Game Flow

In previous posts I have outlined pieces of my math game idea. In the diagram below, I have attempted to illustrate the game flow. The initial clouds outline the entry into the game. The first cloud is where the animation I posted yesterday will appear. The rest of the diagram takes you through the player’s journey.

As mentioned in this post, players will be presented with a task list. The initial list will be based on their performance on the initial, embedded assessment.

After completing each task, the player will have the option to choose another. New tasks may be added to the list as a player’s skill set improves. Tasks may also be added as bonuses or to provide foundation for tasks players were unable to complete.

The game goal is met when a player completes all tasks needed to show mastery of the Common Core State Standards expected for a given grade. If the player is self directed, they will be given access to tasks beyond assigned grade level. Teachers may also choose to grant access to these tasks to students at their discretion.

AECT Standards

1.0 Design — The design of this game is based on my learning theories mash up. It takes into account a learner’s current skill level, interests, and preferences. The instructional strategies used by the game are based on students’ need to understand math skills on a conceptual level as well as seeing how math is used in a real way. The overall message of the game is that math is interwoven into everyday activities.


Math Game Scenario

I am working on a presentation for my math game. To help convey the idea of the virtual world, I created an animated clip in XtraNormal. This clip shows an interaction that would occur in the beginning of the game. The female character represents the player. This character is customizable so the player can make the character take on any ethnicity, gender, etc. I’m not thrilled with the characters and their voices, but I thought this would make the game idea more “real”.

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After this animation, the player will complete an interest survey. The survey will drive some of the choices of activities within the game. After completing the survey, the player will go through a sampling of activities. To the player, it will feel like an introduction to the functionality in the game, but the activities will actually access the player’s basic number sense skills.

AECT Standards

1.4 Learner Characteristics  Research has shown that students are more engaged and have greater investment in a game when they have some level of control. One study even found that students reached a greater level of learning when they could choose a helper character that looked and acted more like themselves. A computer game with some level of individual customization and/or the ability to respond to students’ preferences is more likely to engage students and keep them motivated to learn.