Tech Tech BOOM

Discover, Explore, Create and Own the Game

http://neeohia.wix.com/techtechboom

Lesson #1 Title: Discover the world of Gaming

Lesson #2 Title: Explore Core Design Elements
Lesson #3 Title: Create Design & Balance
Lesson #4 Title: Own & Share your GAME

Did you know you have a superpower? Are you ready to showcase your creativity and
expand your HORIZONS? Would you like to design your own game? If so, come and
take a ride on the CODE Superhighway! Become a Game Designer! Let your creativity
go wild as you embark on a journey aboard the gaming horizon. Learn why games
make you better and how they can change the world. The world is YOUR stage. You
can play, you can conquer, and you can change. The skys the limit and the HORIZONS
are endless. Create a game and enter the STEM Challenge competition with a chance
to win super prizes! Unleash your SUPERPOWER.

UNIT ESSENTIAL QUESTIONS

How is game design and coding useful in everyday life?
How will game design technologies influence the future horizon of the gaming
culture?
In what ways does programming affect game design? In what ways do effective
programmers hook and hold the gamers attention?
How can specific technologies and design choices influence the success of a
game?

Neeta Ohia
SPED 6402 spring 2016
East Carolina University

CONTENT RESEARCH PAPER

INTRODUCTION
The truth is that when the joy and comfort are scrubbed from the classroom and
replaced with homogeneity, and when spontaneity is replaced with conformity, students brains
are distanced from effective information processing and long-term memory storage.The
highest-level executive thinking, making of connections, and aha moments are more likely to
occur in an atmosphere of exuberant discovery, where students of all ages retain that
kindergarten enthusiasm of embracing each day with the joy of learning.(Judy Willis
Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and
Classroom Teacher)
Nothing excites today's kids more than videogames; this is something that they can now
create. This is their rock and roll and this is their language. Video games is unique as a medium
97% of teens regular play video games and computer games it goes much deeper than that, at
the core we believe that the very process of making video games has a great educational
impact. We can make school more relevant if we can tap into their passion, and really design
product and service, we really can transform student learning. (Alan Gershenfeld, Founder,
Present, E-Line Media). Collaboration is possible because we find that students have different
mindset, some have artistic mindset, while some have technical/geeky mindset. Making games
can be highly engaging in classroom, skills like communication, collaboration, creativity, and
critical thinking (4Cs) can be incorporated into the cross curriculum lessons. We can create an
environment where students can to learn to trust each other, bounce of each others ideas and
listen to each others feedback and provides a motivation to improve, the design, constructive
way to get at where their peers can have that learning experience, and not be shy about it. It is
helpful in STEM but also helps students in all of their writing skills. They are able to process the

ideas and cognitive thinking into higher levels of thinking, teamwork, and analytical thinking. It is
also an intersection between education and technology and a way to inspire kids to learn.
Why is game design a great classroom tool?
Why Games & Learning? Why games for gifted students?
Education in the early part of the twentieth century tended to focus on the acquisition of
basic skills and content knowledge, like reading, writing, calculation, history or science. Many
experts believe that success in the twenty-first century depends on education that treats higher
order skills, like the ability to think, solve complex problems or interact critically through
language and media. Games are designed to create a compelling problem space or world,
which players come to understand through self directed exploration. Games create a compelling
need to know, a need to ask, examine, assimilate and master certain skills and content areas.
Some experts argue that games are, first and foremost, learning systems, and that this
accounts for the sense of engagement and entertainment players experience.
Another attribute of games that facilitate learning is when the activity of play consists of
failing to reach the goal established by a games rules, and yet the players rarely experience
this failure as an obstacle to trying again and again, as they work toward mastery. There is
something in play that gives the players permission to take risks considered outlandish or
impossible in real life. There is something in the games that activates the tenacity and
persistence required for effective learning. Thats why when we discuss the properties of
games, we mean to refer to games of all types: board games, physical games, puzzle games,
online games, console games, mobile games etc.

History of Games & Learning

The 1980s saw the evolution and commercialization of a new kind of learning game.
These games drew from video arcade and console game methods, incorporating narrative and
visual elements from popular culture, and they targeted primarily elementary-aged children.
Companies like the Minnesota Educational Computing Corporation (MECC), the Learning
Company, McCormick and Davidson and Associates were early pioneers, producing titles like
Oregon Trail, Reader Rabbit, Number Munchers and Math Blaster. The game of chess was
used in the middle Ages and Renaissance to teach noblemen the strategies of war. And there
are some scholars who argue that the methods of dialogue and learning Plato ascribed to
Socrates functioned through a kind of verbal play.
Video Games and the Future of Learning
Computers are changing our world, video games are evolving by giving us a glimpse into
how we learn in the near future, and how new and powerful ways information age is changing.
Look at video games they create a new social and cultural world - worlds that help us learn by
integrating thinking, social interaction, and technology, all in service of doing things we care
about. There are pro and cons to the gaming industry. How can we use the power of
videogames as a constructive tool in schools, homes, and workplaces? The first step toward
understanding how video games can - and, we argue, will - transform education is changing the
widely shared perspective that games are "mere entertainment." More than a multibillion-dollar
industry, more than a compelling toy for both children and adults, more than a route to computer
literacy, video games are important because they let people participate in new worlds. They let
players think, talk, and act in new ways. Indeed, players come to inhabit roles that are otherwise
inaccessible to them. In virtual worlds, learners experience the concrete realities that words
and symbols describe. Through these and similar experiences in multiple contexts, learners can
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understand complex concepts without losing the connection between abstract ideas and the real
problems they can be used to solve. In other words, the virtual worlds of games are powerful
because they make it possible to develop situated understanding. The idea of game design, or
gaming was targeted to certain age level - teenagers or 20 - something young man says,
Lehrer. Today the world is changing in terms of whos consuming these products. One is looking
at the dominant entertainment medium gaming now and how it is going to evolve in the future. It
is all about high speed chases, and interact video games statistic shows that 49% of US
household own a console.
The Gaming evolution:
How video games and board games have evolved over time? Video games have
evolved over the years, since creation of 1962s Space war, the first true video game. The best
way to approach this topic briefly is to select a genre and survey the main trends.
The earliest adventure video games were, in a sense, not video at all. Instead they used
text to create worlds for the player to explore. The first of these was Adventure, designed by
Will Crowther and enhanced by Don Woods. The player read text descriptions of a cave and
typed in simple noun-verb commands (go north take lantern, etc.) to navigate through the
cave and interact with its denizens. Text-based games worked around the limited RAM
(random-access memory) in early computers by focusing on story and setting at the expense of
graphics.
A major evolution came when the text adventure was translated into visual format. In 1980 the
Atari 2600 released its own adventure, which included exploration, loot gathering and simple
monster fighting of the early text adventures. With the advent of computers and consoles the
video games took advantage of the gaming hardware. The controllers gradually developed
joystick that had a directional control and single button. The Nintendo entertainment system,
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the Xbox 360 and Play stations are consoles created to be played by different players at the
same time.
As the art of game design developed and the representational abilities of computers
increased, players of the adventure genre came to demand more sophisticated stores and
moral choices.
Video games are more than just fun; they are big business in todays world, and the
futuristic world. The rise of devices like the smart phones and other devices had made mobile
gaming the fastest growing in the market. We are in a period where games are everywhere,
and everyones a gamer. In addition to traditional, console-based video games, there are now
mobile games such as "Angry Birds," social games on Face book and even game-like
experiences on sites such as Foursquare, she says. At the same time, other industries, such as
eBay and credit card companies, are incorporating game design elements techniques such
as challenges between users, bars depicting progress toward a goal and virtual currency as
a way of engaging consumers.
Gaming Programming Language:
The programming for writing computer games/video games was codes, special
commands, special characters, abbreviations and ways of arranging text. There are special
softwares for gaming designs. And every coding language is unique, designed with a certain
operating system, platform, coding style and intended use in mind. In 1973, the first single user
computer game was created by Will Crowther. The game was called Adventure and Fortran
language used to write the code. Fortran' means Formula Translating system was good but to
meet the need of Business COBOL came into existences. Programming languages have been
under development for years and will remain so for years to come. A games mechanics are the
rules and procedures that guide the player and the games response to the players moves or
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actions. Through the mechanics you create, you define how the game is going to work for the
people who play it. So just to be clear, the mechanics describe rules the player follows and the
rules the game itself follows. Every game has elements or features that keep people engaged.
Some games have many while others have only a few. The choice of what to include should be
deliberate. With learning games, you should consider how each element supports the learning
process.
Summary:
You want your game mechanics (aka rules) to be clear, enhance the game play
experience, support your game goal, and contribute to the learning experience. Likewise, the
game elements you choose to include in your game should be there for a reason. Mechanics
and elements work together to create a meaningful learning experience for the player. Anyone
has the ability to create games, and unleash their creativity. The initiative and motivation to
explore the world of gaming has opened new Horizons to the young minds.
Expert Information
Carl Twarog is a Professor School of Art & Design Animation/Interaction Design Area
Coordinator. He specializes in animation and game design, Professor Carl Twarog has taught at
East Carolina University for 19 years, previously teaching at the Massachusetts College of Art
as a visiting lecturer. Twarog teaches face-to-face, hybrid and online courses in Motion, Game
Design, and Animation. Prior to his teaching career, Twarog was a practicing designer working
in exhibit design, environmental signage systems, graphic designer/illustrator on the $200
Million Waterfront Redevelopment Project for the city of Buffalo, NY, a project that reconnect an
Olmstead Park Systems. Twarogs recent research includes writing courses on animation and
interactive design for Wiley Publishers, embedded systems projects for art and special needs
children, and designing and producing art furniture.
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I interviewed Professor Carl and spoke to him at length about what game design is and
how we can integrate in middle school learning. He talked about making and conceiving design
and producing through video games, 2D, & 3D games. He also mentioned that there are small
games, board games, and 3D games. He said, the ideas the students have they have to dissect
it create it and then play it. Game design also has a program language C- sharp, syntax, and
he said, he is more than willing to let me know how the language works in the programming of
the games. He mentioned that game design is all about unleashing ones creativity. He also
cautioned about the pitfall that may come my way due to lack of inexperience. He was more
than willing to continue to help in any way that he can. I look forward to keeping in touch with
him while working on my lesson plan. Last but not least he shared a website Unity and asked
to look up, and if I have questions I should reach out to him.
Kid friendly websites:
http://opengameart.org
http://elearningtemplates.com/elearning-activities
http://www.classtools.net/_SEARCH/index.php?template=quiz
https://scratch.mit.edu/
http://gamestarmechanic.com/
http://www.projectpixelpress.com/
http://globaloria.com/
"The Gaming Evolution | Teaching history.org." 2012. 22 Jan.
http://teachinghistory.org/history-content/ask-a-historian/25764>
http://www.apa.org/gradpsych/2012/01/hot-careers.aspx
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http://www.scholastic.com/createvideogames/videoGetInspired.htm
http://www.instituteofplay.org/about/context/why-games-learning/
http://ddis.wceruw.org/docs/08%20ShafferSquireHalversonGee%20PDK.pdf

CONNECTION TO THE THEME

Horizons can be defined as the limit or range of a person's knowledge, understanding, or
experience. Horizon is also the limit of what is possible in a particular field or activity. It is a
sphere of possibilities within which one can explore in any particular endeavor, and in this case
the gaming HORIZON. Horizon can also be defined as the perception of whether something is
attainable or achievable.
When we think of horizons, we think of something immense, expansive, and continuous.
The gaining of knowledge is an endless horizon. Horizon is the range of ones intellectual upper
limit. This sounds contradictory; however, ones intellectual upper limit is forever expanding
because of our unending thirst to know how things work. We seldom settle for mediocrity. Were
forever expanding our sphere of knowledge as we continuously learn create new experiences
and problems.
The theme Horizons relates to our camp unit because students will use their perceptions
to understand and expand their knowledge of the gaming Horizon by creating their very own
game. Our Unit on game design will unleash their desire, open their minds, and expand their
horizons as they Discover, Explore, Create, and Own the game. The possibilities are endless.
The sky is the merely the pathway to a new Horizon.
Gaming or Game Design can change the wiring of our brains. The gaming industry is
now a global phenomenon. Research shows that there are over 1.2 billion gamers across the
planet. And also a growing body of evidence suggests video games can affect the brains
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development. Professor Daphne, found that the individuals who played action video games
were better at visual abilities. Campers will definitely improve on their visual skills, and staying
more focused on the tasks.
Campers will create computer games that will help them to learn to collaborate and
communicate with each other effectively. They will enhance their problem solving skills and
learn to be over comers and achievers; hurdling every obstacle in their path. Creating games
will also help build their critical thinking skills.
Campers will experience how technology impacts every move they make and every
decision they make in the gaming arena. They will learn new terms and concepts and how to
implement this into real world situations to create games and broaden their horizons. Campers
will comprehend the educational requirements and skills needed to become game developers,
and game designers.
Students will use the Gamestar Mechanic game designing websites and connect to the
program, identify the mechanics of the program. Students will be able learn concepts through
actual playing. A positive perception of game designing is created in a learning environment
where students will design and create games from their own point of view. The possibilities of
designing games is endless, it is entertaining, as well as challenging to first time learners.
Whatever the reason campers will find it fascinating and push the limit to what they can create,
and what it will look like in the HORIZON will enhance their learning experience and enable
them to become better at game designing.
Campers will gain understanding of the different aspects of Game Design, and how
they can apply it to the real world. Campers will create games, have fun and take on challenges
that are fascinating and futuristic. As game developers students may wrestle with learning new
technologies which will allow them to broaden their Horizons and ignite their creative juices.
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Campers will expand their communication, creativity, collaboration, and critical thinking
horizons. Campers will collaborate with partners while broadening their horizon as they strive to
attain the unimaginable through creativity and critical thinking. They will explore the world of
gaming, and create games according to how they understand the world around them. They will
be able to recognize the power of knowledge, and gain experience in those four days learning to
play, and create what they love, GAMES.

TECHNOLOGY INTEGRATION

Technology has changed the face of education. Technology has created a portal, that
when utilized properly, grants every student unparalleled access to an education that is not only
differentiated, but personalized to meet their specific educational needs and truly create a world
of proactive problem solvers. Technology should not be used to simply digitize assignments, but
integrated to meet the needs of all students, gifted, exceptional, and average.
Discover, Explore, Create and Own the Game Tech Tech Boom is very technology rich
unit. The success of my unit will depend on how well the students understand and apply their
skills to design their very own video game. There is an expansive amount of software and
programs available for creating games, however I will Gamestar Mechanic. Other sources of
technology will be websites - YouTube, Wix.com, and STEMChallenge.org.
Gamestar Mechanic teaches students using game-based quests and courses. Students will
design their own game by playing. What a great platform! It makes learning easy and fun!
Gamestar Mechanic is a great platform where students can learn different terms and
concepts through playing the quest episodes. These quests and missions will teach students
the concepts of gaming. They will be able to design their own video games. They will be able to

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play each others games, and iterate the games. They will also learn the art of how to change an
element in the game, and how that change can change the face of the game.
Gamestar teaches the students the elements of game designs while providing students
with on-the-job training as a game designer. The missions will expand students horizons as
they delve into the world of video game design.
For the day to day facilitation we will use the power point. Students will use chrome
books as a means to create, play, and view games; participate in discussions; and to reflect on
game design. Chromebooks are light and compact and are more readily available than tablets.
Facilitator will design a website using Wix.com. The website will be used daily to access
resources for students and to guide daily presentation of materials. Students will create a Padlet
account for reflection. Students will also have the opportunity to enter their video game into the
National STEM Video Game Challenge. Students will watch a video highlighting the 2014-15
National STEM Video Game Challenge. This year registration opens in March and lasts until
August, giving challengers the opportunity to work on their games during the summer. This will
be a great opportunity for students. Students will view the winning games from past years. This
will provide a challenge for students that will increase their confidence and quest for knowledge.
Students will discover the limitless horizon of video game design.
The technology used in this unit will provide students a means to explore their creativity
and become master innovators. They will enhance their critical thinking and problem solving
skills as they work to design a game worthy of national attention and monetary prizes. Students
will interact and collaborate with peers to produce original games that are an expression of who
they are. Students will become producers and not just consumers. Technology makes all of this
possible.

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CONTENT OUTLINE

Unit and Lesson

Catchy Unit Title Tech Tech BOOM The Gaming Experience

Discover, Explore Create, and Own, Your Game

Unit Goal One

Students will learn and get to know the world of Gamestar Mechanics,
Concepts and Terms, and Elements of game design in an effort to broaden
their Horizon on gaming design. They will also gain understanding about
What is a game design?

Unit Goal Two

Students will use Gamestar Mechanic to design their own game.

Students will have the opportunity to enter their game into the
STEMChallenge.org competition.

Big Ideas

Essential
Questions
(2 or more)

Evolving game design and its impact on the school, on job market, on
real world, and on daily lives
Computer science and educational requirements.
How will game design technologies influence the future horizon of the
gaming culture?
In what ways does programming affect game design? In what ways
do effective programmers hook and hold the gamers attention? How
can specific technologies and design choices influence the success of a
game?
How will learning to code help with future aspirations?
How is game design and coding useful in everyday life?
/15 points

DAY 1
Title

Explore It! The gaming experience

Content

A. Introduction of Game design by showing them a brainpop video.

The brainpop video explains how video games are created. How teams of
techies write the software that make great games. How characters are
created, how the physics of swordfights, car crashes, and space explosions
are encoded into games.
https://www.brainpop.com/technology/computerscience/videogame

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B. Important words
Hardware, software, console, CPU, GPU, graphics, concept, storyboard,
computer programmers, computer language, game engine, game play.
C. Game Design Terms and Concepts
Element Cards
I. Components
a. Avatar a physical representation of the character in a virtual world of
game
b. Enemy opposing character that has a variety of movement and
pattern.
c. Environment block a block that is used as a wall
d. Point rewards that the avatar can collect
e. key a key that can open locks of the same color
f. Lock a lock that can only be opened by keys of the same color
g. Frag counter counts the number of destroyed enemies and can be
used as a goal.
h. Score keeper points collected and used as a goal
2. Mechanics jumping, blasting, exploring, walking, solving and racing
3. Space Top down, platform, bounded space, unbounded space, and
scrolling space.
IV. Design
Brainstorming, planning creating games using story board template, creating
characters, creating multi levels, instructions that control every aspect of the
game.
V. Playtest, Iterate, Repeat
In an effective game design students will understand the purpose of playtest
and iterate.
VI. Publish Game
Model the procedure for searching for games in Game Alley. Teach the
procedure for rating games and making comments on their peers work. And
how to publish games.
II.Core Design Elements
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a. Systems a collection of two or more components, and how the parts

interact with each other to function as a whole.
Core Design Elements space, barriers, color, goals, components,
mechanics, rules.
III. Balance
Balance and unbalanced game, a balanced game will be fun, with lot of
choices, and challenging. An unbalanced game is too long, too many
enemies, and too boring.
D. Educational requirements
Bachelors degree in computer engineering or computer science.
E. Career
Game designers, developer, programmers, writer, artist, or tester.

Point to Ponder

That's really one of the things I love about video games. It's a whole new
world every time you start. -Jennifer Hale

Hook
Student will watch - Video clip Brainpop video on how games are created.
The Art of Video Games Exhibition Trailer
This video features mini-interviews with the video game pioneers.
Proposed
Activities

Student and Facilitator Introductions

Overview of module through power point (Day 1)

Students will take a quiz at the end of the class time; take a classic
mode quiz on the video they watched.
(Brainpophttps://www.brainpop.com/make-amap/?topic=%2Ftechnology%2Fcomputerscience%2Fvideogames%2
)

Students will create a login in and password to logon to Gamestar

Mechanics.
Watch introductory video on Gamestar Mechanic. Students will play
Quest episode 1&2.
First reflection using Padlet,
1. What are the basic elements used in the Quest?
2. What kind of games would you like to create? Why?

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/15 points
DAY 2
Title

Content

Tech Tech BOOM - Create It

Core Design Elements

Students will move on to the next level of game designing
they will learn the basic elements of design language.

Components & Mechanics- characters objects that exist in the world

and how their actions are used to play the game.
Core Design Elements
a. Systems - a collection of two or more components, and how
the parts interact with each other to function as a whole.
System changes through player actions.
b. Dynamic system all elements work together to form the
system.
c. Core Design Elements space, barriers, color, goals,
components, mechanics, rules.

Point to Ponder

We do not stop playing because we grow old; we grow old because we stop
playing.

Hook

Kahoot game Review Terms and Concepts from day 1.

Proposed
Activities

Students will create a login password for the Kahoot website they will
use to play the games.
Kahoot Episode 1 review
https://play.kahoot.it/#/k/38768830-e6db-4e95-9e2f-4ae1f3a5afb4
Gamestar mechanics students will log on to the GamestarMechanic
website and play through the Quests 3&4 a narrative adventure
shown in motion comic and mini games.
Reflection Padlet
1. What is a good balanced game?
2. What happens when a game is not balanced?
/15 points

DAY 3
Title

Own it and Share it

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Content

Balance & Design students are able to identify the concept of balance in a
game design. They will be able to design a balanced game that is fun and
challenging. They will know the difference between balanced and unbalanced
games.
Balanced game The balance of all five elements of game design, and the
balance between fun and challenge.
Unbalanced game game which is either too long or too boring, a game that
has too many enemies, the avatar moves too fast or too slow in a particular
game.
Images with the terms like different components and different mechanics in
Gamestar Mechanics. (Resources from the Gamestar website will be used)
At this point students have knowledge about elements and balance; students
now have the resources to design a fun and challenging game.
Students will be asked to choose one challenge card. Then students will log
on to the Gamestar Mehanics website. Facilitator will ask students to go to
the workshop; here students will start designing their game based on the
challenge card. Facilitator will ask students to focus on elements of game
design.

Point to Ponder

Dont just buy a new video game, make one. Dont just download the latest
app, help design it. Dont just play on your phone, program it. -Barack
Obama

Hook

Student(s) share his/her game and allow other students to play it.

Kahoot : Elements of a Game

: https://play.kahoot.it/#/k/0405c4ee-e640-4a9b-a557-023a6027d381

Proposed
Activities

Students will log on to the Gamestar Mechanics and play quest

episode5. Then they will move on to the workshop to create their own
games.
They will learn to change an element to fix the game; they earn
sprites that they can use to design games.
Students will answer reflection questions on Padlet
1. If one element changes, do the others change too? How?
2. How did this change affect the gaming experience?
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/15 points
DAY 4
Title

Own It!

Content

Playtest and Iterate

Playtest
Students will playtest each others games and give constructive feedback.
Facilitator will introduce the idea that playtesters play an important role in the
game design process, and that giving feedback is key to designing fun and
challenging games.
Facilitator will also talk about rules for giving feedback. We will reference the
power point for rules and go over with the whole class.
Students will be giving a playtester feedback worksheet; they will be informed
that they will use these questions to guide them while playing each others
games.
Iterate
After students have received feedback, facilitator will ask them to write a list
of up to three changes they would make to their game based on the feedback
they received.

Point to Ponder

Why should you make games? Do it to give players joy from your unique
perspective and to have fun expressing yourself. You win and the players
win. -Duane Alan Hahn
Reality is broken. Game designers can fix it. -JANE MCGONIGAL

Hook

To engage students we will play Kahoot, using terms from Day 1 lesson. This
will focus their attention on game design and terms associated with Gamestar
Mechanics.
Kahoot game Elements of Design Vocabulary

Proposed
Activities

They will share their games with their peers in the classroom, play
each others games.
They will iterate their game, and play the game till finish product.
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/15 points

Lesson# 1: Discovery the world of gaming

I. DEFINE OBJECTIVES AND CONTENT

Students will start with a reflection on their use of video games,
specifically the amount of time they play. This will be followed by activity
based on positive/negative effects video games may have on students
lives.

Lesson Objective

Students will watch the brainpop video and understand the concept of
how video games are created.
https://www.brainpop.com/games/
Students will be able to choose the terms associated with the images
used in Gamestar Mechanics

Point to Ponder

We do not stop playing because we grow old, we grow old because we

stop playing. - Benjamin

Essential Question

How will game design technologies influence the future horizon of the
gaming culture?

Content
Outline

Students will learn through play and analysis of Gamestar Mechanic,

names and concepts and terms, and elements of game design in an
effort to broaden their horizon on gaming design.
At the beginning of the class students will complete a handout about if
they ever played video games.
Students will see a video on how to create video games from the
brainpop website.
https://www.brainpop.com/technology/computerscience/computerhistory/
A. Definition Video game design is the process of designing the
content and rules of a video game in the pre-production stage
and designing the game play, environment, storyline and
characters in the production stage.
B. Becoming a Game Designer
i) The educational requirement for becoming a game designer
is usually offered within the computer science or media
department. Video game designers typically have a
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bachelors degree in game design, computer engineering, or

computer science which takes four to five years to complete.
ii) Skills interest and knowledge about gaming, and video
games, ability to work as a team, using programs to create
avatars, patience, attention to detail, and ability to foresee
different circumstances and outcomes can turn a line of text
into useful programs and activities.
C. Video games depend on two main components
i) Hardware is the technology inside of every home computer
and gaming console. Computers and consoles are built
around a CPU (Central Processing Unit) another piece of
hardware is the Graphic processing unit (GPU).
ii) Software is the programming written in computer language
known as code which makes up the game them. Individual
games are examples of software. Creating software begins
with a concept for a game could be based on a game, original
idea, or movie. Writers and artist create sketches called
storyboard for each scene of the game; developers use these
sketches to play imaginary rounds of these games with rules
and everything else. Once the game is planned out the
computers programmers step in and create codes called the
game engine. Different set of codes have to be written for
characters, scene and environment. Other aspects of the
video game have to be programmed too like light, sound, and
3D effect.
iii) Internet
D. Programming language to coding
a. Is a set of instructions for the computer? Computer program is a
series of step a computer can follow. Programmer writes their
instructions in special languages that are called coding and the lines
of instruction are known as code. There are hundreds of different
languages and therefore the instructions have to be step by step
ordered instructions. Coding is also conditional statements which on
variables and repeat of steps.
b. Computers have input devices like keyboards mouse, and touch
screens, the inputs are the things you type, click or tap. And the
output is how the computer processes your input.
c. Language used to write instruction for the computer. Language
used for specific platforms of games. Language consisting of
different codes which programmers use to write the especially
language.
E. Game Design Terms and Concepts
1.Components
a. Avatar the digital representation of a physical person.
b. Enemy an opposing character that is armed and has a
variety of attack and movement pattern,
c. Environment a block that is used as a surface or a wall.
21

d. Point Points avatar collects to improve their score.

e. Key a key that can open locks of the same color.
f. Lock a lock that can only be opened by keys of the same
color.
g. Timer counts seconds during game play.
h. Frag counter counts the number of destroyed enemies and
can be used as a goal.
i. Score Keeper counts the points and can be used as a goal.
j. Health Meter controls the avatar health.
2. Mechanics
a. Jumping Mechanics avatar jumps onto blocks and over
enemies.
b. Avoiding Mechanics avatar can hide and enemies in parts
of the game space.
c.Walking Mechanics avatars have a slower speed.
d. Racing Mechanics avatars have a very fast speed.
3. Space
a.Bounded space the game is closed on all the sides.
b. Unbounded space the game is open so sprites can move.
c. Top down perspective the game is from a birds eye view,
d. Plat from perspective where the players can see the
Sprites
e.Wrap around space where the sprites exit one side and
are seen on the other side.

II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to do as a
result of this
lesson?

Students will understand the techniques and tools needed for creating a
video game. They will understand that programming is crucial to game
design but they can create games using the Gamestar Mechanics. They
will understand the terms and concepts of game design.
The connection to the essential question is that students will see when
video games started and how they are going to be in the future.
Students will be able to connect the images in the video that they will
see in the brainpop about how to create video games, and they will be
able to identify the components and mechanics of video games.
https://www.brainpop.com/technology/computerscience/computerhistory
Students will also learn the terms and concepts of Gamestar Mechanic
through play and exploration.

III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the

TIME: 5 minutes
To get students started will show a video clip. This clip includes mini
interviews with video game pioneers as well as a peep at the various
game play elements.
22

lesson.
BE CREATIVE.

The Art of video games exhibition trailer

Question time: How has video games evolved over the years?

TIME: 45 minute
Instruction
Explain Step-bystep what you will Student and Facilitator Introduction
Students will watch an introductory video on how video games are
do in this lesson.
created. The contents consists of the process of how gamers
Be explicit about
create characters, how the physics of car crashes and space
ties to Points to
explosions are encoded into games; and how geometric shapes
Ponder, Essential
called polygons are put together to create realistic objects and
Question, and
environments.
Interactions here.
The content about game design will be shared through Day 1
Include ALL
power point presentation.
support and
Facilitator explains to student that the first step in becoming a
game designer is playing games.
teaching materials

Facilitator will introduce the website and tell students that we will
with your unit.

ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.

be using Gamestar Mechanic to play and learn how to design

games.
We will watch a two minutes introduction video on Gamestar
Mechanics website followed by whole group instruction.
Students will log in to the website creating username and
password.
Students will play Gamestar Mechanic quest episodes 1 & 2
Students will also learn about the Terms & Concepts

TIME: 20 minutes
Assessment
1. Quiz: from the brainpop about how to create video games.
2. Students will match the image and terms to its correct title.
(Facilitator will motivate the students by challenging them who
could be the first group to win the challenge)
Facilitator will then go over the answer key.
Day 1 : Reflection
Students will answer reflection questions - Padlet
1. What are the basic elements used in Quest 1 &2?
2. Was the game easy or hard?
3. What kind of game would you like to create? Why?

23

Assessment Material
Website link
http://neeohia.wix.xom/techtechboom
The Art of Video Games
Gamestar Mechanic website
Tech Tech BOOM - Padlet
Power Point for Day 1
Print handouts
Elements cards

Students will match images and terms.

Whole group activity will be students will share their gaming
experience, what they liked most, and what was the fun part.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Print and Electronic Resources
Day 1 Power point
Gamestar Mechanic Resources
Video Game Research Form
24

LESSON #2 Explore Core Design Elements

I. DEFINE OBJECTIVES AND CONTENT

Students will recognize games as a dynamic system. To understand

games as a system, students will need to familiarize with the elements of
a system.
LESSON
OBJECTIVE

Students will understand that all elements work together to form the
system.
Students will be able to modify an element in the game system by
editing the Change the Elements template game.

POINT TO PONDER

ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in this
lesson.

That's really one of the things I love about video games. It's a whole new
world every time you start. -Jennifer Hale

How will a system be affected if we change an element with a

game?

In what ways do effective programmers hook and hold the

gamers attention?
Students will move on to the next level of game designing
students will play quest episode 3 & 4

Core Design Element sheet students will read the comic and
identify the five elements of game design. (Handout will be given
in class and students will use these as reference notes for
future).

Core Design Elements

a. Systems a collection of two or more components
interconnect
to function as a whole.
b. Dynamic system all elements work together to form a
system.

The Five Elements

a. Components Characters and objects that exist in the
world
and how they are used to play.
b. Mechanics actions that the characters and

25

Components can do.

c. Space Look and feel of the game
d. Goals How the game is won?
e. Rules Guidelines the player follow

II. PRE-PLANNING
Students will understand the Core Design Elements in Gamestar
Mechanic.
Students will understand the importance of game design and
programming.
What will students
UNDERSTAND as a
result of this lesson?
How does this
connect to the
Essential Question?

What will students

be able to DO as a
result of this lesson?

Students will understand how and why programmers design in a specific

order.
Students will understand the elements of a system and the importance
of those elements.
The connection to the essential question is that students will be able to
understand that when one elements change in a game it changes the
way the system works and it affects all the other components. Students
will also see the relationship between design and choices also affects
the Core Design Element. They will also be able to recognize game as
dynamic system.

Students will be able to identify the elements of a game and cite

examples from Gamestar Mechanic.
Students will use Gamestar Mechanic Simulator to play episode 2 & 3
Using Gamestar, students will progress through different levels while
learning to modify different elements using the change an element
template.

III. PLANNING
HOOK
Describe
how you will
grab
students
attention at
the

TIME: 5 min

We will play Kahoot, using vocabulary, terms, and design elements from
previous day. This will help in tapping into the previous knowledge.
Kahoot Game: Element card & Terms
26

beginning of
the lesson.

https://play.kahoot.it/#/k/0405c4ee-e640-4a9b-a557-023a6027d381

BE
CREATIVE.
INSTRUCTI
ON
Explain
Step-by-step
what you will
do in this
lesson. Be
explicit about
ties to Points
to Ponder,
Essential
Question,
and
Interactions
here. Include
ALL support
and teaching
materials
with your
unit.

TIME: 45 min
1 .After the game of Kahoot (5 min), facilitator will reference to presentation of
Day 2 using the PowerPoint.
2. Students will be given a handout containing the Core Design Elements for
future reference.
3. Students will login to their account Gamestar Mechanic and select the
introduction to Episode 2 & 3
They will then play Gamestar Mechanic quest, episode 2 and 3
4.Teacher will ask the students to select the workshop feature at the bottom of
the screen find template games. They will inform them to click on Get a Copy
under the Change the Element template game. Once this opens students will
be able to edit it in their game editor.
Students will play the Change of Elements game for each of the five elements.
We will play the Change the Element game. Students will find examples with
the Change the Element game for each of the five elements.
5.Gallery Walk will post questions to review five elements that they used
during their play. Students will be given a handout to jot down their responses
along with a copy of the Element of Game Design.
We will ask students questions like :
a. What did you do in the game? (mechanics: jumping, collecting)
b.How did you win the game? (goal)
c.Describe the game space. (open, narrow, pathways, maze-like)
d.What do you use to play the game? (components: enemies, points, blocks)
e.What is the rules of the game?
f.How does game designing broaden your horizon?
After students played the game, they will choose one element of game design
and alter it in this template game. They will do it in pairs.

ASSESSME
NT

TIME: 10 minutes
Students will choose one element of game design and change it in the Change
27

(Performanc
e Task)
What will the
students DO
to
demonstrate
that they
have
mastered the
content? Be
specific and
include
actual
assessment
with unit
materials.

the Element Game template. They will then play it again, and will write their
reflection on how changing the element changes the game.
Reflection Padlet
1. If one element changes, do the others change too? How?
2. How did this change affect the game play experience?
3. How comfortable are you with the changing elements in Gamestar
Mechanics?

Assessment material
Website link

neeohia.wix.com/techtechboom
Kahoot Game Elements of Design Vocabulary
Gamestar Mechanic
Padlet
Power Point Day 2
Gallery Walk response handout will be provided in class along with a
reference sheet of Elements of Game Design.

28

29

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Print and Electronic Resources

Day 1 Power point
Gamestar Mechanic Resources
Element Cards
Teacher Answer Key

LESSON #3 Create Design & Balance

I. DEFINE OBJECTIVES AND CONTENT

Students will be able to design balanced games.

LESSON
OBJECTIVE

Students will be able to design balanced games that are both fun and
challenging.
Students will be able to identify the concept of balance in game design.
Students will learn what it means for a game to be balanced.

POINT TO PONDER

Dont just buy a new video game, make one. Dont just download the
latest app, help design it. Dont just play on your phone, program it. Barack Obama

ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in this
lesson.

How can specific technologies and design choices influence the

success of a game?
How do you balance a game?
How did the makers of the Gamestar Mechanic Quests balance
each quest?
Game Design Balance & Design
Balance & Design students are able to identify the concept of balance
in a game design. They will be able to design a balanced game that is
fun and challenging. They will know the difference between balanced
and unbalanced games.
Balanced game The balance of all five elements of game design, and
30

the balance between fun and challenge.

Unbalanced game game which is either too long or too boring, a game
that has too many enemies, the avatar moves too fast or too slow in a
particular game.
Images with the terms like different components and different mechanics
in Gamestar Mechanics. (Resources from the Gamestar website will be
used)
At this point students have knowledge about elements and balance;
students now have the resources to design a fun and challenging game.
Students will be asked to choose one challenge card. Then students will
log on to the Gamestar Mehanics website. Facilitator will ask students to
go to the workshop; here students will start designing their game based
on the challenge card. Facilitator will ask students to focus on elements
of game design.
A balanced game is:

Challenging

Fun

Students will read the comic about balancing.

An unbalanced game is:

Takes too long to complete

Has too many enemies
The avatar may move too fast
The game may take too long to complete and it may feel boring.

Design
Storyboard; create the characters, environment or setting of the
game, multi-level games, instruction that control the game.
Game Creation
Challenge card cards that contain game design challenges for
students. A Gamestar Mechanic resource.
Storyboard creating sequence of drawings that show the
different levels of the game or the different scenes.
Modify Design: Make changes to the game if necessary.

II. PRE-PLANNING
What will students
UNDERSTAND as a
result of this lesson?

Students will understand the importance of balance.

Students will be able to differentiate between balanced and
31

How does this

connect to the
Essential Question?

What will students

be able to DO as a
result of this lesson?

unbalanced game.
Students will make of connection between balance and how
specific technologies influence the success of a game.
This connects to the essential in a way that students will be able
to identify balanced and unbalanced game by choosing a
challenge and designing it.
Students will be able to create a game that is balanced (a fun
and exciting game that is easy to play, but difficult to win).
Students will be able to create a game that includes several
different elements and mechanics learned yesterday (i.e. avatar,
scorekeeper, timer, blasting mechanic, jumping mechanic).
Students will be given challenge cards worksheet; the challenge
card worksheet includes four challenge cards. And students will
choose one challenge and work in pairs to create it, and they will
also see how other students design it differently.
III. PLANNING

HOOK

TIME: 5 min

Describe how you

will grab students
attention at the
beginning of the
lesson.

Padlet

BE CREATIVE.

To engage students in the lesson, we will use Padlet and engage

students to respond to the questions and respond to each others
comments
1. What do you understand by the word a good balance?
2. What happens when a game is not balanced?

INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
materials with your
unit.

TIME: 45
-

Students will log on to Gamestar Mechanic and select the

introduction to Episode 4 & 5. Students will read the comic about
balancing.
The teacher will talk about how balance is twofold. The game
must have the five elements and should balance between choice,
challenging and fun.
A student will use the smart board presentation station and play a
game that is unbalanced. Another student will do the same;
student will play a balanced game. This will lead to a whole group
discussion where students will be able to identify the difference
between balance and unbalanced game.
Next the teacher will pass out a storyboard worksheet and show
student an example of how to create game using the storyboard
worksheet - modeling the procedure for completing a story board.
http://gaming4schools.yolasite.com/storyboarding
Students will play Episode 4 & 5 which is the last mission.
Students will then pick a challenge card, read their challenge,
brainstorm, and storyboard the features of the game using the
32

storyboard template provide to them.

-

When the students complete the game they will determine if the
game is balanced, in reference to fun and challenging.

Students will modify their game as needed.

ASSESSMENT

TIME: 10 min

(Performance Task)
What will the
students DO to
demonstrate that
they have mastered
the content? Be
specific and include
actual assessment
with unit materials.

Day 3 Reflection
Padlet
1) Are the five elements of design balanced in the game?
Explain
2) Did you find the game challenging? Why?
3) Did you find the game to be fun? Why?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Challenge Cards : the challenge card worksheet includes four challenge cards. Students
Will pick one of the challenges for the whole class and see how the students design it
differently. (Will have them printed and ready)
Website Link
neeohia.wix.com/techtechboom
Gamestar Mechanic
Day 3 Power Point
Padlet
Video Game Storyboard Template will be handed in the classroom.
Challenge Cards are in the Gamestar Mechanic packet

33

LESSON #4 Own It - Playtest and Iterate

I. DEFINE OBJECTIVES AND CONTENT

Students will be able to playtest each others games and give
constructive feedback.
LESSON
OBJECTIVE

Students will be able to iterate their game.

Students will be able to publish games in Gamestar Mechanic
Students will design their own games in Gamestar Mechanic.

POINT TO PONDER

Why should you make games? Do it to give players joy from your
unique perspective and to have fun expressing yourself. You win and the
players win. -Duane Alan Hahn
Reality is broken. Game designers can fix it. -JANE MCGONIGAL

How does play testing and iteration improve the gaming experience?
ESSENTIAL
QUESTION

Students will be able to demonstrate an understanding of how a change

in rules affects the play of the game?
How is game design and coding useful in everyday life?

CONTENT
Outline the content
you will teach in this
lesson.

Playtesting
Students will playtest each others game, and with the help of the
worksheet they will work in pairs and give positive feedback to
their peers.
Iterate
Define : to say or do again or again and again (to repeat)
Teacher will show students how to rate a game for fun and
difficulty of levels of games and leave a comment.
Teacher will direct students to Game Alley and show them the
search function. Here they can find their fellow students games.
Model procedures for publishing their game in the workshop

Rules:
Rules describe how to play a game.
Rules define what a player can and cannot do in a game.

34

II. PRE-PLANNING

Students will understand how playtesting can refine a game by

iterating it.
What will students
UNDERSTAND as a
result of this lesson?
How does this
connect to the
Essential Question?

Students will understand the importance of feedback to improving their

gaming experience.
Students will learn different ways of modifying game rules, and how a
change in rules affects the play of the game?

The connection to the essential question is that students see how

important feedback is and iterating helps on improving the game.
Students will playtest their own game and their peers game.
What will students
be able to DO as a
result of this lesson?

Students will be able to search for their peers games in Game Alley and
rate the games fun and difficulty level as well as leave a comment.

Students will be able to provide constructive feedback on games

created by their peers.
III. PLANNING
HOOK

TIME: 5 min

Describe how you

will grab students
attention at the
beginning of the
lesson.

Students will watch a video clip on Day in Life Video Game Designer
https://www.youtube.com/watch?v=c0o6BPYKBiA
After watching the video we will discuss the importance of play testing
and iterating.

BE CREATIVE.
INSTRUCTION

TIME: 45 min

Explain Step-bystep what you will

do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
materials with your
unit.

After the discussion teacher will ask a student to choose another pair and
play their game and share their findings with the whole group.
Teacher will tell the students the importance of playtesting and iterating
games before publishing them.
Teachers will use power point to guide students on how to give
constructive feedback.
The Playtester Feedback Worksheet will be introduced and reviewed
once the students complete it.
Students will publish their game under workshop. One of the students will
playtest the game, this will show students how to critique a game, and
35

how to give good feedback. At the end of the game the playtester will
discuss their responses based off of the Playtester Feedback Worksheet.
After the discussion, partners will switch roles and follow the same
format.
After discussion and feedback students will list changes they would make
to their game. Students will iterate on their design.
Students will now share the names of their game with their teacher.
Teacher will direct students to Game Alley and show them the search
function. Here they can find their peers games and rate their games and
leave a comment.
Teacher will encourage students to comment on their classmates work.
So they can use some of the constructive feedback to iterate their game
design.
ASSESSMENT

TIME: 10 min

(Performance Task)
What will the
students DO to
demonstrate that
they have mastered
the content? Be
specific and include
actual assessment
with unit materials.

Playtest Feedback Worksheet: students will respond to the

questions on the Playtest Feedback Worksheet.
Day 4 reflection
Students will respond to the question on the Tech Tech BOOM
Designers Blogging Site.

1. List changes that you made to your game based on the

Playtesters Feedback?
2. Why did you make those changes?
3. Were you able to successfully iterate on your design?
4. How has been your game design experience?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIAL

Website Links:
neeohia.wix.com/techtechboom
Playtester Feedback Worksheet
36

Gamestar Mechanics
Padlet
Youtube video Day in the Life: Video Game Designer
Day 4 Power Point
Print resource
Iteration form

37