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Defining the Development Pipeline for Meaningful Play

Defining the Development Pipeline for Meaningful Play. drBOB Appelman Clinical Professor - IST Indiana University http://www.indiana.edu/~drbob. Definitions. Meaningful Play Task engagement of the player during play Development Pipeline Interactions between Design & Dev’ Teams

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Defining the Development Pipeline for Meaningful Play

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  1. Defining the Development Pipeline for Meaningful Play drBOB Appelman Clinical Professor - IST Indiana University http://www.indiana.edu/~drbob

  2. Definitions • Meaningful Play • Task engagement of the player during play • Development Pipeline • Interactions between Design & Dev’ Teams • Instructional Designer • A new role in the pipeline • Web Site • Tool to facilitate Team micro-decisions

  3. A Virtual Game that involves Learning • Serious Game • Any game that offers more than fun as its outcome for the player • Meaningful Play • The execution of appropriate tasks by a player to solve stated problems within the game • Example: “The Swing”

  4. TheGame/SimulationDifference • A Game: • Usually Algorythmic (Rule-Based) withPlay focusing on Content Manipulation • A Simulation: • Usually Modeling of External Content with Play focusing on Decision-Making

  5. Normal Tensions • Multiple Disciplines • Differing Points-of-view • No Precedent • All companies work differently • No Common Strategies • Specific decisions are not shared • Bridging the Gap • Defining the pipeline at a micro level

  6. the 4 Teams • Game Design • Creative Designer • Instructional Designer • Project Manager • Programming • System Architecture • Functional Programming • Art • Object/NPC Modeling • World Building • Audio • Interaction Sound (SFX) • Narrative (Speech) • Music

  7. The Starting Point The Player: Entry Level is 8th – 9th gradeContent: Algebra, Trigonometry, & Basic Physics. Motivation is moderate for Math, but high for Physics. The Learning Objectives: Within the game/sim the player will encounter problems, and successfully demonstrate ability to Identify trigonometry formulas dealing with sides and angles of a triangle, plus be able to recognize contextual variables that must be measured and/or manipulated to solve specific problems, Etc… The Context for the learning must be situated in authentic contexts where physics problems are encountered. The perception of the player must be that s/he is among a group of peers, each with something to contribute to the problem, etc … • The Role of the Instructional Designer • Defining the instructional objectives

  8. The Starting Point • Aesthetics • Continuity • Pacing • Player Experience • The Role of the the Creative Designer • Defining the Form and Functionality of the Play Environment • Demands a great deal of INTRA & INTER Collaboration

  9. Design Team: Script

  10. All Teams: Scenes

  11. All Teams: States

  12. All Teams: NPCs

  13. All Teams: Objects

  14. Art & Audio Teams

  15. Art & Audio Teams

  16. Art & Audio Teams

  17. Art & Audio Teams

  18. Programming Team: Assembly

  19. Programming Team: Assembly

  20. Audio Character Voice for NPC MALE #1 MALE #2 FEMALE #1 FEMALE #2 Character Voice for NPC MOVING #1 MOVING #2 MOVING #3

  21. Art NPC Model of Advisor MALE #1 MALE #2 FEMALE #1 FEMALE #2 First Meeting Environment MEETING #1 MEETING#2 MEETING#3

  22. Defining the Development Pipeline for Meaningful Play drBOB Appelman Clinical Professor - IST Indiana University http://www.indiana.edu/~drbob

  23. Art NPC Model of Advisor MALE #1

  24. Art NPC Model of Advisor MALE #2

  25. Art NPC Model of Advisor FEMALE #1

  26. Art NPC Model of Advisor FEMALE #2

  27. Art First Meeting Environment Meeting #1

  28. Art First Meeting Environment Meeting #2

  29. Art First Meeting Environment Meeting #3

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