Danny's analysis of "Transform It!"

Danny’s analysis of Transform It!

Professor Carrie Heeter, Michigan State University

a microworld-style physics simulation game

Basic development info:• Developed circa 2009 by Filament Games

• Funded by a grant from the Kauffman Foundation, via The JASON Project (Jason.org)

• Required 4 developers and about 6 months to complete

• Budget unknown, but I would estimate in the ballpark of $80k

• Landing page with images & trailer: http://filamentgames.com/projects/transform-it

• Actual game:

http://content3.jason.org/resource_content/content/digitallab/7000/misc_content/public/transformit.html

Platform and distribution:Browser-based Flash, with minimal hardware/software requirements.

Primarily intended to be distributed via, and integrated with, The JASON Project’s blended curriculum

unit “Operation: Infinite Potential”; I believe game access is intended to be at no-cost.

Why I chose this game:• Good example of a short-form, low-overhead learning game suitable for classroom contexts

• I’ve had experience using this game in the classroom with students (close to the intended audience)

• Well-documented for educators, with serious goals and screenshots conveniently provided

• Won 2010 CODiE! Award for Best Education Game or Simulation (jointly with 2 other games

developed by Filament for The JASON Project)

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Serious goals:• Introduce concepts of energy to beginning students as part of a larger science curriculum.

• Encourage students to think about energy in terms of work and units of measure.

• Allow students to explore how to convert energy from one form to another.

• Introduce scientific terms such as joules, calories, kinetic energy, and potential energy.

• Promote understanding of conversion efficiency and energy loss through stages.

Intended audience and context:Science students in middle school or junior high school (grades 5 – 9), in class or for homework.

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Screenshot showing the 3 scenarios of the game (Farm, City, Robot) and NPC guide “Tim”



Player goals:In each scenario (Farm, City, and Robot):

• Complete a set of energy-using levels (“components”).

• In each level: select correct sequence of energy-conversion methods in energy-transfer pathway, and end

up with energy consumption within target range.

• For each method in pathway: complete a mini-game showing that method’s function and determining its

energy output.

• Maximize score in each level: adjust energy production/conversion to approach optimal energy goal.

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Screenshot of the City scenario completion state, including the energy & score achieved in the Lights component.

Scenario structure:Made up of 4 component levels, each powering a key

device/actor. Each level includes a simple puzzle and

mini-games. Levels can be completed in any order; no

interdependence or increase in challenge between them.



Component level puzzle structure:• Shows sequence of energy forms as a pathway with 1 – 3 stages; inputs & outputs must match.

• Only one correct sequence; extra (inappropriate) conversion methods are shown as distractors.

• Optional descriptive text & pictures about forms of energy and conversion methods (“narrated by Tim”);

most info can be skipped, just need input/output energy forms highlighted at top of info panel.

• Scoring: some points for correctly placing (drag/drop) conversion methods in sequence; most points for

generating closer to optimal energy goal.

• More stages = (usually) harder to reach target energy range.

• Can replay level for better score, but have to play through whole sequence before trying again.

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“Overloaded!” –exceeded target energy range (with amusing failure visual/sound effects)



Energy-conversion mini-games:• Core mechanic is simple mouse action: point-click or drag-drop.

• 10 – 20 second time limit (fixed for each mini-game).

• Mini-game difficulty varies unpredictably: some very easy (click to switch between multiple positions),

some moderately hard (rapid or rhythmic repeated drag-drop).

• Heavily scaffolded with hints using text & arrows.

• Immediate visual feedback, some relevant sound effects.

• Many diagrams are rich, fairly-accurate, informative; but not needed for gameplay.

• Clearly show energy loss due to efficiency limits (vary by conversion method); cumulative effect at

puzzle level.

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Examples of mini-games with easy mechanics: nuclear plant, solar collectors



Mini-games with harder mechanics:

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Wind turbine requires rhythmic drag/drop in correct direction and distance, short time limit.

Digestion game requires precise point-click, and energy production fluctuates; but time limit is generous.

Coal furnace requires rapid drag/drop with some precision, short time limit.

Ouroboros Magic Circle of Transform It!

Player-Player

Interactions

Rules

Mechanics

(Actions or

Procedures)Resources

Conflict or

Challenge

Characters

Premise or

Story

System

Dynamics

Player

Experience

Outcomes(serious goals)

Copyright Carrie Heeter, 2013

GOALS

ENVIRONMENTAL

COMPONENTS

FORMAL

COMPONENTS

Player Goals

Designer’s Serious

Goals

End State

(Game

Outcomes)

GAMING CONTEXT

Pre-Game

Context

During Game

Context

Post-Game

Context

Relation to Real

Life

Game World

or Board

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Forms of Fun:

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Theories:

BeautyComedyHard Fun

Learning Advancement Completion

Extrinsic Motivation

Assimilation Situated LearningScaffolding

Pedagogical Agent



User experience: Ferrara’s 5 Levels

AestheticsDecent graphics & sound effects, but overemphasis on text

UsabilitySimple controls & easy presentation, but some difficulties for motor-challenged players

BalanceUneven, with lack of progression, but mostly ok

Meaningful ChoicesSome tactical experimentation in each mini-game; no overall strategic choices

MotivationSimple scoring system, amusing win/lose effects, post-game assessment;

intrinsic interest in content required for additional info but not for gameplay success

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User experience: Freedoms of Play

Freedom of Effort - Moderate• can click on “Learn More” to get hints and additional info about most of the devices

• can replay a component to improve energy score

• cannot skip any components (and still complete the Scenario)

• cannot adjust the time limit for each stage mini-game

Freedom of Experimentation - Low• can vary the amount of energy generated in each stage, to see effect on goal

• only one solution to each level puzzle (combination/sequence of stages) will work

Freedom of Identity – Very LowNo storyline, role-play, or avatar

Freedom of Failure – Low• rapid feedback & easy correction at component-sequencing

• if miss target energy range, must repeat every mini-game in sequence, becomes frustrating

• no adaptation/accommodation of required mini-game skills

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Effectiveness:Tested in classroom with small population (~10) LD high-school students, with informal assessment:

• Introduce concepts of energy …

Not assessed, as students had previously been introduced to these concepts.

• Encourage students to think about energy in terms of work and units of measure.

Little apparent effect.

• Allow students to explore how to convert energy from one form to another.

Most players reported or demonstrated gains in understanding.

• Introduce scientific terms such as joules, calories, kinetic energy, and potential energy.

Not directly assessed (students had previously been introduced), but may have incremental benefit.

• Promote understanding of conversion efficiency and energy loss through stages.

Most players reported some increased understanding.

Extrapolate to mainstream target player population:

Probably most effective with goals #3 and #5, due to significant relevance for player goals.

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Gems/Surpluses:• Mostly good visuals and controls, highly usable

• Fairly accurate and accessible representation of science & engineering principles

• Fosters systems thinking

• Convenient packaging for classroom/homework use (platform, duration, handouts, learning curve)

Anti-Gems/Deficits:• Some of the serious goals are inadequately addressed

• Lack of narrative and role-play makes it less compelling

• No skill progression between levels

• Little opportunity for multi-faceted problem-solving

• Improper correlation of scientific terms and units (“power” is energy over time, e.g. Joules per second)

References:Ferrara, J. (2012) Playful Design: Creating game experiences in everyday interfaces. Rosenfeld Media.

Squire, K. (2011) Video Games and Learning, chapter 5. New York, NY: Teachers College Press.

“Forms of Fun” and “Theory” card graphics from Dr. Heeter’s Support for Game Analysis slide deck.

Transform It! development duration/staffing info via email from Alex Stone, CTO, Filament Games.

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