Games → Focus on Technologies
1
Development of Games Learning Journey
Introduction
The games industry in Scotland is thriving. Providing jobs for skilled professionals of all nationalities, games companies are
at the forefront of Scotland's electronic technologies and software industry. Games have been used throughout the ages to
teach, entertain and amuse. In some respects games have changed over time with changes in technologies, tools and
materials, yet in other ways simple games that resemble those from past societies are still played.
This learning journey with a technologies focus is aimed at second level. Lessons offer learners stimulating experiences and
the opportunity to develop their understanding not only of the history of gaming in Scotland, but will encourage them to
explore technological developments in society, and ultimately how to design, create and market their own game.
An overview planning sheet is shown on the next page which provides a plan for learning, teaching and assessment starting
from the experiences and outcomes. Learning intentions, success criteria and possible evidence which could be gathered to
assess learning are shown. The pages that follow the overview provide examples of learning experiences which would
explore a variety of suggested learning intentions. They illustrate opportunities for learners to develop their knowledge and
skills, and through exploration of concepts provide opportunities for application.
v
Technologies experiences and
outcomes
When exploring technologies in the world around me, I
can use what I learn to help to design or improve my
ideas or products.TCH 2-01a
I can investigate how an everyday product has changed
over time to gain an awareness of the link between
scientific and technological developments. TCH 2-01b
Using appropriate software, I can work collaboratively
to design an interesting and entertaining game which
incorporates a form of control technology or interactive
multimedia. TCH 2-09a
www.educationscotland.gov.uk/STEMCentral
Responsibility of all areas which
could be addressed in this learning
journey:
Interdisciplinary learning planning
opportunities
I enjoy creating texts of my choice and I regularly
select subject, purpose, format and resources to
suit the needs of my audience.LIT 2-20a
I have carried out investigations and surveys,
devising and using a variety of methods to gather
information and have worked with others to
collate, organise and communicate the results in
an appropriate way. MNU 2-20b
I am developing confidence when engaging with
others within and beyond my place of learning. I
can communicate in a clear, expressive way and I
am learning to select and organise resources
independently. LIT 2-10a
By experiencing the setting up and running of a
business, I can collaborate in making choices
relating to the different roles and responsibilities
and have evaluated its success.SOC 2-22a
Games → Focus on Technologies
2
Development of Games Learning Journey
Experiences and
outcomes
I can investigate how an everyday
product has changed over time to gain an
awareness of the link between scientific
and technological developments. TCH 201b
Using appropriate software, I can work
collaboratively to design an interesting
and entertaining game which
incorporates a form of control technology
or interactive multimedia. TCH 2-09a
When exploring technologies in the world
around me, I can use what I learn to help
to design or improve my ideas or
products.TCH 2-01a
I have carried out investigations and
surveys, devising and using a variety of
methods to gather information and have
worked with others to collate, organise
and communicate the results in an
appropriate way. MNU 2-20b
By experiencing the setting up and
running of a business, I can collaborate in
making choices relating to the different
roles and responsibilities and have
evaluated its success.SOC 2-22a
Learning intentions
Success criteria
Possible evidence
Explore the history of computer games in
Scotland and how they have changed
over time.
I can use research skills to find out about
a particular game and how it has
developed over time.
Product showing how a particular game
or type of gaming technology has
changed over time and how technological
developments and other factors have
influenced this change e.g. Glow Wiki,
Glow Blog, wall display
Devise a list of Success Criteria for a
game.
I can create a list of Success Criteria for
my/our game.
List of success criteria.
Demonstrate the process of games
design when planning a computer game.
I can understand the design process
when planning a new computer game.
Evidence of the design process: notes,
photographs, sketches, videos, etc.
I can create a computer game for a target
audience using a specific type of
software.
Computer game suitable for their target
audience (which could be shared via
Glow)
I can review and assess a range of
computer games using set criteria.
Recorded feedback, evaluation sheet,
modified game
I can show through evaluation and
feedback the changes I would make to
improve my game.
I can create a questionnaire to find out
opinions about computer games from my
target audience.
Completed survey, questionnaire etc
I can create a name and logo for our
company.
I can create an advert to advertise our
company.
I can script a pitch for selling a computer
game to a games company.
Logo and name for their company
Logo and packaging for their game.
Advert
Pitch for selling their game.
Feedback from the games company/
teacher
Create a computer game using a specific
type of software for a target audience.
Review a range of computer games
using set criteria.
Evaluate and modify a game.
Develop questions which will enable
learners to gather appropriate information
from a target audience.
Invent a computer game company to
market a game.
www.educationscotland.gov.uk/STEMCentral
Games → Focus on Technologies
3
Development of Games Learning Journey
Learning experiences: Engage
Possible tasks:
Introduction
Learners could use the interactive (not yet live) to
explore the history of gaming in Scotland. In groups
learners could explore different periods of time and
create a class timeline of the Games Industry in
Scotland, for example this could be done using a Glow
Wiki, Glow Blog or a visual timeline as a Wall Display.
Learners should consider how technological advances
have influenced how games have developed over time.
In this learning journey, learners will explore the
history of gaming in Scotland, develop their
thinking and questioning about games and create
and market their own game.
The games industry in Scotland is thriving.
Providing jobs for skilled professionals of all
nationalities, games companies are at the forefront
of Scotland's electronic technologies and software
industry. The activities in this lesson will give
learners the opportunity to investigate Scotland’s
gaming history.
Learning intentions
Explore the history of computer games in Scotland
and how they have changed over time.
Investigate the range of jobs available in the
computer gaming industry and the types of skills
these jobs require
Product showing how a particular game or type of
gaming technology has changed over time and
how technological developments and other factors
have influenced this change e.g. Glow Wiki, Glow
Blog, wall display
Job Advert
Taking it further
Through watching the video learners should consider
what skills are required for people who work in the
games industry. They should also consider what types
of jobs may be required in the games industry.
Learners can find out about games companies in this
SDI Games Companies in Scotland Brochure.
The Talent Scotland Website provides lots of materials
to support this:
-
current gaming jobs
-
games companies
-
why people move to Scotland to take up
employment in the gaming industry
-
Design for life Magazine
The UK.IE website and Creative Skillset websites also
provide information about the Games Industry in the
UK.
www.educationscotland.gov.uk/STEMCentral
Possible evidence
Learners as individuals or in pairs/trios could write
a job description for a job within the gaming
industry. Success Criteria should be set with the
class for this class. If each learner or group
created an advertisement for a different job they
could create a recruitment magazine for jobs in the
gaming industry
For background information practitioners could
watch The Livingstone-Hope Skills Review of
Video Games and Visual Effects. The Minister for
Culture, Communications and the Creative
Industries asked Ian Livingstone and Alex Hope,
working with NESTA and Skillset to produce an
independent report into the skills needed for
school leavers and graduates to fully engage with
the UK's world-class video games and visual
effects industries.
Responsibility of all
I enjoy creating texts of my choice and I regularly
select subject, purpose, format and resources to
suit the needs of my audience.LIT 2-20a
Games → Focus on Technologies
4
Development of Games Learning Journey
Learning experiences:
Engage/explore activities
Introduction
Learners will be given the opportunity to evaluate a
range of different types of computer games using
specific criteria. This experience will allow them to
then devise their own questionnaire to gain
information and opinions about computer games
from a sample of the market.
Learning intentions
Devise questions which will enable them to gather
appropriate information from a target audience
Review a range of computer games using set
criteria.
Possible tasks
Have a range of different computer games for
groups to play and explore. Learners could review
the games using reflective questions or
statements, for example:
- What do we notice/think about this game?
- Similar or different to …
- Is it fun? Why? Why not?
- Does the game have a plot?
- What do you notice about the graphics?
- What is the purpose of the game?
- Does the game have a certification?
- Who is the audience of the game?
- Is the game suitable for the audience?
- What do you like about the game?
- Are there any issues with the game?
- What else?
Learners could create and conduct a survey on
which computer games are most popular and
why? Learners may well set their own criteria
regarding what they wish to find out. They should
use a wide audience for their survey sample (or
each group could focus on a different audience) for
example younger children, peers, teenagers,
parents, etc. (This information will be used later
when they design their own computer game).
Groups could use different methods to record their
findings and then feedback on what they have
discovered.
www.educationscotland.gov.uk/STEMCentral
Possible evidence
Recorded feedback from evaluating the games
Completed survey, questionnaire etc
Taking it further
A home learning activity could be to let the
learners choose from a range of activities such as:
- Think about a game you like to play, what
type of game is it, what do you like about it
- Play a game with your family, what makes
a good group game, what did the
members of your family enjoy about the
game
- The best game ever – think about this title
and try to imagine a game that lots of
people would enjoy – describe what the
game would be
- Plan a game that could be used to support
learning in your class.
- Consider what games will be like in 2-5
years time, how will they be different?
Games → Focus on Technologies
5
Development of Games Learning Journey
Learning experiences:
Explore/Explain
Introduction
This lesson focuses on the games design aspect
of computer games. Learners will have to consider
their market research in order to create a set of
success criteria for their game. The recommended
videos and possible tasks will allow learners to
experience the games design process for
themselves.
Learning intentions
Devise a list of Success Criteria for a game.
Demonstrate the process of games design when
planning a computer game.
Possible tasks
Taking it further
Learners can begin the planning process in order
to create their own Computer Game. This may be
completed in pairs/trios or groups.
Practitioners can find out more about Games
Design from:
The practitioner could give learners a Design Brief
for their game. There are a few points for
consideration:
1 – Context for the game. The practitioner may
wish to give learner a context for the game. For
example it may link to a topic they are completing
in class. Practitioners may also want learners to
devise their own individual contexts for the game.
Success Criteria for the game should be agreed by
the learners and practitioner, for example:
Audience, 2D or 3D, setting, etc.
2 – Consider what platform will be used to create
the game, some examples include:
Log into Glow and copy and paste the URL to
access the tutorial links below:
- Kodu – Tutorials available here:
http://glo.li/In59Jp
-
Education Scotland website
-
Marks on the Landscape
-
Games Design Case Study
Log into Glow and then copy and paste the
following URLs:
-
Get Game Gear: Consolarium loan service
http://glo.li/Isqa91
-
Consolarium Games Design
http://glo.li/bexogN
Practitioners could share the games their learners
have created and advice about which software
they used on the STEM Central in Motion Blog.
Scratch – Tutorials available here:
http://glo.li/bexogN
-
-
XNA - Tutorials available here:
Possible evidence
http://glo.li/bexogN
-
Blender - Tutorials available here:
http://glo.li/IsozQq
3 – The process of games design. Practitioners
and learners could use these videos (Glow log in
required) to explore the various stages required
when planning computer games.
www.educationscotland.gov.uk/STEMCentral
List of success criteria.
Evidence of the design process: notes,
photographs, sketches, videos, etc.
Games → Focus on Technologies
6
Development of Games Learning Journey
Learning experiences:
Explore/Explain
Introduction
Creating a computer game will allow learners to
develop their creativity skills. The creation of the
game can be linked to literacy as learners could be
given the opportunity to devise a set of instructions
for their game or an imaginative piece of writing
about their game. A testing period will allow
learners to evaluate and modify their game.
Learning intentions
Devise a list of Success Criteria for their game.
Create a computer game using a specific type of
software for a target audience.
Construct a set of instructions explaining how to
play/win their game.
Evaluate and modify their game.
Possible tasks
Possible evidence
Learners could now begin to create their games
using the information acquired from the previous
lesson.
List of success criteria.
Learners should remember to use the Success
Criteria and the evidence from their surveys.
Tutorials from the previous lesson could be used
to help with teaching the learners how to use the
chosen software.
The learners could take part in a writing activity
where they have to create a set of instructions
explaining how to play their game and how to win.
Theyv could also complete a piece of imaginative
writing about their game (if this appropriate)
focussing on the setting and characters.
When the game is completed they should
undertake a testing period – the games could be
tested by group members, peers, other classes,
etc. The learners could provide a peer assessment
checklist with their game in order to gain some
information about their product.
Learners should be given the opportunity to
change and make improvements to their game
using the information from the testing session.
www.educationscotland.gov.uk/STEMCentral
Evidence of the design process: notes,
photographs, sketches, videos, etc.
Computer game (which could be shared via Glow)
Recorded feedback, evaluation sheet, modified
game
Responsibility of All
I enjoy creating texts of my choice and I regularly
select subject, purpose, format and resources to
suit the needs of my audience.LIT 2-20a
Games → Focus on Technologies
7
Development of Games Learning Journey
Learning experience: Elaborate
Possible challenge
Involving experts/partners
Introduction
Learners could be presented with the challenge of
pitching their idea to a teacher playing the role as
of a gaming company buyer. (Alternatively if
possible, someone from the gaming industry could
visit the school to take on this role).
Learners could be asked to reflect on the learning
journey they have had in relation to gaming. First
they could review the learning wall display about
the project and their own pieces of work and reflect
on things like:
o What did I learn? What learning did I apply?
o Which skills did I use? Where else have I used
skills like these?
o What kinds of thinking did I use?
o What were my successes and the successes of
my group?
o What could have gone better?
o What did I learn from others?
This task allows learners to be creative in a
Dragon’s Den type of activity where they will have
to design and create logos, packaging,
advertisements, etc for their computer game
company. The learners will also look at the
enterprising aspect of running their own business
by considering job roles. Their literacy skills will be
developed through writing and delivering a pitch
for their product.
Groups could be asked to plan what they would
need to know/learn to be able to do this task and
who they might ask to help them. They could also
consider team roles such as: manager,
communications director, programmer, advertising
director and so on.
Learning intention
Tasks they may come up with could include:
Invent a computer game company to market their
game.
Stimulus
These videos (or sections from them) might act as
a stimulus when investigating how to market a
product:
-
Marketing (BBC Class Clips)
-
Marketing Online (BBC Class Clips)
Log into Glow and copy and paste the URLs
below:
-
Marketing (4 Learning Clip Bank) http://glo.li/IGUJSi
-
Market Planning (4 Learning Clip Bank) http://glo.li/ImlBwe
www.educationscotland.gov.uk/STEMCentral
o Use the findings from their market research
(survey) to discuss the marketing of their
product and why they created their games
o Create a name and logo for their company
o Create a name and packaging for their game
o Design advertising for their game which could
include posters, website, television commercial,
etc
o Plan a pitch that will engage the company buyer
Possible evidence
Logo and name for their company
Logo and packaging for their game.
Advert
Pitch for selling their game.
Feedback from the games company/teacher
Interdisciplinary learning
By experiencing the setting up and running of a
business, I can collaborate in making choices
relating to the different roles and responsibilities
and have evaluated its success.SOC 2-22a
Responsibility of All
I am developing confidence when engaging with
others within and beyond my place of learning. I
can communicate in a clear, expressive way and I
am learning to select and organise resources
independently. LIT 2-10a