Game Development Reference
In-Depth Information
1st lesson: Before opening a business, you must
first know what people need or want and then you
can define what you will sell…If all your customers
were like Waz, do you think you should open a toy
shop? Of course not! I can't imagine Waz playing
with Annies's dolls…can you? On the other hand,
if you sold sun lotions…maybe….
interesting to see the scriptwriting using similar
concepts to UCD as a real game issue.
Evaluation and Discussion
The evaluation of this game has been initially
conducted with two classes (children aged 9-11)
at a local school. Overall there were 28 females
and 21 males. In both classes, participants were
randomly divided into two groups of equal di-
mension: a control group, composed of students
who took a lesson on managing a business using
traditional methods - blackboard, topics and the
lecture itself - and the experimental group, com-
posed of students who played “SimCompany”.
Each class was divided into three phases:
If the player doesn't achieve at least 10 points,
the following message appears:
What a pity! You didn't gather enough points to
move to the next level. Try again!
1st lesson: Before opening a business, you must
first know what people need or want and then you
can define what you will sell…If all your customers
were like Waz, do you think you should open a toy
shop? Of course not! I can't imagine Waz playing
with Annies's dolls…can you? On the other hand,
if you sold sun lotions…maybe...
A pretest phase , when students answered
a random set of questions about the subject
being taught (management) without being
taught anything about it.
The learning phase itself. It consisted of a
traditional lesson in the control group and
a “SimCompany” playing session, in the
experimental group.
(Variables in footer: time , money spent , money
earned , account balance , points (all variables
should appear inactivated, except for the variable
“points”).
This game script sample provides interesting
discussion items for any researcher interested in
coupling user-centered design processes with a
game design process. In fact, in our multidisci-
plinary approach, we found many concepts, which
apply to the process as being transversal to the
academic field. For instance, the popular UCD
concept of personas (Chang et al., 2008; Junior
and Figueiras, 2005) is very clear in the game
script presented, which was written mostly by
business management researchers.
Personas are fictitious user representations
created in order to embody behaviors and moti-
vations that a group of real users might express,
representing them during the project development
process. Personas are therefore a very similar con-
cept to target marketing segmentation and it was
The posttest phase , which consisted of
students performing a similar posttest (but
of course with different questions).
So, at the end of the class, students performed
a posttest similar to the pretest, so that we could
quantify their average degree of learning obtained
by each. One way to measure the degree of learn-
ing (how much the students knowledge improved)
obtained through a particular mode of education is
quantified by the <g> score (Mayo, 2007), which
is calculated the following way:
<g> = (posttest% - pretest%) / (100% - pre-
test%),
where posttest% is the percentage of correct an-
swers in the posttest and pretest% is the percentage
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