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description of game to use as a final review
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Design Document for:
Second Life of ORN
Ultimate Review for Overland High School English Freshmen
All work Copyright ©2010 by Shaina Johnston
Written by Shaina Johnston
Version # 1.00
Thursday, June 03, 2010
Copyright (C) 2010 Shaina Johnston
Confidential Page 2 6/3/2010
Table of Contents
DESIGN HISTORY __________________________________________________________________ 3
VERSION 1.10 _______________________________________________________________________ 3 VERSION 2.00 _______________________________________________________________________ 3
GAME OVERVIEW __________________________________________________________________ 4
VISION STATEMENT __________________________________________________________________ 4 Game log line: One sentence that describes your game ____________________________________ 4
MARKET ANALYSIS ________________________________________________________________ 5
AUDIENCE PROFILE __________________________________________________________________ 5 DISTRIBUTION ______________________________________________________________________ 5
DETAILED GAME DESCRIPTION ____________________________________________________ 6
THE CORE IDEA ______________________________________________________________________ 6 BACKGROUND STORY ________________________________________________________________ 6 GAME OBJECTIVE ____________________________________________________________________ 6 GAME WORLD_______________________________________________________________________ 6 GAME PLAY ______________________________________________________________________ 6-7 SET UP ____________________________________________________________________________ 7 RULE _____________________________________________________________________________ 7 WINNING __________________________________________________________________________ 7 ASSESSING OUTCOMES ________________________________________________________________ 7 OTHER ASPECTS ___________________________________________________________________ 7-9
Music/Sound ___________________________________________________________________7
Expanded Story and Characters ____________________________________________________7
Art Style/Graphics ______________________________________________________________8
Gaming Platform _______________________________________________________________9
Controls ______________________________________________________________________9
Copyright (C) 2010 Shaina Johnston
Confidential Page 3 6/3/2010
Design History
It has always been a struggle in our department to come up with a complete review for the
Freshmen English course. The main reason is because our final covers so much information that we are not
always sure what to include on the review. The final asks questions from our three major works, literary
terms, character development, and much more. Our students take one look at the packet of information we
say they need to know, and generally give up before they start. The packet itself throws them off so much
that they don't even study for the test. As a result, their true knowledge of the class is not seen in the exam
grade.
To fix this problem, I have come up with the Second Life of ORN. This is a Second Life
computer interactive game that takes students on a review of the major texts (Odyssey, Romeo and Juliet,
and Night) along with reminding them of character development ideas, literary terms and concepts, and
even grammar, spelling, and punctuation. This review will be fun and interactive for students. It will
remind them of concepts learned throughout the semester without seeming like a lot of notes and work. If
it gets them thinking, they will feel confident for the test.
Version 1.00
1. I changed from having my students play a character from a book to building their own
character to interact with the book characters.
2. I added the idea of using proper grammar and syntax in order to communicate with the
characters.
3. I decided that all the book characters will be computer characters that do various things
depending on the questions asked by the students.
4. I added in the idea of "Bonus Points" for using literary terms and concepts along the way.
5. I decided that you must locate several key "ideas" from each book in order to advance to the
next one.
Version 2.00
Second Life of ORN provides students with an interactive look at the literature and concepts
studied over the course of the year. It allows them to create a character that they can take along to meet
the characters they have studied. They must survive each book in order to beat the game. In order to
survive, they have to communicate with the characters they meet and in order to communicate accurately
they must have proper grammar and syntax. Characters will not respond to those students that are
unsuccessful in communicating (this could cost them the round and force them to start over).
Beating a level requires that students complete key steps from each of the book. If students skip a
section of the book, they must start over. The characters can help them along the way to remember the plot
of the book, but students have to know to ask.
Bonus Points are earned when students correctly label the events in one of the novels using a
literary element or term. They can also correctly label dialogue between characters as well. All of these
lead to bonus points that lead to a higher ranking at the end of the game.
Copyright (C) 2010 Shaina Johnston
Confidential Page 4 6/3/2010
Game Overview
Vision Statement Interacting with literature, one character at a time.
That’s a nice tag line. Focused, and intruiging!
The Second Life of ORN is an interactive computer based game that allows students to undertake
an adventure through three very different books and the lives of very different characters who all fought
against the normal flow of life to live exceptionally. Students have the chance to build their own character
and take them on a virtual guide through the literature of Odyssey, Romeo and Juliet, and Night. In each
setting, the students are able to interact with all the characters as the story progresses.
The setting for the game changes depending on the book that the student is interacting with at the moment.
The game can go from Verona, Italy to the darkest hour of the Holocaust in Auschwitz, and then back to
Ithaca for a family reunion.
It’s not quite clear to me how this will work, at this point. Are all the stories intermingled into some sort of
game narrative? Or do you jump from scene to scene? Also, are these scenes sets in Second Life? Or
something else? Maybe a few more descriptions of the visuals here would help.
Learning Targets:
1. Revisit the themes, plot, and characters of major three works
2. Explore character development through plot and interaction with other characters
3. Review of basic spelling and grammar
4. Review of literary terms and concepts as well as the ability to use them
Students can review all their literature, literary terms, concepts, character developments, and much
more. They will be able to successfully complete a review of the entire year simply by playing a game.
This will not only refresh their knowledge, but allow them to use it in a situation that is more likely to keep
the memory in place. In a typical class, the week or day before the test, a teacher will pass out a review
sheet of the material to be covered on the test. This review sheet is usually long, boring, and only goes
over definitions. In my game, the review is how you win. You need to know the plot to complete each
level and you needed the terminology to get the bonus points and the writing skills to communicate. It
places the students in a “real world” type situation that forces them to remember information on the fly not
copied from one note onto another note.
This is the best way for students to learn because it allows them to interact with the text on a level
beyond the classroom reading or even discussion. It also forces them to put into practice all the skills they
have developed over the course of the year. This practical application is what is often missing in most
classrooms and is definitely lacking in a traditional review packet. Students are going to enjoy playing
Second Life of ORN and will remember their material for longer through its many levels.
Back to this idea of how you are going to present the stories: If they are all jumbled up, that might be a
nice way to show the similaritiy in structure between the different narratives, but it also might confuse what
happened in which story! So, I think you need to clarify, both in your learning objectives and in your
design, how the stories will work together to meet the objectives.
Copyright (C) 2010 Shaina Johnston
Confidential Page 5 6/3/2010
Market Analysis
Audience profile
My audience is 9th
Graders at the end of the year as a review for their upcoming final. The 9th
grade class is from a very diverse background. I have students who have recently moved to the US as
refugees all the way up to native Colorado kids whose parents are very well off. In both extremes, I believe
the students will be able to easily learn to interact with the game. The basic knowledge and understanding
they need will come from the previous year of Language Arts. They will be asked to remember plot,
literary terms and concepts, and grammar rules that were given to them over the course of the year. They
will also have to have a basic computer operating skill in order to type and navigate their character through
the game. As a teacher, the students will need to log onto the specific space in Second Life and create a
character. This part would have to be instructed for them but the game is already there and ready to be
played, one simply needs a computer, internet, and a willing student.
Distribution
This game will be linked to the school website so that students and teachers can easily access it
from any computer that has an internet connection. Distribution will not be limited to only one classroom
this way and all the 9th
grade teachers and students (at Overland and beyond) will be able to use it as a
review. The initial advertising for the game will only be through the designated high school.
Copyright (C) 2010 Shaina Johnston
Confidential Page 6 6/3/2010
Detailed Game Description
The Core Idea
This is a virtual interactive game that allows players to meet and interact with characters from all
three major novels this year. Through the course of the game, students are asked to recall elements of plot,
grammar and syntax, literary terms and concepts, and much more. This game review will provide students
with a practical application for the knowledge they have gained over the year with the hope of retaining the
information long term.
The idea of using knowledge of the books as a key to the exploration of the game world makes sense. Still,
I think you need to detail out the world a little more for the reader!
Background Story
The story begins on the island of Ithaca with Odyssey as his wife gives birth to their first child, a
son. This story continues through Odysseus leaving, fighting in Troy, and attempting to return to Penelope
and his son. Once the player has successfully helped Odysseus get back to Ithaca and free his wife from
the suitors, Odysseus thanks the player by lending him a boat. The player leaves on the boat and
shipwrecks in Verona, Italy where they meet Romeo staring off into space and very depressed. The player
and choose to either follow him from there or ditch Romeo at the Capulet party to follow Juliet. When the
two lovers finally die and there is peace in Verona, the Prince exiles the player to Sighet, Romania. This is
where the player meets up with Elie Wiesel and travels with him through the horrors of the concentration
camps. The player wins when both he and Elie are liberated.
Game Objective
You win the game by correctly remembering plot elements and thus completing each level.
Along the way you are forced to recall the book, literary terms and concepts, and grammar and syntax.
Something to think about: How will you motivate the player to follow the path you have laid out? What if
they want to play the game in such a way as to see what happens when they do the wrong thing? Be sure
that you have strong, clear incentives for pursuing the objective you set out!
One idea is to create a sort of guide character who urges the player along. Of course, the guide could not be
too persriptive—the student still needs to feel like they are making meaningful choices. But a a guide
character could help keep the metanarrative that drives the game in focus.
Game world
The game is played through a specialized (and isolated) part of Second Life. The area is licensed
only to the school in which the game was created for and a password and login are required to access it.
Game Play
During game play, a player starts off by creating their own Second Life character. This character
becomes the player’s link to the realm of ORN. When you first enter ORN, you find yourself on the island
of Ithaca in ancient Greece. A player can travel around Ithaca and meet all the inhabitants but the ultimate
goal is to make sure and depart from the island aboard Odysseus’ boat. You sail with him through the
battle of Troy and the remainder of the Odyssey. Sometimes you are asked to fight alongside him and
sometimes you are asked to remember important events in order to help Odysseus get home successfully.
Once back in Ithaca, the player must help Odysseus free his household and restore order to Ithaca.
Odysseus then presents the player with his own ship and allows you to set sail for Verona, your next
destination.
Inside Verona, Italy, the player must now locate Romeo and his friends prior to the Capulet party
that night. The player can wonder around and talk to the people of Verona to learn some background
information about the Montague and Capulet feud while searching for Romeo. Once the player has
successfully been invited to the Capulet party with Romeo and his crew, the player can decide at the party
if they want to stay with Juliet (if they are a girl player) or if they want to stay with Romeo (girl or boy
player). They follow around one of the leads and help them with key elements in the story. This book
Copyright (C) 2010 Shaina Johnston
Confidential Page 7 6/3/2010
gives the player the option of preventing the tragedy at the end of the play but they must remember one key
event prior to it happening in order to prevent disaster. Once the player has successfully created peace with
the Montagues and Capulets, through the death of their children or the marriage, the player is sent off with
a hearty farewell on board a train.
The train stops in Sighet in Transylvania long enough to pick up Elie Wiesel and his family. The
character must now travel around with Elie to Auschwitz and survive the holocaust. If the player is a girl
character, she must daily try to meet up with Elie because obviously she will not be in the same barracks as
him. If the player is a male character, he may remain with Elie and his father. There are a few events in
this book that will allow the player to choose an option that would possibly liberate Elie and his father
sooner, but they run the risk of not knowing the story if they attempt them. The story ends when liberation
comes (whenever that is) and the American troops put Elie in a hospital.
After the play is finished, the player gets a rundown of completed missions/events, bonus points,
and grammar points. If the player feels they could have done better, they may play again. Play can be
paused at anytime as well because the game is fairly long and would be difficult to complete in one sitting.
Set up
The best setup would be a computer with a high speed internet connection, a keyboard and a game
controller. A mouse would work but not as well as a controller. You need to have either Explorer or
Firefox to run the Second Life program (some others might work but these two are most compatible). You
also will need to create a Second Life profile and character in order to enter the world of ORN.
Rule/Mechanics
The basic rule of this game is “don’t die.” You want to complete your missions successfully and
without getting yourself killed (which isn’t always easy).
Winning
A player wins when they successfully complete all their missions and have arrived at the Mission
Status page. However, this game works much like the old school video games in that you get points along
the way so winning the game and getting a good score don’t always go hand in hand.
Assessing outcomes
Students will be assessed on their knowledge and comprehension of the game when they take their
final exam. The students are not necessarily learning anything new in the game, but rather remembering all
the information that they have gathered during the course of the year.
Other aspects
Music/Sound:
Odyssey:
Each island has its own music and background noise depending on where the player is at the time.
For example, on Circe’s island, the player is inside Circe’s palace and her servants play music and one
sings. The ocean also has noise and seagulls with it whenever they are aboard the ship. Sound is
essentially what one would expect to hear in each place. When talking with a character, a muffled garbling
noise is also heard to indicate their communication, but the characters do not actually speak, they type their
responses.
Romeo and Juliet:
Inside Verona, there are the sounds of the busy market place and fountains and crowds. At the
Capulet party, there is music and laughter. Characters once again have the garbling noise when spoken to
by the player. Sound is what one would expect to hear if traveling through a medieval town. Within the
church, you can hear the choir in the background singing, etc.
Night:
These sounds are also what one would expect to hear. There is also a constant sound of a fire
crackling, dogs barking, and an undertone of foreboding music. Characters again garble when spoken to.
Shouting also occurs whenever a player steps out of line.
Copyright (C) 2010 Shaina Johnston
Confidential Page 8 6/3/2010
Mission Status Page:
This is a simple background tune that can be changed under Preferences by the player. It is just a
light video game music.
Expanded Story and Characters:
In each section of ORN there are many characters to talk to and interact with. Obviously the
player must locate the main characters, but depending on the realm, there are many other people to meet as
well. Players can meet Achilles in Troy, Romeo’s other cousins, and female concentration camp inmates.
Some characters might have some insight on how to change the scenario successfully but they may also
lead players astray.
Art Style/ Graphics:
The art style changes depending on the realm the player is currently visiting.
In the Odyssey
section, the style is very
straight lines and looks much
like Grecian art. The
characters all look like they
could belong on a piece of
pottery from the time of
Ancient Greece. The realm
also looks like this and
provides the player with a
fantasy type feeling.
Odysseus’s boat leaving Ithaca.
In Verona, the style is very bright
and cheerful but is more modern. People
look like animated characters, similar to
what you would find in Zelda or Prince of
Persia type games. It is a happy mood for
the most part and the people and the realm
look like a fantasy video game.
One of the fountains in Verona,
located near where Romeo and his friends
like to hang out.
Copyright (C) 2010 Shaina Johnston
Confidential Page 9 6/3/2010
In Auschwitz, the mood changes drastically. The graphics and style are more like what you would
find in a combat game. It is dark, the people look realistic, and there is a constant haze everywhere. It is a
very harsh looking realm.
Gaming Platform:
The gaming platform is any computer with a keyboard and internet connection. Ideally you
should have a high speed connection in order to fully enjoy the game and not be constantly waiting on the
buffer.
Controls:
Main controls are the keyboard and mouse/controller. You can move the character around by
using the arrows and click on people you want to talk to and typing conversation. In the Odyssey realm,
you will be asked to fight and must use specific keys depending on your moves.
These visuals help paint a picture of what you want to do. And the idea is very interesting.
Because this is a somewhat unconventional narrative on its own—blending together these books—I think
that you’d do well to go into more detail about how things will work. The framework you have provided
sounds very interesting. But by going into more detail about the sorts of the things the player will do, would
help a lot.
You don’t have to create every component of the game to reach this goal. Think about some
specific puzzles or scenarios that you’d like the player to face. Design them out, on paper, in has much
detail as you can. Then consider play testing the scenario as a paper prototype. Have your prototype player
walk through the scenario with paper tokens on a kitchen table map. Let them make choices that they
would be able to make in the game and see how it all pans out. By fleshing out one or more of these kinds
of interactions between the player and the game world, you should develop a better picture of how the
game might work in practiced. Best of all, doing this as a paper prototype is a cheap and easy way to evolve
your ideas!
You might also consider adding a section to your document on technical implementation. What do
you think it would take to program all of this? For example, you talk about students needing to using
correct grammar. What kind of programming do you think that will take? Not a huge deal, but showing that
you thought through some of the details will help strengthen the idea that you could actually develop the
whole game.
So, a very nice idea with some very creative solutions to teaching this topic. Keep pushing
forward!