NELSON ALTAMIRANO, PH.D. [email protected]JAMES J. JAUREZ, PH.D. [email protected]Student Built Games for Deeper Learning in Microeconomics: ”The building blocks and techniques for introducing student built games into your onsite and online classes.”
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N E L S O N A LTA M I R A N O , P H . D .n a l t a m i r a n o @ n u . e d u
J A M E S J . J A U R E Z , P H . D .j j a u r e z @ n u . e d u
Student Built Games for Deeper Learning in Microeconomics: ”The building blocks and techniques for introducing student built games into your onsite and online classes.”
I t i s a ‘ p r o c e s s t h r o u g h w h i c h a n i n d i v i d u a l b e c o m e s c a p a b l e o f t a k i n g w h a t w a s l e a r n e d i n o n e s i t u a t i o n a n d a p p l y i n g i t t o n e w s i t u a t i o n s ( N R C R e p o r t 2 0 1 2 ) . ’
T h r o u g h d e e p e r l e a r n i n g t h e i n d i v i d u a l g a i n s e x p e r t i s e i n a p a r t i c u l a r a r e a o f k n o w l e d g e a n d i s c a p a b l e o f k n o w i n g ‘ h o w , w h y , a n d w h e n t o a p p l y t h i s k n o w l e d g e t o a n s w e r q u e s t i o n s a n d s o l v e p r o b l e m s . ( N R C R e p o r t 2 0 1 2 ) ’
DEEPER LEARNING
THROUGH GAME CONSTRUCTION
LEARNING DESIGN THROUGH PLAY (INTUITIVE – JOURNEY) Players: How many? Any requirements?
Special knowledge, roles, etc.. Characters in Game, Game Pieces
Procedures: What are the required actions for play?
How does the game process take place? (Initiation, Movement, Battle, Clean up)
Rules: Any limits on player actions? Rules regarding behavior? What are they?
How do game objects interact? What are their relationships to each other?
Conflict: What causes conflict in this game?
Competing forces, limited resources, scarcity and utility of objects
Objective: What is the objective of the game?
What will the user accomplish?
Boundaries: What are the boundaries of the game? Are they physical? Conceptual?
Maps, boards, limitations to characters Outcome: What are the potential outcomes of the game?
What are the indicators of success/failure? Winning and losing?
Does the game have dramatic elements? Challenge: What creates challenges in the
game? Play: Is there a sense of play within the
rules of the game? Premise/character/story: Are these present?
What types of dramatic elements do you think might add to the game experience?
LEARNING THE LANGUAGE OF GAME DESIGN (PLAY!) - BATTLE
Gameplay Procedure (Turn Based)1. Roll Initiative2. Movement Phase3. Attack Phase4. End Phase Players (Characters, Pieces)? Objective?
Procedures? Rules? Conflict? Boundaries? Outcomes? Dramatic elements (themes)?
P L AY I N G G A M E S I N C L A S S R O O M
High costs for professor
Preparation time; opportunity cost of class time
Uncertain success Topic, type of learner
Deeper learning Debriefing section
S T U D E N T B U I L D G A M E S M E T H O D O L O G Y
Professors should teach Prepare excel based teaching
materials for Principles of Micro.
•Students should learn-by-doing
• Create their own games in groups
• Buying Games/Selling Games
1ST SET OF CONCEPTS - DEMAND/SUPPLY, MKT. EQ.:THE MARKET FOR GROUND BEEF (BARRETO, 2009)
2ND SET OF CONCEPTS – ELASTICITY, DEMAND AND SELLER MAXIMIZATION:
CHEESEBURGERS AND McDONALDS
ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES
Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions
Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,
based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback
Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements
Phase 4: Completion, Reporting, and Presenting Game Designs
• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation
PHASE 1: ELEMENTS, IDEATION, AND PLANNING
Game Title: ____________ (ex: Fastfood Fury)Team Name: ___________________________Proposed Game Type: __________(ex: Board)Game Description: ___________(ex: Location)____________________________________________________________________________Mapping to Course Concepts: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(ex: Supply/Demand)
Integrating Course Concepts:
Key Questions:1. Will this be a map or board
game?2. Turn based or real time
interactions?3. Based on course topics, what
are possible game pieces, challenges, procedures, and rules?
4. How will the gameplay look and feel for the players? (themes)
PHASE 2: EARLY IMPLEMENTATION AND GAME CONSTRUCTION
Integrating Course Concepts: Key Questions:1. What are the game pieces and related
course concepts (characters/items)?2. How does the game proceed? Order of
4TH SET OF CONCEPTS – UTILITY, PREFERENCES, MU, BUDGET CONSTRAINT, CONSUMER MAX., MU/P
ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES
Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions
Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,
based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback
Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements
Phase 4: Completion, Reporting, and Presenting Game Designs
• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation
PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING
Integrating Course Concepts:
Game Rule(s): ___(ex: Limited Money)Rule Description: _________________________________________________________________________________________________________________(ex: Players begin With $150K+2d6 K)Mapping to Course Concepts: _______________________________________________________________________________________________________
Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________
Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________
Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________
Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________
Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________
Key Questions:1. What are the game relationships and
randomness?2. How is the game scored/won/economy?3. What are the peripheral game
objects/elements, dramatic elements and gameplay?
4. What are the varying levels of the game?
Fast Food
Simulation
ExcelSimulator
Game Response to Output
Simulator Modification and Game Play
Elements
Game Generated Input
Player ExecutesGame Strategy
SimulatorOutput
Player DecisionTo Game Interaction
Data from GameInputted to Simulator
Excel Game Procedure Cycle
BUILDING AND USING A GAME ENGINE:
PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING
Integrating Course Concepts: Key Questions:1. What are the game relationships and
randomness?2. How is the game scored/won/economy?3. What are the peripheral game