Wednesday, March 27, 2013

A tour of my PLN / PLE

Do you have a PLN?

Greetings.  Over the past few years I have become very fond of my Personal Learning Network.  I have met a number of amazing educators and over time have really cultivated a network of educators that have similar professional interests and inspire me to be a great educator.  If you have not developed (and nurtured) a PLN yet, I strongly suggest that you do so.  There are amazing people out there to learn with in an authentic constructivist manner.  Join us!

The video below is a tour of the tools I use to engage in my Personal Learning Network.  Get some popcorn and enjoy the video :)


GameMaker Studio Tutorial Videos



GameMaker Studio Tutorial Videos:
The following tutorials are generally updated versions of the GameMaker 8.1 videos.  The changes are subtle, so you should be able to use the GameMaker 8.1 and GameMaker Studio tutorials interchangeably.  The initial set of GameMaker Studio tutorials will guid you through creating a Maze / Adventure game.

The Game Maker Interface: This short video will provide you with an understanding of the gamemaker environment. It will explain the different resources that are included in a game created with GameMaker. (5:48)

Creating Sprites, Objects, and Rooms: This tutorial will show you how to create sprites, objects and rooms. You will create and name your first resources using a proper naming convention. In the next lesson, we will program your objects with events and actions. (7:27)

Introducing Events and Actions: This tutorial will show you how to create events and actions for objects. Events and actions are what tell the objects what to do in a game. (6:51)

Creating Moving Objects: This video will assist you in creating objects that move automatically in GameMaker 8. (7:14)

Adding a background and sound: This tutorial will show you how to add sound and a background to your games in GameMaker Studio. (7:41)

Shooting with a pause between shots: This video will demonstrate how to shoot projectiles in GameMaker from a given object.  Timers and variables are used to provide a pause between shots. (6:20)

Adding a health bar: This video will show you how to create and display a health bar above your character.  This example uses the draw event and draw health actions. (7:48)

Sunday, March 24, 2013

Introduction to Game Based Learning

Educational gaming: 

Review of Chapter 9 'Educational Gaming' by John Rice (2012) in What School Leaders  Need to Know About Digital Technologies and Social Media.
Image from Learning Games Network:
https://plus.google.com/113910201869263337346/posts


“Could something that holds so much interest for the young be hijacked and used for pedagogical purposes?” (Rice, 2012)

The quote by Rice provides a great question and context for this chapter and continued research on the topic of the value of gaming in education.     This is a very exciting time to be involved in game based learning, as there has been an explosion in terms of interest, research, and utilization of games as a vehicle for learning. 

The chapter in the text in addition to other research by Rice (2007) on assessing higher order thinking in video games highlights the different uses for games in education.  Generally speaking, games are often used to encourage lower order skill development (i.e. drill and practice), but the true potentia is seen when we utilize games to encourage higher order skill development. It is important to note the concern that is prevalent in the study of game based learning regarding the correlation between learning through games and achievement (typically based on improved standardized test results).  This raises the question of when is the best time to use video games to teach? (Rice, 2012)

According to Rice (2012), the 3 Rs of instructional gaming include repetition, reward, and reason.  Repetition can be used to reinforce classroom instruction and often provide a fun outlet for what might otherwise be tedious repetitive work.  Games lend well to providing built in rewards that motivate players.  One of the key gamification principles relates to providing rewards to encourage success.  Finally, reason refers to advanced educational games that provide complex environments that are intellectually stimulating.  In games that focus on reasoning, the scientific method is often incorporated.  This generally applies to commercial games that are not intended for education. Teamwork, collaboration, problem-solving, experiential education, higher level reasoning, and abstract reasoning are also characteristic of games that capitalize on reasoning (Rice, 2012).

Assessment is an important question when it comes to bringing games into the learning environment.  Some games have built in tracking and statistics (Rice, 2012).  This can provide valuable data for teachers in terms of progress, how much time is being spent on certain activities, determining which objectives are met and where students are encountering difficulty.  As such, this can help to guide instruction and help a teacher to direct students while using the game.  Off the shelf software most often lacks the direct curricular integration and poses a challenge for assessment compared to software designed for education that is aligned to standards (Rice, 2012). 

While games can be quite effective teaching tools, there are concerns regarding the time that can be dedicated to playing.  This involves the amount of class time that can be allocated for the game as well as logistical concerns regarding saving progress.  Another question that comes up is related to whether or not the game can be customized to meet the learning objectives.  While very time consuming, this can be a critical factor as many off the shelf games have great educational value but might not have a direct tie in to the curriculum. In an article written by Rice (2007) he explores the question of higher order thinking in games in greater detail.  Compared to edutainment titles that focus on lower order thinking (reinforcement of skills), higher order skills involve a very different approach.  Rice (2007) attests that in order to teach higher order skills, the learning must take place in a Virtual Interactive Environment (VIE).  Generally, this involves a 3d virtual environment that relies on extensive user interaction including reading, manipulating virtual objects, interacting with others.   VIEs are highly engaging and encourage extensive exploration.  These environments tend to be found in commercially developed software like Massively Multiplayer Online games and virtual worlds.  They tend to engage users in the expertise principle where users must demonstrate mastery before advancing in the game. 

My experiences with game based learning

Game based learning has been an integral part of my teaching from the beginning of my career.  When I started my career teaching students with special needs I utilized a lot of the edutainment software described to encourage skill development through repetition.  My students were all on very different levels in reading and math so it proved very helpful to utilize software to individualize their instruction.  Software that tracked their progress was very helpful as it guided the learning in the classroom as well as the computer mediated instruction. 

When we opened our interactive training and gaming center, many of the programs we offered incorporated gaming.  We utilized many historically based strategy games to engage students in the learning of ancient to modern civilizations as they accompanied their play with research on the civilizations they were exploring.  In addition, we taught game design as one of our key summer camp and after school programs.  Learning with games in this environment was ideal as the students were engaged in the learning process and we were not tied to curriculum shackles as this was an extracurricular activity. 

More recently, I have been teaching a full semester course on video game design and development where I have been able to focus on constructionist learning (Papert, 1993), computational thinking, iterative design, problem solving, and storytelling. 

Current happenings in the game based learning space There are great projects evolving in the game based learning space that incorporate off the shelf software as well as innovative design principles to bring learning experiences to students through gaming.  I have been actively incorporating the hugely successful game, Portal 2, by Valve software into my classes.  Portal 2 is a commercial game involving complex puzzles that encourage critical thinking.  Valve software started a program called Steam for Schools intended to bring game based learning opportunities to the classroom.  Portal 2 and the accompanying puzzle maker are offered for free to educators.  My students are so highly engaged throughout our Portal 2 unit as they play through parts of the game and then create their own 3d interactive puzzle levels.   The teach with portals website (http://www.teachwithportals.com) is the teacher ‘portal’ (no pun intended) and includes lesson plans and an online community for teachers to discuss how they are incorporating portal in their classes. 

WoWinSchools (http://wowinschool.pbworks.com/w/page/5268731/FrontPage) is another program that focuses on integrating a popular off the shelf title into the curriculum.  The curriculum was developed by Gillispe and Lawson (2011) and provides a rich integration Language Arts curriculum that is aligned with the Common Core standards. 

Recently, Electronic Arts has teamed up with the Institute of Play to enter the game based learning arena by offering curriculum to accompany the SimCity game for classroom use.  SimCityEdu (http://www.simcityedu.org/) is very new and I am excited to see how it unfolds. Minecraft, the quintessential sandbox game based on building with lego-like blocks and crafting special items and blocks for use in the game based on ‘recipes’ has been taking the educational world by storm.  MinecraftEDU (http://www.minecraftedu.com) provides special educational pricing for minecraft in addition to a vibrant community of educators who are excited about sharing their experiences and collaborating on integration of minecraft into almost every curriculum area.  I am excited to start utilizing minecraft in my classes as our PTO recently approved funding for a license for my computer lab.In addition to using or modifying off the shelf software, there are many games being produced specifically for education.  This dates back to the classic, Oregon trail, and more recently virtual worlds.   

Quest Atlantis, now branded as Atlantis remixed (http://atlantisremixed.org/) immerses students in educational simulated habitats (Barab, Scott, Siyahhan, Goldstone, Ingram-Goble, Zuiker & Warren (2008) intended to bring strategy gaming and commercial quality software into education.  

As you can see, many exciting developments are occurring in the area of game based learning.  Figuring out how to incorporate games in the classroom takes careful thought and planning, but the potential benefits are great. 

References:Barab, S. A., Scott, B., Siyahhan, S. Goldstone, R., Ingram-Goble, A., Zuiker, S., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science educationJournal of Science Education and Technology.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. Basic Books.

Rice, J.W. (2007). Assessing higher order thinking in video games. Journal of Technology and Teacher Education, 15(1), 87-100

Sunday, March 3, 2013

WoW in Schools: Authentic Game Based Learning




I am taking a graduate course in Leadership in Educational Technology, and the following question was raised for discussion:

You may notice some strong opinions about WoW across the scholarly, professional, and public arenas. We have seen similar issues in the past with controversies over online education or the long-running media effects debate. As a leader in the field of educational technology, how do you respond to conflicting opinions and beliefs when introducing a new technology in your school or organization or when engaging in research with "controversial" new technologies?
Below is my response related to the wonderful WoW in Schools project:

This is a great question. For me, it is important to be mindful of the opinions of others. I am a techie and a gamer, so my desire and motivation to integrate innovative technology might differ from other educators. It is important to get the buy in of educators in order to move forward. It is important to value their skepticism and not push a project on them.

I would like to use WoWinSchools (http://wowinschool.pbworks.com/f/WoWinSchool-A-Heros-Journey.pdf) as an example of an ambitious project that pushes the envelope. I am a fan of the work of Lucas Gillispe, Peggy Sheehey, and Craig Lawton and their dedication to the importance of true learning to be the goal of game based learning. It is easy to get excited about technology and integrating a game based learning approach, but it is also easy for such an endeavor to lack true direction and lack learning outcomes. I especially appreciate that the project aims to provide educators with a full curriculum that is rich in content and clearly engaging. I take a bit of caution in using the term engaging as I realize that it is difficult to sell engaging when we are so focused on 'achievement'. However, I believe in the value of engagement, and when it is coupled so carefully with good instructional design I believe it is especially effective.

The WoWinSchools project is aligned with the Language Arts standards (p. 13 - 16) in a very authentic manner. Through the journey, students are engaged in parallel reading (The Hobbit) and comparing the journey of their WoW character with that of Bilbo Baggins. Students engage in activities around the book including Literature Circles and other more traditional academic endeavors. Writing is a big component of the program and is at the core of the evaluation of student diary entries and other related writing activities. In fact the grading rubric provides students with experience points based on their writing. In order to receive the highest level of experience for the content portion of the rubric (400 - 500 XP), the writing is evaluated based on the following:

"This diary entry shows evidence of deep reflection and transference of class material and lessons to real life events. It shows higher orderthinking and problem solving skills. In addition, it clearly relates to topics and themes within the book study." (Cape Fear Middle School, 2011)

I could go on and on, but I am trying to illustrate the point that this project is not an excuse to bring games into the classroom, but rather an opportunity to engage students (often those at risk) in an opportunity to own their learning and embrace the connection between in-game content and academics.

WoWinSchools is just one example of effective game based learning. I believe that I would use it as an example for other projects that might involve game based learning in order to provide naysayers with a solid example of what is possible and how we can capitalize on student engagement without sacrificing content.

Steve

P.S. After writing this it occurred to me that a lot of opposition relates to violence in this and other games. I believe that much of the literature students read (including their history text) deals with violence. Taking on the role of the 'hero' in World of WarCraft provides an immersive experience when relating to the characters in the literature.

Gillispe, Lucas, Lawson, Craig (2011). WoWinSchool - A hero's journy: A middle grades Language Arts adventure. Retrieved from: http://wowinschool.pbworks.com/f/WoWinSchool-A-Heros-Journey.pdf

Friday, February 22, 2013

Move over Twitter, my PLN is levelling up!

Do you remember the old Reese's Peanut Butter cup commercials.  You got chocolate in my peanut butter.  You got peanut butter in my chocolate.  Two great tastes that taste great together.  Well, recently I got PLN in my game and I got game in my PLN.  The verdict: Great together!

I have always liked games.  I teach video game design.  I am working on my doctorate in game based learning.  Apparently, there are many other educators who like games!  They are out there and using games to encourage learning opportunities as well as networking with other like minded educators.  Interestingly, I have come to find that many members of my in game PLN were not always gamers.  In fact, I have recently become fascinated with the concept of 'point of entry' when it comes to people's foray into games.  If you could, please post a comment and let us know your story about how you got into games.  There are some pretty great stories about how people accidentally found themselves playing games.


In this article I will focus on World of WarCraft and mix in a little plug for Clash of Clans.  These are the two games that make up my in-game PLN.  World of WarCraft is a Massively Multiplayer Online Role Playing Game (MMORPG).  Sounds geeky to those of you who are unfamiliar, but is a second home to many.  Essentially, the game allows players to complete quests, earn experience, gain items (gear) to improve their character, and take on virtual professions.  This is a very simple explanation.  The game is deep and has an incredible fan base that has turned the game into quite a phenomenon.  In fact, the second largest wiki (second only to wikipedia) is WoWWiki, currently boasting a total of 98,182 pages.  WoWWiki is a wiki (collaborative website where users contribute content) that covers every aspect of the game imaginable.  I could go on and on about the game, but I'll save that as my intent here is to talk about the Educational Networking possibilities to be found in the game.

World of WarCraft, as an MMORPG is a social game.  Players can group up to complete quests, work through in game content, and socialize.  In order to truly capitalize on the social aspect of the game, players typically join a guild (essentially a team).  Members of the guild work together to earn special guild achievements, share resources, and enjoy sharing in the gameplay experience.  There are guild comprised entirely of educators that game.  World of WarCraft is made up of two factions, the Horde and the Alliance.  On the Alliance side, the guild, Cognitive Dissonance formed as a group of educators that game and wanted to play and learn together.  After some time, the Inevitable Betrayal guild formed on the Horde side for the same reason.  These two guild are considered sister guilds and many members have Toons (in game characters) in both guilds.  In game, guild members play together while mixing in professional conversation.  I played World of WarCraft for years and stopped playing because I felt I did not have time to play.  Perhaps a bigger part of the reason was that the idea of an affinity group was lacking.  Last summer I met +Laurence Cocco at #ISTE12 and then I met +Peggy Sheehy+Knowclue Kidd, and +Lucas Gillispie at the Games in Education Symposium.  They clued me in to the Cognitive Dissonance guild and I knew it was time to get back in the game.  After all, I devoted a lot of time to cultivating and nurturing my PLN on twitter, EdWeb.net, and Educator's PLN.  The idea of networking with like minded educators in game was more than appealing.  I joined Cognitive Dissonance and Inevitable Betrayal and can't emphasize enough how happy I am to have found my 'tribe' as many people in the guild refer to our affinity group.  Everyone in both guilds is so nice, helpful, and welcoming to new members. If you are an educator and interested in gaming, I encourage you to join our in-game (and out) PLN.  The in-game networking has expanded outside of game as the guild members are involved in so many exciting projects, including the Games Based Learning Mooc and G.A.M.E. (Gamers Advancing Meaningful Education).  These groups hold regular webinars and a Wednesday night tweetchat (#gamemooc) at 9pm EST.  I look forward to meeting many guild members at upcoming conferences including #ISTE13 and GLS9.0 (Games+Learning+Society conference).

Clash of Clans

Recently, there has been a spinoff of the Inevitable Betrayal Guild that has begun playing Clash of Clans together.    Our guild name is Invtbl Btryl and we welcome new educators to join us.  There have also been spinoffs of the guild in GuildWars2.  I have a feeling it won't end there.  Feel free to comment on other games that would lend well to an extension of the Educators' guilds and further nurture collaboration (and FUN) for the educational community.

Guild Wars 2

Are you a gamer?  As I mentioned earlier, I would love it if some of you could share your experiences as members of a guild, particularly a guild comprised of educators and more specifically, please share your 'point of entry' - How did you get here?

** UPDATE
Some people indicated that they had difficulty posting comments or the story of their 'point of entry' into MMORPGs.  Trish Cloud (@trishcloud) was kind enough to post a comment on google+ so I will include it here.

"I started playing WoW about 2 years ago. Unlike many in our tribe I don't have alot of experience with NES, Sego, etc. I remember when Pong came out and I sucked at it. I was also terrible at Tetris, Frogger, Space Invaders etc. So I pretty much determined that I was not a gamer. Until 2 years ago I saw commercials for it and I began to wonder what it was like. You didn't use those handheld devices, you did it with a keyboard and mouse and I thought hey I can do that. So I got a friend to join it with me. Needless to say I was hooked. I was not part of a guild that instructed like IB but I was in a guild made up of some high schoolers we know. Great kids, One is at Savannah College of Art and Design now, the others attend Philip O Berry Academy of Technology here in CMS. But I digress, I learned pretty well and eventually got my paladin up to 75, but I was lured away by SWTOR.

Then last summer via Twitter I heard about the Games MOOC. Well let's just say that's all she wrote. I've gotten back into WoW via Cognitive Dissonance and now Inevitable Betrayal. My gameplay is better than ever. I've learned TONS about game theory and how to use games in the classroom. Learned much about different types of games, and best of all, earned the status of "Cool" with my daughters (10 & 13) and my students at the school I work at. "

Tuesday, December 18, 2012

My Game Maker 8.1 Resources

game maker logoGame Maker has been the cornerstone of my video game design and development instruction for some time now.  In the past, I have used it to as a tool in summer computer camps, after school programs, and a unit in our school's gifted and talented program.  Currently, it is the primary tool in the 8th grade semester long video game design and development elective at William Annin Middle School in Basking Ridge, NJ and the online game design and development course offered through the VHS Collaborative (formerly Virtual High School).  I have developed a number of resources for Game Make 8.1 and am in the process of creating new resources and converting many of my existing resources for use with Game Maker Studio.  These resources will be available here in addition to the Game Maker Teacher site and Valve's Steam for Schools Game Maker site (coming soon!)
Below is a list of existing resources that I have created.  Feel free to use them.  I just ask that you provide credit and a link back to my blog.

Game Maker 8.1 Tutorial Videos:
The Game Maker Interface: This short video will provide you with an understanding of the gamemaker environment. It will explain the different resources that are included in a game created with GameMaker. (3:23)

Creating Sprites, Objects, and Rooms: This tutorial will show you how to create sprites, objects and rooms. You will create and name your first resources using a proper naming convention. In the next lesson, we will program your objects with events and actions. (7:05)

Introducing Events and Actions: This tutorial will show you how to create events and actions for objects. Events and actions are what tell the objects what to do in a game. (1:49)

Working with Events and Actions: This tutorial will show you how to program events and actions for your objects. Events and Actions are what indicate what the objects can do in a game.  (3:46)

Creating Moving Objects: This video will assist you in creating objects that move automatically in GameMaker 8. (3:56)

Adding a background and sound: This tutorial will show you how to add sound and a background to your games in GameMaker 8. (5:38)

Mouse Events: In this tutorial, we will add obstacles to avoid in the game. We will set it up so that we can click on the obstacles with the mouse in order to get rid of them and save our main character. (4:06)

Scoring and Lives: This tutorial will show you how to add score and deal with lives based on collision with the enemies. (9:34)

Lives as a scoring mechanism: In this video, we will set it up so that your character has 3 lives and each time it collides with a bomb, your character will lose a life. (7:04)

Conditional Statements / Game Over: In this video, you will learn how to deal with the end of a game in GameMaker 8. If / Then statements are introduced to determine what to do at the conclusion of the game (if all lives are lost). Questions are also incorporated to determine if you want to try again or end the game. (4:00)

Conditional Statments / lives (another example): In this tutorial, you will learn how to use if / then statements to test conditions in a game. In this example, we will be determining what should happen when the lives are equal to 0. (5:20)

Instance Count: This GameMaker 8 tutorial will deal with checking the instance count to determine if a level has been complete based on the elimination of all enemies.  Upon completion of the level, the game will advance to the next level. (6:02)

Conditional Statements and Instance Count: In this tutorial, we will explore conditional statements further. This time, we will determine when there are no more enemies. Upon eliminating the last enemy, you will advance to the next level of the game, which will be more challenging than the first. (7:49)

Game Information: This tutorial will show you how to add game information to your GameMaker 8 game. Game information is the area where you can provide directions to the player.  I see this as the online 'game manual' and have students include important elements (storyline, characters, items, level descriptions, scoring mechanisms, winning / losing scenario, and game controls) I will also show you how to make the game information show up automatically at the start of the game. (3:37)

Shooting in a direction: This tutorial will show you how to create a main character that can shoot a projectile based on the direction he is moving. (7:38)

Shooting (another example): This video will demonstrate how to shoot projectiles in GameMaker from a given object.

Move towards an object: This video will show you how to use a step event in GameMaker 8 to create a loop that continually checks the location of an object and has another object move toward it. (3:40)

Random objects spawned from an object: This tutorial will show you how to have an enemy automatically shoot objects in a given direction.  This tutorial utilizes a step event and the random action to randomize the occurrence of the enemy projectiles. (2:23)

Spawned bullets from an object (another example): This tutorial will demonstrate how to make a non-player character automatically shoot based on randomly creating objects within a step event. (9:40)

Setting a time limit using timers: In this video, you will learn how to use timers to set a time limit for levels in your GameMaker 8 game.  The tutorial uses timers and health.  The health is continually reduced until it gets to 0. (5:03)

Platform Basics and Views: This tutorial will walk you through the basics of creating a side scrolling platform game including gravity and setting up views. (13:22)

Jumping from a platform: This video will show you how to jump only if you are on a platform. It will avoid the 'double jump' issue by first checking that you are in fact standing on something.

Game Maker 8.1 Sample 'How to' Examples
Over the years, I find that students often ask how to do 'something' specific in game maker and pulling it out of a large tutorial or trying to sift through an entire game to see the sample can be overwhelming.  I have found that by creating isolated examples, it is easier to understand the specific concepts.  Students can then take the concept and apply it to their game more easily.  Below are a number of links to .gm81 (game maker) files that you can download to analyze and learn from.

How to...

Lives and Game Over: This sample will demonstrate the use of lives as a scoring mechanism.  You can see how to set up lives, remove lives based on collision, and let the player know when the games is over and offer the opportunity to try again or quit.

Shoot in a direction (rapid fire) - This example will demonstrate how to make a playable character shoot in a given direction continuously (without a pause)

Shoot in direction (with a pause) - This example will show you how to shoot in a direction, but with a pause between shots using timers and variables.

Shoot toward the mouse - This sample game shows you how to use the global mouse settings and the move toward action in order to shoot in the direction of the mouse cursor.

Incorporate a Time Limit - This sample demonstrates the re-purposing of health as time remaining.  Timers are used to reduce the time remaining.  A message will appear when the time limit is reached and indicate that time's up and game over.

Set up a checkpoint - This example demonstrates a side scrolling platform game with a checkpoint.  Once the checkpoint is passed, the game will resume from the checkpoint location upon losing a life (rather than starting back at the beginning of the game).  Lives are not used in this example as the idea is that the player can continue to retry from the checkpoint.

Make a character change directions - This example will show you how to change the sprite of your player to face a different direction based on the direction you are moving.  The same idea could be incorporated with enemies so they change sprite when they change direction.

Boss Health: This sample game will show you how to set up lives / health for the player and for a 'boss'.  In this example, player lives (or health) are set using the built in 'lives' while the boss health (or lives) is set up using the built in 'health'.  The caption of each is changed to reflect 'player health' and 'boss health'.  When a bullet hits the boss, he loses one health and the player loses 1 health when hit by an enemy bullet.  If the boss health goes to 0 he dies, and when the player health gets to 0 he dies and prompted with a question to choose whether or not to play again.

Enemy Bullets Spawning (using timers): This example will demonstrate how to make an enemy automatically shoot based on a loop using timers.

Enemy Bullets Spawning (using random action):  This example shows how to make an enemy shoot randomly based on using a step event and the random action.

Drawing Lives as an Image: This sample will show you how to show the lives as an image on the screen using the draw event and the draw lives action.  As you lose lives, the graphic display will reflect the number of lives.

Using a sword - In this example, the player can pick up a sword.  Once the sword is picked up, the player can use the sword to attack.  The player will change into the guy with the sword for a short period (using a timer) of time when the space bar is pressed and then switch back to the player without the sword.  The player can continue to use the sword, but the timer prohibits the player from using the sword continuously.

Rotating image (sprite) using drag and drop - This example shows you how to rotate an image based on sub images and changing the value of the direction when the left or right arrow key is pressed.

Rotating image (sprite) using GML code - This example shows you how to rotate an image by using GML code to change the sub images when the left or right arrow key is pressed.

Item drop - In this example, the player must eliminate an enemy who will then drop a key needed to unlock the door to move on to the next room.  The sample uses variables to determine if the player has the key and will only allow the player to open the door if the value of the variable is 1 (indicating that the player has the key).

Gravity and Views: Vertical platformer -This is an example of a vertical platform game using gravity and views.  The view allows you to utilize a larger room and only show part of the room (following the main character)

Gravity and Views: Horizontal platformer: This is an example of a horizontal (side scrolling) platform game using gravity and views.  The view allows you to utilize a larger room and only show part of the room (following the main character)

Enemy Spawn: This example will show you how to use controller objects and the random action to spawn enemies randomly throughout the game.

Enemy moving back and forth on a platform: This example will show you how to make enemies stay on a platform by using invisible walls and the reverse horizontal direction action.

Enemy moving and shooting toward the player: This example will show you how to set up an enemy (AI) to move toward your player using the x and y coordinates and a step event.  The enemy shoots toward the player as well.  Beware!

Click here to access the google drive including all of the 'how to' examples.
Have any questions?  Is there something you would like me to demonstrate in a video or how to sample?

Wednesday, November 28, 2012

Sexism in the Video Game Industry: A discussion starter



#1reasonwhy: Sexism in the Video Game Industry... A discussion starter


On Tuesday, November 27, 2012 female game developers spoke out regarding the sexism and harassment that is unfortunately rampant in the game industry.  Twitter was buzzing with tweets using the #1reasonwhy hashtag.  I was saddened and disturbed, but grateful for the many anecdotes shared to raise awareness.  Do a quick search in twitter for #1reasonwhy and it will not take long for you to understand the depth of the issue.

I am personally affected because I am a video game design and development teacher.  I teach 7th and 8th grade students.  Recently, I began work on my doctorate in educational technology and my research focus is the pedagogical benefits of game design and development, but my particular area of interest right now is increasing interest and involvement of female students in computer science by introducing the topic in an engaging manner at an early age.

I became especially interested several years ago.  I pitched the idea of offering an 8th grade elective in video game design and development and was fortunate enough to receive the support of my administration.  The course has been quite popular, but it was apparent very quickly that enrollment was dominated by male students.  I would say that in general, there were 95% male students in the course.  We offered 6 sections of the semester long course, so this meant about 114 male students and 6 female students took the course during the first year it was offered.  Shortly thereafter, we piloted 1 of 3 sections of the 7th grade cycle curriculum to offer an introduction to game design and digital storytelling.  All 7th graders take the cycle, so 1/3 of the students took this pilot course during the second year that the 8th grade elective was offered.  The cycle program in 6th and 7th grade exposes our students to the different content areas that they can then focus on at greater depth through our elective program in 8th grade.  The thought was that if we were to introduce these topics to all students, perhaps we would see an increase in female enrollment in the 8th grade elective.  There was a slight increase in enrollment after this pilot was offered.  The following year, we changed the 7th grade curriculum based on the pilot and all 7th grade students took the introduction to game design and digital storytelling.  This resulted in another slight increase in enrollment in the 8th grade course.  This has been encouraging, but nothing to hang my hat on just yet.

This brings me back to my doctoral research and ideas for increasing enrollment and interest in female students in hopes of ultimately increasing enrollment of female students in computer science and STEM related majors in college with the ultimate goal of reducing the issue of underrepresentation of women in the industry.  Research shows that students, in this case, particularly female students, formulate their self concept and confidence regarding math and science prior to entering high school (Kelleher, 2006).  Thus, many do not choose courses in STEM related areas in high school and certainly college.  It is my belief that if interest were generated through engaging activities in the younger grades we could increase interest and ultimately impact enrollment.

The #1reasonwhy discussion makes me realize that the problem is much deeper than just increasing enrollment.  I would hate to think that I was encouraging students to enter a field that would be marred by sexism, harassment, and an overall arrogant 'boys club'.  In a sense, I see wonder if this is another chicken or the egg discussion.  Is it possible that the decrease in enrollment in computer science and STEM fields contributed to creating this environment in the gaming industry?  Please understand that I am not in any way seeing this as acceptable, but wondering where the problem may have started.  Is the issue more related to the age old stereotypes - boys play with guns, girls play with barbie dolls?  It sounds like there is an overarching attitude that women are not perceived as gamers, or certainly not the 'cool hardcore gamers'.  Again, I am not supporting any of this, just posing questions.  Many of the #1reasonwhy tweets yesterday pointed out that women were definitely not taken seriously in the industry, were not considered to be interested in AAA games, but rather cutesy social games, not to mention the way women are depicted in games.

I would like to think that I am on the right track in believing that if we increase the presence of women in the game industry we can reduce this bias, but how difficult would it be to get to that point?  How many women have to suffer along the way?  Clearly, this is only one small aspect of the problem, but the problem must be addressed on a larger scale, hopefully before I succeed in sending more and more women into the industry.  I truly hope that the #1reasonwhy discussion is just a beginning (as it should be) and that the awareness raised will help.  I will certainly add a component of the sexist issue to my research as it would be important to look at that factor as it could certainly contribute to the lower enrollment which I am trying to address.

I welcome any resources that anyone can provide and was very excited to see the #1reasonmentors hashtag show up as well as I see incredible value in creating mentor / mentee relationships between my students and industry professionals.

I hereby indicate my commitment to the cause and am in full support of the #1reasonwhy movement and am entirely grateful to everyone for bringing such an important topic to light.  Quite honestly, the game industry NEEDS the diversity and cannot continue as a 'boys club'.

Kelleher, C. (2006). Motivating programming: Using storytelling to make computer programming
    attractive to middle school girls. (Doctoral dissertation, Carnegie Mellon University). ProQuest
    Dissertations and Theses, , 369-369 p. Retrieved from http://www.cs.cmu.edu/~caitlin/kelleherThesis_CSD.pdf
    


For more articles related to the #1reasonwhy movement, please visit:

http://www.gamesindustry.biz/articles/2012-11-27-1reasonwhy-the-night-twitter-took-on-the-industrys-sexism

http://gamerfront.net/2012/11/1reasonwhy-women-are-speaking-out-on-their-involvement-in-the-gaming-industry/25212

http://www.guardian.co.uk/technology/gamesblog/2012/nov/28/games-industry-sexism-on-twitter

http://newsfeed.time.com/2012/11/27/1reasonwhy-women-take-to-twitter-to-talk-about-sexism-in-video-game-industry/