Name: andrew

Scenario: You have been hired as a ​GAME DEVELOPER​ by a company that is trying to break into the youth
market. This company is excited to have you use your creativity to research, write/design, build, and test a game for
a young audience. You will use your many talents for this task.

SOI: ​Different forms of communication can impact how effectively an idea or theme is expressed.
Task Description
G​OAL To create an exciting game which combines a story that you have written with a style of game that is both appropriate for
the story and engaging for the user.

R​OLE You will be the game writer, developer, and tester.

A​UDIENCE Your client is the game development company and the Technical Director (me).

S​ITUATION You are in the first few weeks of a new job as a GAME DEVELOPER.

P​RODUCT 1. A story or script (transfer from your English class)

2. A completed game.
3. A Design Journal which shows your creative process.

S​TANDARDS You will be assessed against MYP Design Criteria A - D.

ATL Skills
Information Literacy - Research primary and secondary information
- Research how to code and using codebanks

Goal Setting and Time Management - Follow and maintain ​PROJECT TIMELINE
 TABLE OF CONTENTS

PROJECT PHASES Required Completion Date Finished (X)

Research and Analysis January 18, 2019
1. Identify and Prioritize Research
2. Analyze Existing Products
3. Develop a Design Brief

Developing Ideas and Designs February 1, 2019

1. Develop a Design Specification
2. Develop Design Ideas
3. Present the Chosen Design ​(ungraded)

Creating and Improving the Solution March 1, 2019

1. Construct a Logical Plan
2. Building Journal ​(ungraded)
3. Design Testing Methods (part 1)
4. Justify Changes (based on test 1)
5. Design Testing Methods (part 2)
6. Justify Changes (based on test 2)

Evaluating March 13, 2019

1. Evaluate the Success of the Solution
2. Explain the Impact of the Solution

End of Unit Reflection March 15, 2019

(copy/paste your English story or poem here)

(link to your game)

 RESEARCH AND ANALYSIS 1: IDENTIFY AND PRIORITIZE THE RESEARCH
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States some ​points of i. States ​and ​prioritizes​ the i. States ​and ​prioritizes​ the
research needed to main points of research main points of research
​ ith
develop​ a solution, w needed to ​develop​ a needed to ​develop​ a solution
some guidance​. solution to the problem, to the problem, ​with minimal
with some guidance. guidance.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

No work presented - 0

(create a Mind Map of the information you will need to research to complete this project. consider how you will get this information)
(put a photo of your Mind Map here)
 RESEARCH AND ANALYSIS 2: ANALYZE EXISTING PRODUCTS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States the main features i. Outlines ​the main features i. Describes ​the main features
of an existing product of an existing product that of an existing product that
that inspires a solution to inspires a solution to the inspires a solution to the
the problem. problem. problem.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

You have only fully evaluated 1 game. I saw you play many games. 3

INTERVIEW THE TECHNICAL DIRECTOR

QUESTION 1:
● What is the best game that you have done

QUESTION 2:
● What game is the best for you

QUESTION 3:
●

QUESTION 4:
●

INTERVIEW AT LEAST 1 USER

QUESTION 1:
●

QUESTION 2:
●
QUESTION 3:
●

QUESTION 4:
●

GAME ANALYSIS 1: (name of game)

(screen pic of gameplay) Describe the Game:

This is a tank game it shoots and it is a very good game and it shoots and there is a
very good l think that l have done a good job but the enemy is too hard and l have to
use a lot of strength to use the things that l can do so that you can make a lot of
building
 Positive for Creating a Similar Game:

Negatives for Creating a Similar Game:l think that this game is very fun and that this is
the thing that describes the things and that we can have a lot of things we can make to
be good and that l think that all of the times we can be good.

Is this Game Suitable for my Story and User? I think that it is very good in the things and that l need to do a lot of works and then finish it

GAME ANALYSIS 2: (name of game)

(screen pic of gameplay) Describe the Game:

(screen pic of code view) Positive for Creating a Similar Game: another tank game but this one has a lot of
details

Negatives for Creating a Similar Game:it is like a very likely that it can use as a tank, l
think that the game of this is a two player game and it is very fun and l think that it is
very
Is this Game Suitable for my Story and User? Yes this game has shooting and that it is very fun and it have a lot of things and then we can do a
lotk

GAME ANALYSIS 3: (name of game)

(screen pic of gameplay) Describe the Game:

I think this is what l have done the things and that we can have the thing of the game
and that l can have the things l think that the thing are and that it is most that it need to
do the things

(screen pic of code view) Positive for Creating a Similar Game:

Negatives for Creating a Similar Game:

Is this Game Suitable for my Story and User?

 RESEARCH AND ANALYSIS 3: DEVELOP A DESIGN BRIEF
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States ​the findings of i. Outlines some of ​the main i. Outlines ​the main findings i. Presents​ the main findings of
research. findings of research. of relevant research. relevant research.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

No work presented 0

WHAT DOES THE TECHNICAL DIRECTOR WANT?

(paragraph starter: “The Technical Director wants _______ .”)

WHAT DOES THE USER WANT?

(paragraph starter: “The user wants _______ .”)

WHAT GAME TYPE IS BEST FOR MY NARRATIVE?

(paragraph starter: “The best game type for my narrative is _______ because ______ .”)

DESCRIBE (in general terms) THE TYPE OF GAME YOU WILL CREATE

(paragraph starter: “I will build a ______ game because ______ .”)

 DEVELOPING IDEAS 1: DEVELOP A DESIGN SPECIFICATION
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States one ​basic success i. States a few​ success i. Develops a few ​success i. Develops a list of ​success
criterion for a solution criteria for the solution. criteria for the solution. criteria for the solution.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

A lot of this writing does not make sense. You have stated a few
(that I can pick out) success criteria. 3

What will my game ​do​ or ​not do​? What will I look for to make sure my game is working correctly ?

My game will… be like shooting game and it will be very
fun and it will can buy stuff like guns and then it will see
that you can shoot the ufo and then you can use a lot of
things and then there will be a lot of things and that we
have a will learn l think that a good think and that we
can shoot a lot of things and that we can have a lot of
I will look for… good study and that we can have a lot of thing to make and that we can
have a stuff things and that we can have a lot of things and that all of the research have
been a lot of things and that we can we will have to use a lot of things and that we cam
know a lot of things that we can do

My game will not...will not make shooting impossible I think that l can do a lot of things and that all of the things and that we can know a lot of
and it will make things right and will not make it wrong the works and that we see and we will know a lot of things and that we can make to
in time and it will work very interesting and work live the learn that we see a lot of ufo and destroy them and that we can have a lot of the scratch
guns make the price higher that the ones of the time

My game will look like... My we will need to use a lot of things and what we will see
 DEVELOPING IDEAS 2: DEVELOP DESIGN IDEAS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

ii. Presents one ​design idea,
which can be interpreted by
others.
ii. Presents more than one
design idea, using an
appropriate medium(s) or
labels key features, which
can be interpreted by
others.
ii. Presents a few ​feasible ii.
design ideas, using an
appropriate medium(s) and
labels key features, which
can be interpreted by
others.
Presents ​feasible design
ideas, using an appropriate
medium(s) and outlines the
key features, which can be
correctly interpreted by
others.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

You have presented 2 (more than 1) Design Ideas. Great job! 4

DESIGN IDEA 1

Features:
● I think and what we will do when l did the shooting game and
that we will make a lot of things and what we will make the
shooting if touched the ufo then it will fell

The t will be a boss and then we will and that all of the ufo will
come a come to a lot of things and that we will kill the emery
boss

● We will make a lot of things and that we will see that we will
have a lot of good guns and what we will de we will see

(picture)

DESIGN IDEA 2
 Features:
● I think that this is about what l think this is a tower and that we
will make the tower archer

● I will know we will need to use a lot of things and we will need to
use we will need to use a lot of things we will make that a lot of
time and things we will make things we will make stuff we will

● I will need to Will need to use a lot of using a lot of things to do

(picture)

DESIGN IDEA 3

(picture) Features:
●

●
 DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN
Level 1-2 Level 3-4 Level 5-6 Level 7-8

iii. iii. States ​the key features of iii. Presents ​the chosen iii. Presents ​the chosen design
the chosen design. design ​stating​ the key describing​ the key features.
features.

CHOSEN DESIGN

(picture) Key Features:

●

Positives of Chosen Design: Negatives of Chosen Design:

 CREATING AND IMPROVING THE SOLUTION 1: CONSTRUCT A LOGICAL PLAN
Level 1-2 Level 3-4 Level 5-6 Level 7-8

iv. Lists ​the main steps in a
plan that contains some
details, resulting in peers
having difficulty following
the plan to create the
solution.
iv. Lists ​the steps in a plan,
which ​considers​ time and
resources, resulting in
peers being able to follow
the plan to create the
solution.
v. Outlines ​a plan, which
considers the use of
resources and time, sufficient
for peers to be able to follow
to create the solution.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

No work - 0

DESCRIPTION OF THE STEPS TIME NEEDED FOR COMPLETION

First, I will

Second, I will

Third, I will

Fourth, I will
 CREATING AND IMPROVING THE SOLUTION 2: Daily Building Journal
Date:
(screen pic) Step-by-Step Description:
●

(screen pic) Step-by-Step Description:

●

(screen pic) Step-by-Step Description:

●

RESEARCH RESOURCE LINKS​:

Date:
(screen pic) Step-by-Step Description:
●

(screen pic) Step-by-Step Description:

●

●
(screen pic) Step-by-Step Description:
●

RESEARCH RESOURCE LINKS​:

Date:
(screen pic) Step-by-Step Description:
●

(screen pic) Step-by-Step Description:

●

(screen pic) Step-by-Step Description:

●

RESEARCH RESOURCE LINKS​:

 CREATING AND IMPROVING THE SOLUTION 3/4:
DESIGN TESTING METHODS #1 + JUSTIFY CHANGES #1
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. Defines ​a testing method,
which is used to measure the
success of the solution.
i. Defines ​a​ relevant ​testing
method​, which generates
data, to measure the
success of the solution.
ii. States one change​ made
to the chosen design ​or
plan when making the
solution.
i. Defines relevant ​testing i.
methods​, which generates
data, to measure the
success of the solution.
ii. States one change ​made ii.
to the chosen design ​and
plan when making the
solution.
Outlines simple, relevant
testing methods, which
generate data, to measure
the success of the solution.
Lists the changes​ made to
the chosen design and plan
when making the solution.

Task Clarification:
● Create TEST #1. Describe the test and what data you will collect.
● Create a list of changes you will make to your game and justify why they are necessary.
● Make the changes before you conduct TEST # 2

Student Grade/Justification: Teacher Grade/Justification:

TEST 1: (name of test)

(image/video of test) Description of Test:

● I want to do the comparison with two tests i will use one hour to do it i will
include more and more things we will need to use i will test my product

Design Specifications Involved in this Test:

I need to use the scratch we can make My game will not...will not make shooting
impossible and it will make things right and will not make it wrong in time and it will work
very interesting and work live the guns make the price higher that the ones
●

Results of the Test (data):

●

Describe the CHANGES you will make to your game before conducting TEST #2:
●
 CREATING AND IMPROVING THE SOLUTION 5/6:
DESIGN TESTING METHODS #2 + JUSTIFY CHANGES #2
Level 1-2 Level 3-4 Level 5-6 Level 7-8

ii. Defines ​a testing method,
which is used to measure the
success of the solution.
iii. Defines ​a​ relevant ​testing
method​, which generates
data, to measure the
success of the solution.
iv. States one change​ made
to the chosen design ​or
plan when making the
solution.
iii. Defines relevant testing iii. Outlines simple, relevant
methods, which testing methods, which
generates data, to generate data, to measure
measure the success of the success of the solution.
the solution​. v. Lists the changes​ made to
iv. States one change ​made the chosen design and plan
to the chosen design ​and when making the solution.
plan when making the
solution.

Task Clarification:
● Create TEST #2. Describe the test and what data you will collect.
● Create a list of changes you will make to your game and justify why they are necessary.
● Make the necessary changes before you finish your game

Student Grade/Justification: Teacher Grade/Justification:

You have defined (lightly) two tests but have not shown the results of
the data 5--
You have not identified any of the changes made to your game. -

TEST 1: (name of test)

User observation
 Description of Test:
● I will test my product by sam i will collect data using the user observation and
what sam wants

Design Specifications Involved in this Test:

●

Results of the Test (data):

●

(i
mage/video of test)

Describe the CHANGES you will make to your game before finishing your game:
●
 EVALUATING #1:EVALUATE THE SUCCESS OF THE SOLUTION
Level 1-2 Level 3-4 Level 5-6 Level 7-8

iii. States ​the success of the v. States ​the success of the
solution. solution against the design
specification based on the
results of ​one relevant​ test.
v. States the success of the v.
solution against the
design specification
based on relevant
product testing.
Outlines ​the success of the
solution against the design
specification based on
authentic​ product testing.

Task Clarification:
● Copy/Paste your Design Specifications below.
● State/Outline the success of your game based on each of your Design Specifications

Student Grade/Justification: Teacher Grade/Justification:

I will give myself a 6 because l have done a good job on my task You have stated the success of your solution following product testing.
and l have done a very good l had two good and tasks 5

What will my game ​do​ or ​not do​? Score and Justification

My game will… be like shooting game and it will be very
fun and it will can buy stuff like guns and then it will see
that you can shoot the ufo and then you can use a lot of
things and then there will be a lot of things and that we
have a will learn l think that a good think and that we
can shoot a lot of things and that we can have a lot of
I will look for… good study and that we can have a lot of thing to make and that we can
have a stuff things and that we can have a lot of things and that all of the research have
been a lot of things and that we can we will have to use a lot of things and that we cam
know a lot of things that we can do
I have give myself a three because that i made a ball game and l have not do the
one with the ufo and you can by things of the market l have made a bouncy ball
game l have not write not even maked a good game but l have not make a game
that is a ufo that shoots, l have made a very funny game where the ball bounces
around. Next time l will improve on what l am doing in class what l am doing not
distracting others writing nonsense.

My game will not...will not make shooting impossible
and it will make things right and will not make it wrong
in time and it will work very interesting and work live the
guns make the price higher that the ones
I think that l can do a lot of things and that all of the things and that we can know a lot of
the works and that we see and we will know a lot of things and that we can make to
learn that we see a lot of ufo and destroy them and that we can have a lot of the scratch
of the time
Still l need to use a lot of practice when there is no ufo in the scratch and the
guns l wanted still l will get a three on the test my scratch is good but l have done
 nothing that relates on my project l had made the ball can follow you and when
the ball touch you, you will die and the game will say game over. But l have not
done any of the tasks.

My game will look like... My we will need to use a lot of things and what we will see

I will give myself a two because l did not finish the thing that l am not writing and
that l did not know what l am doing and that not a good job..
 EVALUATING #2: EXPLAIN THE IMPACT OF THE SOLUTION
Level 1-2 Level 3-4 Level 5-6 Level 7-8

vi. States one way in which vi. Outlines ​the impact of the vi. Outlines ​the impact of the
the solution can impact solution on the client/target solution on the client/target
the client/target audience. audience, ​with guidance​. audience.

Task Clarification:

Student Grade/Justification:l think that l will get a four and that l Teacher Grade/Justification:
explained a lot of things l had a like a lot of target and what l These are statements about how the game impacted the user and your
am writing. understanding of narrative. Nice work! 4

DO USERS LIKE YOUR GAME? WHY OR WHY NOT?

My users like my game because that it is very fun and the ball can go in different directions and when the ball catch the tennis bat then you will die
and you can restart it is very encouraging and fun. My users don’t like my game because l have not make the game that l have done when the ufo
shoots at the sky instead l made a ball game.
(sentence frame: “My users like my game because _____.”)
(sentence frame: “My users don’t like my game because ____ .”)

HOW DID YOUR CHOICE OF GAME TYPE FIT WITH YOUR NARRATIVE?

My choice of game taye fit my narrative because l have a very good time l like to play tennis because that l want to be a tennis teacher but l have
made a ball chase game but it is still fun just not on my topic.

(sentence frame: “My choice of Game Type fit my narrative because _______ .”)
 END OF UNIT REFLECTION

What was your greatest success in this unit?

I think that it is the research questions and made the scratch and l have done a lot of work and then we will have a lot of things l
think we will need to have a lot of things we will like to have a lot of things we will make a lot of working and then we will make a
lot of substances

What was your biggest challenge during this unit?

● My greatest success/challenge was l need to stay on task because we will need to done a lot of things
(sentence starter: “My greatest success/challenge was _____ because _____ .”)

Statement Different forms of communication can impact how effectively on idea is expressed.
of
Inquiry

How did learning to combine NARRATIVE and GAMES help you understand stories better?

1: l have concluded that my english is with my 2:my design work let me think that the design 3:l have what do do more in design and then
project more we want to make projects

How did creating a game change the way you expressed the ideas in your narrative?

Yes, because l think that l have make the story and then we will make that l have expressed the ideas and in my narrative l have not so
mde it true

What are the three most important skills you used during this unit? Explain:

● Research because that l have done my ● Working l am working most of the time ● I listening l have listened to the
project and did and do more and l have done well in class too teacher's instructions and work

This unit we worked on the ATL SKILLS of INFORMATION LITERACY and GOAL SETTING. Which one was the hardest? Why?
This unit l found the skill of goal setting to be most challenging because l have not do the work with my goal like l said that l want to make it shoot
to attack the aliens instead l made a ball game.
(sentence starter: “This unit I found the skill of ______ to be most challenging because ______ .”)

What did you learn about COMMUNICATION this unit?

I have learned that l need to talk to learn about the other things we will have a lot of communication at this unit and then we will know.

What one change you would make to this unit?

I will make that the we will need to use and make the goal set up with my scratch and then we will need to use