Table of Contents
Introduction and Overview……………………………………………………………………………………………..2
Target Audience and Implementation Context…………………………………………………………………2
Learning Outcomes and NAGC Standards…………………………………………………………………………3
Story Overview.………………………………………………………………………………………………………………5
Hooks….…………………………………………………………………………………………………………………………7
The Game Minute……………………………………………………………………………………………………………7
Narrative Rules………………………………………………………………………………………………………………9
Implementation Guide…………………………………………………………………………………………………..10
Game Progression.………………………………………………………………………………………………………..14
Game Elements……………………………………………………………………………………………………………..15
Artificial Intelligence…………………………………………………………………………………………………….17
User Interface……………………………………………………………………………………………………………….17
Art Bible………….……………………………………………………………………………………………………………18
Game Mechanics and Flowcharts…………………………………………………………………………………..
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INTRODUCTION AND OVERVIEW
Welcome to Walkabout- the game where your past is the key to the future. Join Schwartz
and MOG as they set out on a journey through five different worlds to find out about who
Schwartz is and where he comes from. Each level will allow you to test your spatial and
social skills with in-depth problems. You will also have a chance to write about your
experiences in your travel journal. Do your best and think hard about the problems you are
being asked to solve- they will be the key to unlocking clues to your past as you play
Schwartz in this interactive game.
Genre: Adventure
Target audience: 6th -8th grade twice exceptional (gifted and learning disabled)
Implementation Context: Walkabout is an adventure game targeted toward 6th-8th grade
students identified as having characteristics of both giftedness and ADHD. Along with the
accompanying facilitation guide, the purpose is to assist these students in developing
problem-solving skills in areas of spatial and social awareness. The creators recommend
that the game and lessons be used in small counseling groups during an advocacy period in
order to elicit open-ended discussions in a secure environment. Selection of the students
should be based upon a combination of school records (i.e. grades, test scores, and IEPs)
and teacher recommendations. Schools may choose to utilize results from a behavior
inventory, such as the Conners’ Teachers Rating Scale: Revised – Short Form (Conners,
1997).
Problem solving is an important skill that has implications on day-to-day living. Like any
skill, it requires practice. Because impulsivity is a characteristic of ADHD, often attempts at
problem solving are careless and incomplete. With guidance, students will understand that
they have the ability to think creatively and critically and that they can use these abilities to
solve problems effectively, both in school and in their everyday lives. The principles and
concepts of Creative Problem Solving developed by Treffinger, Isaksen, and Stead-Dorval
(2006) are followed in the included lessons.
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LEARNING OUTCOMES AND NAGC STANDARDS
Learning outcomes:
 Given a series of learning challenges, the learner will demonstrate social responsibility
through problem solving.
 Given a social context, the learner will demonstrate problem solving through logical
reasoning and skill building.
 Given a storyline, the learner will identify the main ideas of the game in order to
successfully navigate to the end.
Gifted Standards:
NAGC Standard 1: Learning and Development. Educators, recognizing the learning and
developmental differences of students with gifts and talents, promote ongoing selfunderstanding, awareness of their needs, and cognitive and affective growth of these
students in school, home, and community settings to ensure specific student outcomes.
1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with
respect to their interests, strengths, identities, and needs in socio-emotional development
and in intellectual, academic, creative, leadership, and artistic domains.
1.1.2. Educators assist students with gifts and talents in developing identities supportive of
achievement.
1.2. Self-Understanding. Students with gifts and talents possess a developmentally
appropriate understanding of how they learn and grow; they recognize the influences of
their beliefs, traditions, and values on their learning and behavior.
1.2.1. Educators develop activities that match each student's developmental level and
culture-based learning needs.
1.6 Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful
and challenging learning activities addressing their unique characteristics and needs.
1.6.1. Educators design interventions for students to develop cognitive and affective
growth that is based on research of effective practices.
1.6.2. Educators develop specialized intervention services for students with gifts and
talents who are underachieving and are now learning and developing their talents.
NAGC Standard 3: Curriculum Planning and Instruction. Educators apply the theory and
research-based models of curriculum and instruction related to students with gifts and
talents and respond to their needs by planning, selecting, adapting, and creating culturally
relevant curriculum and by using a repertoire of evidence-based instructional strategies to
ensure specific student outcomes.
3.2. Talent Development. Students with gifts and talents become more competent in
multiple talent areas and across dimensions of learning.
3.2.2. Educators use metacognitive models to meet the needs of students with gifts and
talents.
3.4. Instructional Strategies. Students with gifts and talents become independent
investigators.
3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and
talents.
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3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts
and talents.
3.4.3. Educators use problem-solving model strategies to meet the needs of students with
gifts and talents.
NAGC Standard 4: Learning Environments. Learning environments foster personal and
social responsibility, multicultural competence, and interpersonal and technical
communication skills for leadership in the 21st Century to ensure specific student
outcomes.
4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal
competence and dispositions for exceptional academic and creative productivity. These
include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience,
independence, curiosity and risk taking.
4.1.1. Educators maintain high expectations for all students with gifts and talents as
evidenced in meaningful and challenging activities
4.1.5. Educators provide examples of positive coping skills and opportunities to apply them
4.2. Social Competence. Students with gifts and talents develop social competence
manifested in positive peer relationships and social interactions.
4.2.3. Educators assess and provide instruction on social skills needed for school,
community, and the world of work.
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STORY OVERVIEW
It was a dark foggy night. The only signs of life came from the eerie glow of the lamps on
the lonely street, revealing a dark figure moving silently through the night carrying a
sleeping child. Slowly the figure approaches the door of 2516 Vespa Lane, depositing the
child at the front door before ringing the bell and scurrying off.
Mrs. Rumple, the head mistress of the Sunset Orphanage turns on the porch light and
sleepily opens the doors. At first, she sees only darkness but then, hearing the soft coo of
the child at her feet, looks down. She reaches down to pick up the child and finds a note
sticking out of the top of a book filled with blank pages.
Dear Mrs. Rumple,
It is with immense sadness that I leave my sweet Schwartz under your care. I have
watched you and know you are a kind and caring woman, please take care of him and
the magical journal, MOG, that I leave with him. When the time is right, MOG will
reveal all he needs to know about his birthright. In the meantime, love and care for
him and keep him safe.
Mrs. Rumple takes the sleeping child into the house and carefully lays him to rest in the crib
with the other children. It is then that she notices that Schwartz is different from the other
children. Though he has the mannerisms of a human child, his facial features are those of a
small ferret. The gravity of the situation begins to set in and she knows that this child must
be very special indeed. She takes the journal and carefully places it in the safe in her room,
knowing that one day it would somehow reveal the secrets to Schwartz’s strange arrival.
Until then, she vowed to love him and keep him safe as if he were her own child.
15 years later…
CLICK!
Woken from a sound sleep Schwartz jumped out of bed and threw on the light. Rubbing his
eyes and pushing his hair out of his face he looked out the window and saw Mrs. Rumple
leave the house quietly. Knowing that this would be his only chance he threw on his clothes
and jacket and ran down the stairs to the room where she kept all of her important papers.
In the corner a small safe, locked and dusty sit covered in papers. Schwartz knew that there
was something in there, he had been hearing it call his name for the last few weeks. Leaning
down he put his ear to the door of the safe and held his breath . . .
HEY YOU!
Jumping back quickly Schwartz watched the safe shake and shimmy as the voice came once
again . . .
HEY, SCHWARTZ, OPEN THIS THING AND LET’S GET OUT OF HERE.
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Confused and a little scared Schwartz looked down at the safe, took a deep breath and
reached for the combination. He knew the code, it was Mrs. Rumble’s birthday. Slowly
turning the lock first left then right and then left again he heard the click and the door
swung open. Peering into the darkness his eyes widened and his ears pricked forwardinside was an old book. Slowly reaching out he grasped the edge of the book and brought it
out into the light. The cover was old and frayed, red fabric covered the face of it and there
was old gold foil stuck to the edges of a faded outline, it looked- he squinted his eyes, like a
key. Taking a deep breath he opened the cover, the pages crinkling with age, inside it was
blank. Frustrated he flipped the book upside down and leafed through all of the pagesblank, blank, blank- they were all blank. Closing his eyes, he took a deep breath and let it
out slowly, he was going nuts, that was it, just going crazy. He dropped the book on the
ground and turned to leave the room. Out of the corner of his eye he saw the book flip
open- startled he froze and then turned on his heel- the pages began to flip as if an invisible
hand was turning them- they stopped and he bent down to pick up the book. On the page
he was staring at a slow hand, invisible, began to write:
Hello Schwartz, my name is MOG- are you ready to begin your journey?
With hesitation, Schwartz looked up and glanced cautiously around the room noting the
older furnishings, the dusty floors where he had played as a child. His eyes touched on the
pictures of him with his foster brothers and sisters, running through the streets on
Independence Day, dressed up for All Hallows Eve, eating corn dogs at the fair. Here were
his memories, his family, his life- but wait, he knew he didn’t belong, knew he was not like
the rest of them, his features were that of a ferret, his body not quite human. Looking down
at the book he said the one word that he knew would change the rest of his life. . .
YES.
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HOOKS
The game will be introduced to the user with a linear media presentation that will
include simple motion, sound and text detailing the context and narrative storyline of the
character "Schwartz". The mysterious heritage of Schwartz as a hybrid will attract the user
to seek his/her roots.
MOG a magical diary adds assistance and fun to the game! From the opening scene,
the user will know that MOG directs Schwartz to leave the orphanage and seek his/her
past. It will be with him/her on the journey and the user should explore its function.
In order to seek his/her heritage, Schwartz begins the quest. The user can only find their
history by solving all the necessary puzzles. However, the journal is not complicated in that
the user only needs to solve three problems in all before getting a clue of Schwartz’s past.
Once the user solves each problem, he/she will be closer to the goal. The final surprise will
motivate the user to stick with the journey.
Finally, there are no right or wrong answers to the puzzles and the user will not be
graded. Instead, the user is expected to use journal to explain his/her choices and thought
processes throughout the game play. This creates a relaxing and creative environment for
the user.
GAME MINUTE
The game-space / environment is made up of three individual isles bridged together. Two
of the isles have small stone cottages and wooden houses for the player to explore. The
larger isle is where two glyphic pillars are located that provide clues to the game objective
and the puzzles to be solved on the other isles. The smallest isle is the library complex
incorporating the portal mechanism and gateway to another level.
The game will be introduced to the user in a linear media presentation that will include
simple motion, sound and text detailing the context and narrative storyline of the
character, named "Schwartz", arriving into a strange world where he does not belong. The
presentation will also detail the object of the game and inform the player of how to
navigate and use the application, along with the goals and objectives. Upon startup, players
are immediately shown the presentation, teleported into the environment, and placed into
the first level. Players begin to navigate and explore the simulated environment on their
own, armed only with the information foam the startup presentation. Players are left to
find clues and solve puzzles through immersive exploration and discovery at their own
pace. The goal of the gameplay is to find and collect two metal objects called Carens that the
user will need to activate two puzzle mechanisms in the library. The first Caren is located
within one of the wooden houses located on the main isle. The second Caren is located on
the smaller isle opposite of the main isle. The locations of each required Caren in the
environment can be acquired by visiting one of the glyphic pillars on the main and
secondary isles. Once the Caren have been collected, the user can then access the library
complex on the smallest isle. In order to access the library, activate the puzzles, and
advanced to the next level the user must solve puzzles presented in the library according to
the clues or glyphs on the buttons. Upon successful completion of the puzzles, the player is
transported to a new world/level to continue on his/her quest. The game ends when the
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user decides to stop playing the game and quits the application, or solves all the necessary
puzzles and discovers the lineage of Schwartz.
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NARRATIVE RULES
MOG introduces rules: Schwartz, in order to learn about your past and live a happy life
you must complete a quest. Each level is progressively harder but follows the same
structure. You are transported to a world in which you have to explore the surroundings to
locate and solve two problems. Once you solve the problems you receive a single Caren.
Once you have collected a total of two Carens you will be able to unlock the Library. In the
library you will be given a clue to your heritage. Once you read the clue it will be placed in
MOG (your diary) and you will be transported to the next world to complete the journey.
MOG Help: Hello Schwartz- everyone needs help sometime and it looks like you could do
with a little help right about now. On your screen you will see a flashing icon that points
you toward the next Caren.
Rules for Problems:
Social- watch this short movie and when you are done click on the journal prompt to
answer the question.
Spatial- this is the Tower of Hanoi problem, a classic game of mental strategy. Your
challenge is to move the discs from one column to another. The goal is to move all the discs
from the left peg to the right one. Click and drag with the mouse to move a disc. Only one
disc may be moved at a time. A disc can be placed either on an empty peg or on top of a
larger disc. Try to move all the discs using the smallest number of moves possible. Once you
complete the challenge click on the journal prompt to answer the question.
Journal Prompt- Welcome to the Journal- answer the question below to the best of your
ability. When you are done click SAVE ENTRY.
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IMPLEMENTATION GUIDE
Principles:
By developing problem solving skills, students will increase abilities to:
1. identify skills related to creative and critical thinking
2. recognize opportunities, challenges, and concerns;
3. analyze the situation and extract the most important aspects of the challenge;
4. understand the basic guidelines associated with the generation of many, varied,
unusual ideas;
5. restate the problem in a manner that allows for optimum generation ideas;
6. identify the appropriate tools for selecting, analyzing, and developing possible
solutions by; and
7. design and execute a specific plan of action.
An Introduction to Problem Solving
Concepts:
The student will:
 identify skills related to creative and critical thinking; and
 understand the basic guidelines associated with the generation of many,
varied, unusual ideas
Instructional Objectives:
 Complete one level of Walkabout
 Reflect upon and discuss the rationale of student solutions to the Walkabout
journal prompts in Level 1
 Set up Problem Solving Reflection journals
Materials:
Walkabout
Problem Solving Reflection journal
Instructional Activities:
1. Define and discuss creative thinking as the generation of:
a. many and varied ideas;
b. unusual and original ideas; and
c. the expansion and enrichment of ideas.
2. Define and discuss critical thinking as the focusing of thoughts and actions
by:
a. organizing and analyzing possible solutions;
b. refining and developing promising solutions;
c. ranking and prioritizing options; and
d. selection and execution of a solution.
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3. Outline the Guidelines for Generating Ideas, asking students to interpret and
discuss each principle
a. Defer judgment – the purpose is to generate as many unique ideas as
possible; Why then would it be important to hold judgment of those
ideas?
b. Strive for quantity – quantity often leads to quality; What does this
mean? Why is it important to keep your ideas short and concise and
not discuss them at this stage in the process?
c. Freewheel – list every idea that comes to mind without concern that it
is too wild or far-fetched; Why would freewheeling be important to
the process of solving problems?
d. Seek combinations – also called piggybacking, this is when one idea
leads to another; What are the benefits of piggybacking?
4. Play Walkabout Level 1
a. Stop play to discuss possible solutions for the Tower of Hanoi spatial
awareness puzzle using the guidelines above.
b. Stop play to discuss possible solutions to the Trolley Problem using
the guidelines above.
5. Give groups of students (if more than four in the group) a different machine
to create with their bodies (e.g. vacuum, blender, or orange juicer). Give them
5 minutes to confer using the guidelines above and then present their
solution.
a. Have students reflect on their process in their Problem Solving
journals.
6. Give each student (or group of students) one of the below cards. Each group
will then use spatial reasoning to decide which of the layouts will be created
by folding their two dimensional sheet.
a. After each group has created their shape in their minds, they will
discuss process of deduction they used to come to their conclusion
and then, using a piece of paper, create the 3D object.
b. Extension Activity: Using the above as an example, have each student
create their own spatial reasoning problem and test it with two
classmates.
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GAME PROGRESSION
Level 1: The Lost Colony – This is the first world you will explore as Schwartz. Here in the
lost colony you will find clues, explore abandoned buildings, and look for Carens.
Level 2: The Concrete Jungle – This is the second world you will explore. This city
environment is more difficult to manuever in and your spatial skills will be sharpened by
this adventure.
Level 3: The Lakehouse – This serene level will test your social skills by creating situtaions
in which you as Schwartz must make decisions that change the course of your journey.
Beware this is the first level that is timed.
Level 4: Into Space – Fourth in the journey, this level has Schwartz piloting a space craft to
find Carens, solve spatial problems and plan a course of action for astronauts from a distant
world.
Level 5: Ferret World – If you have made it this far you are only two problems away from
the key to your past. In Ferret World you must decipher clues about this mysterious race of
beings who look like Earth’s ferrets. If you have proven worthy, solved all the problems and
collected your Carens you will be triumphant.
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GAME ELEMENTS
Entities and Sprites: The only entities in the game space are world objects. These include:

Cultural and Archaeological Artifacts: These can be charms, personal items,
fragments or other objects that may or may not give clues to the story line or to a
puzzle

Written History: Papers, books, journals, or signs giving specific information that will
be vital to the player in achieving the objectives

Tools: Objects with specific functions that the player must figure out how to use in
order to open and close portals and gateways (a Carin, for example).
Man-Made Structures: These are man-made buildings and pillars that contain, direct, or
connect the game social and spatial problems and portal. The following lists each element
that can be found in the game space:

Cottages: There are two types on the isles, one brick and one stone. Outside of
aesthetic value, they do not contribute towards the game play.

Small Wooden Houses: two-story structures that the player / learner can explore to
find clues to puzzles.

Large Wooden Houses: two-story structures that house puzzles for the player /
learner to solve.

Library Building: one large two-story stone structure that holds the key to the
characters past and the portal to the next level.

Pillars: guideposts and landmarks that aid the learner in navigating the
environment.

Bridges and Walkways: bridges connect the isles in the game space, while the
walkways serve as a directional element for the player / learner to navigate the
environment.
Natural Elements: These elements include the natural entities for which the man-made
structures are placed. The following lists each element that can be found in the game space:

Main Isle: Large island that contains two pillars, several cottages, two small wooden
houses and two large wooden houses.
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
House Isle: Medium island that is bridged to the main isle that contains two cottages
and a large wooden house.

Library Isle: smallest island in the game space bridged to the main isle that only
contains the Library Building.
Artifacts: Objects with specific functions that the player must figure out how to use in
order to achieve the objectives.

Carens: Mystic objects that the player earns once they complete a problem.

Journal: A book that the player / learner uses to scribe answers to a social problem
or to make notations about the game play or narrative.
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ARTIFICIAL INTELLIGENCE
Given the game objectives are achieved via exploratory means without interference from
any enemies, the AI is employed only to govern the player / learner interactions within the
game space environment and for governing the problems and progress for the social and
spatial problems. This include testing states of achievement for all problems, and triggering
of specific events based on evaluation of expressed constant variables with boolean (true
or false) values.
USER INTERFACE
Figure 1: Game Space in Player Perspective
Figure 2: Game Space Hit Areas
The interface consists of a representative three-dimensional environment that the player /
learner can navigate by clicking on hotspots located at the center, left, right, and bottom
portions of the screen. When the player / learner moves the mouse over the center of the
center of the screen, they are prompted to click by a hand that appears on the screen.
Clicking on the center portion moves the player / learner forward into the environment,
while cicking on the bottom hit area steps the player / learner backwards. Clicking on the
left and right hit areas navigates the player / learner to the left or right respectively.
Clicking on a doorway of a structure will allow the player / learner to enter the building.
Player / Learners will be prompted to open journals and problems by the AI once activated
in a changed state in the environment.
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ART BIBLE
Visual
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Element
Brick Cottage
Stone Cottage
Small Wooden House
Large Wooden House
Library Building
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Pillars
Bridges and Walkways
Main, Library, and House Isles (Top View from left
to right moving clockwise)
Caren
Journal (MOG)
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