ASSIGNMENT 4: GAME DESIGN BY WYNENA COX

1. GAME TITLE: Hand Jive City

2. GAME GENRE: Casual Adventure Game
3. TARGET AUDIENCE: 3 - 7 years old
4. SUBJECT AREA(S):

Language - American Sign Language (ASL)

5. TOPIC COVERED: 100 ASL words related to everyday life, for example:
family, colors, food, numbers, alphabet, etc...
6. LEARNING OBJECTIVE/STANDARDS ADDRESSED
Addresses the basics of ASL - American Sign Language, such as essential
vocabulary, finger-spelling (the process of forming words through signing
individual letters with your hands), and basic grammar. Students engage in
conversations and correspondence in American Sign Language to provide
and obtain information, express feelings and emotions, and exchange
opinions.
7. GOALS
Children with special needs are able to use American Sign Language to
communicate with caregivers and others. The player will learn everyday sign
language while playing the game.
8. RULES
The students would have to choose the correct American Sign Language
gesture of the given picture while traveling through the community. If the
students do not chose the correct gesture, it will give them another card to
answer. The more correct answers, the player will advance to the next level.
9. STORYLINE
Happy Helen, Adventurous Annie. Sporty Sammy, or Bashful Bob would have
to travel though Hand Jive City. The starting point would be their own homes
and then travel to the local school, grocery store, bank, hospital, library,
police station, restaurants, and etc... As each character travels through-out
the city, they are given a test and have to choose the correct ASL gesture of
the picture given. When give the correct answer, the characters would move
onto the next stage of their choice.
10. CHARACTERS/ROLES: Happy Helen, Adventurous Annie. Sporty
Sammy, or Bashful Bob.
11. PROBLEMS/TASKS/MISSIONS
ASL Everyday Word Match game helps students practice 3D work by
matching picture to ASL signing. Students can play by memory or while

seeing the objects. All cards are supported by audio instruction and ASL
instruction for all students. Developer would start testing to collect data,
make changes to the game project, tweak functionality and streamline the
various aspects of the game.
12. DESCRIPTIONS OF 3D ENVIRONMENTS
OVERALL DESCRIPTION
The game will be a platform layout with a variety
(VISUAL)
of buildings in a small city, it would have houses,
grocery store, bank, library, school, hospital,
police station, fire station, mall, and amusement
park. It will have streets, grass, ponds, flowers,
sidewalks, stop signs, intersections, and etc... The
setting would be during the day with beautiful
sunny skies.
CHARACTERS OR NPC
Have four main characters to choice from: Happy
Helen, Adventurous Annie. Sporty Sammy, or
Bashful Bob.
GAME MECHANICS
The game will be built with playing card action,
(ACTIONS)
that give the players to select the correct picture
of the ASL gesture and the game would be built in
a game board movement. They would have to
travel through 10 levels in Hand Jive City.
IN-WORLD
The types of tools used to develop Hand Jive City
TOOLS/RESOURCES
are animation tools: SceneCaster.com - Create
3D environments, complete with talking avatars,
that you can then share on Facebook, Flickr and
more.
Modeling tools : OpenGL.org - A standard for
3D, cross-platform
Sound Tools: GenAudios Astound sound for
gaming tech gives developers the ability to
control sound movement in real-time to help
present a realistic 3D sound
CHALLENGES OR
The obstacles is to travel though all the 10 levels
OBSTACLES
in Hand Jive City, when they complete the levels.
INTERACTION/COMMUNI The game would be control with touch screen or
CATION
motion movement while holding the device. The
game would talk and read to the player during the
game. It will communicate the rules, ask
questions which way, and etc...
SOUNDS
Have ambient sounds during the game walking
sounds and outside nature sounds. When the
player selects the correct answer, it will get a

clapping sound and the not correct answer,

they will hear try again. We can get additional
sounds from: Get free sounds for game at:
https://freesound.org/people/Kastenfrosch/packs/1
0069/
13. LEVELS AND PROGRESSION
There will be a total of 10 Levels in the Hand Jive City Game for sign
language. The player would be able to choose what part of the city they
would advance to the next level. They can choose one of the following
community buildings to advance to the next level. The player would have to
visit all the buildings in Hand Jive City. The city has the following building to
visit: homes, grocery store, bank, library, school, hospital, police station, fire
station, amusement park, and shopping mall.
14.

NUMBER OF PLAYERS: Single-player

15. ESTIMATED LENGHT OF GAMEPLAY: 60 minutes

16. COGNITIVE PROCESSS REQUIRED FOR GAMEPLAY
REMEMBERIN
YES
Retrieve relevant knowledge from longterm memory,
G
to recall sign language gestures from short-term
memory.
UNDERSTAN
YES
Comparing detecting between two pictures for the
DING
correct answer and to understand the sign language
gesture.
APPLYING
YES
Carrying out or implement knowledge of sign
language gestures in given situations.
ANALYZING
YES
Selecting distinguishing pictures between relevant
and irrelevant sign language gestures that is used for
daily communication.
EVALUATING
YES
Check monitor the game for good or bad
effectiveness on criteria and standards for the
students
CREATING
YES
Plan create a new procedure to help students
accomplish the game levels or create a new game for
high-level students.
17. SKILLS REQUIRED FOR GAMEPLAY
CRITICAL
YES Games are about decision making. Even the Hand
THINKING
Jive City adventure game allows student players to
make a decision and show determine success or
failure for the player. It will give players thinking

PROBLEM
SOLVING

YES

DECISION
MAKING

YES

CREATIVITY

YES

COMMUNICATI
ON

YES

COLLABORATI
ON

YES

PSYCHOMOTO
R SKILLS

YES

before choosing the correct ASL card.

Learning from by mistakes. Understanding what the
player chose the wrong answer, and flexibly
changing the approach is key to video game
success, If players do not learn from their mistakes
when playing video games, students will not enjoy
them, nor will you be successful
Decision making can promote players ability to
think on which ASL gesture is correct and they can
learn from their past mistakes while playing the
game.
While playing Hand Jive City, players are able to
implement problem solving and critical thinking
skills from video games by traveling through
different levels.
Arrange for students to play selected video games
with peers or teachers. This leads to basic social
interaction and peers are able to communicate for
help or guides while playing the game.
Hand Jive City can put players into collaborative and
complex scenarios, where players have to work
together as a team to achieve a common goal.
Perceptual Abilities Response to stimuli such as
visual, auditory, kinesthetic, or tactile discrimination
while playing the game on IOS device.

18. CONTENT INTEGRATION

THIS GAME REQUIRES
YES
PRIOR KNOWLEDGE.
THIS GAME TEACHES
YES
ACADEMIC CONTENCT.
CONTENT INTEGRATION STRATEGIES AND RATIONALE:
One skill necessary for content integration is metacognition an awareness
of mental functions, such as remembering, focusing attention on, and
processing information. Metacognitive strategies include the following:
previewing pictures before playing the game, monitoring students
comprehension while playing the game, and gather addition material for
students that need extra help. The rationale of the game is learning sign
language at a young age to improve communication skills, can help to bolster
communication between the students, and brings awareness to the deaf
culture throughout the community.

19. ENGAGEMENT STRATEGIES:

Introduce the Hand Jive City by showing the student the colorful city that
they can travel though. Have the student earn computer time with good
behavior and allow them to play the game. The teacher can allow the
students to work in a group of two to help complete the game. The game
should have great animated characters and flow though out the game.
20. SCOFFOLDING STRATEGIES
1. Show and Tell Modeling the game for the students in small group.
2. Tap into Prior Knowledge Ask student if they can gesture 10 or
more basic sign language and they can use the game to learn more
sign language gestures while play the game.
3. Give Time to Talk Allow players to play and learn the game. Give
them time to process the new game and structure of the game. Then
discuss the pros and cons of the game.
4. Pre-Teach Sign Language Players should know at least 10 basic
sign language before playing the game.
5. Use Visual Aids Post charts of the levels of the game, characters of
the game, building in the game and pictures of sign language gestures
that are displayed in the game.
6. Review Players will review all the sign languages that are posted
within the game and allow students to demonstrate their
communication using sign language.
21. ASSESSMENT STRATEGIES: In-world assessments
22. MAJOR PURPOSE OF THE GAME INTEGRATION: This game will be
mainly used as a
MOTIVATION TOOL
Yes,
PRACTICE
Yes, Facial expressions and hand motions when it
comes to sign language during the game.
INSTRUCITONAL
Yes, the game will help students learn more sign
TOOL
language that can be used in everyday routine and
build their vocabulary skills while learning sign
language.
FORMATIVE
Yes, Anecdotal Notes: These are short notes written
ASSESSMENT
during a lesson as students work in groups or
individually, or after the lesson is complete. The
teacher should reflect on a specific aspect of the
learning (sorts geometric shapes correctly) and make
notes on the student's progress toward mastery of

SUMMATIVE
ASSESSMENT

that learning target. The teacher can create a form

to organize these notes so that they can easily be
used for adjusting instruction based on student
needs.
No

23. IMPLEMENTATION PLAN

The game would be introduced in small group of 4, then have the students
have free play during center time. The student will play with the game with
trial and error and learn the rules of the game. Then have students work on
the game induvial with the teacher gathering anecdotal notes on their
progress. The teacher will ask the students if they enjoy the game and what
kind of changes the games needs.
24. PERCEIVED BARRIERS & SUPPORT NEEDS
The perceived barriers to implement the game in the classroom would be the
attitudes that the student give a positive or negative response, how to
implement game playing during the school day, not having support from
teachers, assessment on the game might be confusing, game is not an
attention grabber and will the game be effective for learning.
There are several successfully ways to implementing games into the
classroom is have enough technology devices for the students, able to use
the game daily, having teacher support and student loving the game.
25. REFLECTION ON THE ASSIGNMENT
The 3D digital game-based learning environment was very helpful for me to
learn and to create. Not knowing all about the different steps to create a
digital game is a very long process. I have learned that digital game based
learning environments is called SPECIAL PLACE. And learning order of
SPECIAL PLACE is scaffolding, problem, exploration, content, and
interaction, agency, learning through doing, pause to reflect, and learning
through failure, adaptivity, character, and engagement. I currently have
student in my classroom that use sign language every day, that helped me
think of a game to create for students with disabilities. We have worked
with several sign language games that are not engaging for the student. I
thought creating Hand Jive City would be more fun to play while learning sign
language. The assignment help me understand the process of digital game
making and its complicated.