.The experiment reaches a new milestone for researches to take this to whole other level. The problem of social anxiety has correlated with group dancing to innovate new ideas of what other physical interactive factors play a part in breaking barriers. However, problems with the study that I encountered were if whether or not the subjects were comfortable with seeing the same faces every day. In the future I intend to circulate people throughout each trail so those of which do have social anxiety get to see new faces and converse with them in a short period of time.In conclusion, through the several trials being done with twenty subjects it has been proven that group dancing does indeed have an affect social anxiety. Many people had difficulties engaging in conversations and even simple greetings. Nevertheless, this experience has lead everyone to have greater confidence in themselves. With a little bit of music, a comforting environment and a small nudge, anyone with two left feet can pull this off.

Project 17_week 14

This week I focused on my overall results in this experiment. During the experiment a random 10 boys were asked to fill out a survey. Within those 10 boys, 7 of them were classified under social anxiety. Likewise, 10 randomly selected girls were also asked to take a survey. Of those 10 girls only 4 of them appeared to have social anxiety. Therefore, in an abundance of 20 subjects; 11 of them had social anxiety. Through my own analysis, I began to understand the correlation between men having a greater number of social anxiety then women do. Women are more secure about their own physical features and social personality then men. It became clear to me that even in a social environment, men tend to isolate themselves with their own in order to appear secure.

Project 17_week11

Today I completed the Beta part of my experiment. This ultimately means that my game has been at a work and progress. I was instructed to fill out a worksheet which had a list of sub sections. These questions helped me organize my thoughts and ideas of where my projected had progressed from the last worksheet. In the long run my game has done some impressive progressions of the last few trails of this game. I came to a conclusion that men were the most socially isolated then women. Because of this I had the suspicions that men were are too concerned of what others may think and difficulty trying to engage in a conversation is what delayed therm.

Project 17 – Week 9

Today I was presented with a variety of questions regarding my project. Although these questions were very similar to last weeks questions I went more in depth. This week I conducted a second trail for my experimental game. I was very satisfied with the outcome. Not much  was really done to change the game. All rules and regulations remained the same. However, I did decide to change a few people from the initial first trail to this weeks game trail. I observed how others interacted to new faces and many of them were very enraging and friendly. This gave me a better insight to how my game was helping those of which were shy at the start are now at the other end of the situation and starting up conversations. Overall we all shared good laughs and fun. I anxious to know how far this game can go and what other outcomes may arise from this experiment.

Project 17 – Week 8

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.

Project 7 – Week 7

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

Project 6 – Week 6

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