Game Development Reference
In-Depth Information
Figure 7. Game/task flux control
Figure 8. Player 1, Task Ordering Letters
revealed high interest. Some students played with
the help of the teacher who explained the game
procedure, others played with more autonomy.
Initially the graphical environment, the im-
ages, colors and music caused a high curiosity
in the students. The incentive messages during
the game worked as a motivating element. The
scores were also observed as factors that cause the
player evolution, as well as the competitiveness
between the students. Although, some students
could not read, the scores were also given by an
intuitive way, as using bars with different sizes
for different scores. The task “Eating and Yogurt”
was concluded, in general, with high scores, but
some students demonstrated more difficulties in
the following tasks. The scores of each player had
a positive evolution with the repetition of a task,
which can be the result of individual evolution.
The game was presented individually, being sub-
sequently tested in classroom context, in which a
student had the game control and the others could
assist. In this last phase the students demonstrated
group spirit as well as comparison of the activities
with real situations of their daily life. Some stu-
dents demonstrated high difficulty in controlling
the game with the Wiimote , being easier in this
case the control with the mouse. Figures 8 to 10
present the evolution of three different players,
chosen randomly, to test several times a specific
task of the game (in the ordinates it is presented
the time required to perform the task and in the
abscissas the number of the attempt). It is neces-
sary to refer that these results are preliminary.
(Wiimote, n.d.).Through the wirst moviment it
is possible to control the mouse direction. In this
way it is possible to measure small orientations
in the wrist direction, as well as not considering
involuntary movements done by the players, like
tremors. The implementation of this interface vises
only to analyse its viability, not being assumed a
better relatioship between the player/game with its
use. At last, when a player concludes with success
a task, the information associated with that task
lke the execution time, number of faults, number
of helps, is recorded. So, it is possible to analyse
the player evolution and taking conclusions about
the advantagesregarding the game to the player.
Results
It were executed some preliminary tests with seven
students with soft mental deficiency who promptly
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