Developing A Flash Game to Teach Information Skills

1. Developing A Flash Game to Teach Information Skills Bee Gallegos Fletcher Library Arizona State University at the West campus LOEX of the West Conference June 6, 2008 Las Vegas NV

2. Background • Spring 2004 - Lower Division instruction program created • Recognized need to make instruction more engaging/interactive • Millennials • Games as instructional tool • ENG101 targeted

3. Learning Objectives Introduce ENG 101 students to: • Library as a physical and virtual place • Library services • Types of resources • Basics of the online catalog • Differences between types of sources • Reading, understanding, and using citations to retrieve information

4. Game Project Beginnings • Project goal • Computer game ready Fall 2006 • Games as instructional tool • Research & Brainstorming • Start small and “simple” • Ideas evolved

5. Board game • Prototype • 1st version developed August 2005 • 1st used in class Sept 2005 • Very popular & successful instruction tool • Exploring publication & distribution options

7. Online Game • Development - Began Spring 2006 • Team – Originally 5 people • Variety of Skills • Web development, database design, graphic design, instructional expertise, extensive research in gaming as an educational tool • Support from Library Director • Funding to hire an outside programmer • Time to focus on game(s) • Platform - Flash

8. Documentation • Project Plan* & Timeline • High Concept Document** • Game Treatment Document** • Game Script** * From http://www.projectmanagement.tas.gov.au. ** From Andrew Rollings and Ernest Adams on Game Design

9. High Concept Document • Marketing tool or executive summary • Premise of the game • Female heroine • Virus • Campus setting • Overall storyline • Target audience • Unique selling points • Platform • Characters

10. Game Treatment Document • Game overview • High Concept • Hooks • License • Game play highlights • Technology highlights • Art and Audio highlights • Design elements (graphics, elements, characters, screens) • Hardware • Game world • Back-story • Objective • Characters • Mission (includes aspects of back story & objective) • Production details • Team • Budget • Schedule • Competition

11. Game Script Everything from High Concept and Game Treatment Documents • Design details • Time element • Tools, Objects & Components • Screens • Help • Game play outline & text

12. Version 1.0 Timeline Approximations • Storyline decisions, mission, and documentation - Seven months • Design (game logo, map, isometric tiles, building interiors, characters, icons) - Two months • Character interactions - One month • Animations and character walking paths - Two weeks • Information retrieval (game catalog and database)- Two weeks • Sound creation - Two weeks • Bug tracking and documentation – One month

13. Programmer • Finding Programmers • Consulted with local Game Designers and experts • Defined needs • Posted on local Tech listservs, wikis and web sites • Asked for portfolios from top three candidates • Hiring Programmer • Chose candidate with the most edugaming experience • Top candidate subcontracted graphic designer • Legal documentation • Had to add programmer to University vendor list

14. Taking the Game to Class • Version 1.0 Spring 2007 • 1st used in class Jan 30, 2007 • Instruction included: • Intro to library homepage & online catalog • Instructions for playing game • New bugs identified • Tracking sheet • Decision to revise: version 1.1 • Pre- and post-test results • Observations & student feedback

17. Version 1.1 (Summer 2007) • Find new programmer • Fix bugs • Moveable windows • Copy and paste • Citations in the pda • “Mission screen” • Hot spots • Doorways • Main character indicator • Modify interiors & objects

22. Version 1.1- Instructional Changes • Introductory instruction changed • BRIEF introductory lecture • Minimal game instruction • Students play in teams • Created help movies • Macromedia Captivate • Linked from ENG101 web page • Telling the difference between article and book citations • Finding books in the catalog • Finding articles in the database

23. What’s Next? • Revisions or a new game? • Changes • LC & Dewey versions • ASU 101? • Exploring options for distribution

24. Advice for Aspiring Game Developers • Be realistic about the size of the project • Start small • Project that is doable • Keep instructional outcomes at the forefront • Review project goals & timeline regularly • Don’t underestimate the time needed for design & completion • Hire a professional programmer with educational gaming experience • Use Rollings and Adams on Game Design (Recommended) • Include assessment; within game play if possible

25. Advice for Aspiring Game Developers • Team makeup • Not too large, not too small • Variety of skills and experience • Solicit organizational support • Exercise patience • With the process and all personnel involved (including yourself ) • With the learning curve • Don’t forget to celebrate your achievements!

26. Essential Sources • Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design (1st ed. ed.). Indianapolis : New Riders. • Sample game treatment document: • http://www.designersnotebook.com/Wanna-be/ctaylordesign.zip • Sample project plan: • http://www.projectmanagement.tas.gov.au.

27. Let’s Play! http://library.west.asu.edu/game/quarantined/login.cfm