Learning Games and Game Development. For more examples and information on our work please contact Scott Hewitt

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Coleen Walsh
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1 For more examples and information on our work please contact Scott Hewitt uk.linkedin.com/in/scotthewitt/ Real Projects - creative e-learning t e info@realprojects.co.uk w

2 Stress Me Less Game Initial ideas produced as wireframes and sketches, this reduces overall project development cost by establishing the visual appearance of the game and the game structure Look and feel is established with these early sketches The different stages of stress have been roughly drawn out and will be used to illustrate the learners performance Initial objects the learner can interact with have already been thought up and enable discussion on how they will impact upon the game and the learning objectives Thought is already being given to how the game will work, illustrated here with the inclusion of a hint box which will also reinforce the learning points

3 Stress Me Less Game Once initial concepts and design is established an illustrator finalises the design Additional interactive objects have been introduced to reinforce the learning outcomes The ability for the end user to customise the game has been introduced, allowing the learner to infuse their personality onto the game

4 Stress Me Less Game Each object is then sketched out by an illustrator for final approval before being drawn for the game How the objects interact with the characters is also considered at this stage Thought is also given to how the learner currently uses these items, and explores possibilities of using these for revision such as a selection of revision podcasts on the phone

5 Stress Me Less Game Iterative character designs are produced and the most appropriate ones are selected to engage with the target audiences age range of The characters reflect the look and feel developed through the initial sketches Final characters reflect a wide variety of learner profiles allowing the learner to associate with one

6 Stress Me Less Game Elements such as the revision guide encourage users to develop good revision habits The game also shows how to use modern technology for revision, such as podcasts for the music player The game is customisable allowing the user to select on e of four characters and different rooms and locations Constant feedback on concentration and pressure levels reinforce the learning points throughout the game Hints are provided throughout the game, these reflect the current game situation and improve playability

7 Stress Me Less Game Final development phase includes testing that game scoring element matches the required outcomes General hints and tips are provided along with access to further information User specific feedback on performance against the key learning objectives

8 SAM Game Based Learning Initial deign ideas produced and compared with learner profile analysis Customisable features explored at an early stage with learner able to create their own character Different styles of illustration considered

9 SAM Game Based Learning Various outfits designed to maximise the variation available to each learner Customisable options will enable learner to engage in the character building process and then develop that character over time to reflect their personality Interface development considered at an early stage to make sure character design process is thorough and appropriate to the project

10 SAM Game Based Learning The most appropriate designs are selected to engage with the primary school audience The characters reflect the look and feel developed through the initial sketches Final character design is a simple character that can be customised as each learner wishes

11 SAM Game Based Learning Game environment is developed alongside character development to ensure look and feel is maintained The various elements that the learners will be able to change are considered along with how the interfaces will look and work Navigation elements considered and standard practices are followed to enable ease of use

12 SAM Game Based Learning Graphic design reflects the target audience Learners character is shown with various navigation options and information The game is customizable allowing the user to select on e of four characters and different rooms and locations In game reward system encourages repeated visits and by participating learner receives credits with which they can purchase items to customise their character

13 SAM Game Based Learning Approved sketches are developed into full designs Colour scheme is introduced and a full graphic style is developed

14 SAM Game Based Learning Leaner score is displayed and is also converted into credits to be used in the in-game economy Learners personal area showing the items they have purchased and the development of their character Hall of Fame area provides a community aspect encouraging interaction and cooperation Scoring elements reflecting performance against various objectives

15 SAM Game Based Learning Immersive navigation environment reflects the learner profile and expectations Secure and safe environment for learners also enables management feedback on learner activity

16 SAM Game Based Learning Secondary school hub design reflects the more sophisticated audience and allows the presentation of more information Navigation uses expandable menus and also incorporates a quick test button allowing user to start revision straight away Users information area, shows revision hours, outstanding homework and messages Learner avatar is displayed here Avatar can be modified using these links Homework is shown here in more depth Unlocked worlds are shown here Users progress is shown here, each subject area getting a different world and showing users progression in each module Users unlocked rewards are displayed here

17 SAM Game Based Learning Users scoring across various subjects is shown here Users test are shown here General news is displayed here, user can scroll across previous news stories Most recent reward is shown at top of page Tables show different schools positions Users information area, shows revision hours, outstanding homework and messages Information is displayed here using two ticker tape

18 NCC Flash Games Engaging interface to deliver a large volume of content Clear navigation elements Check list ensures all content is viewed Clear instructions given explaining how to use the interface

19 NCC Flash Games Interactive flash animation illustrating a large amount of information on the economy of Norfolk Elements of illustration build as information is delivered on each section Once completed interactive elements begin to animate, adding a dynamic feel to the page Clear and simple navigation

20 NCC Flash Games Interactive map delivering geographical specific content Progression shown through icons appearing when content is viewed Clear colour scheme showing geographical location of features Graphics used to reinforce content

21 NCC Flash Games Recycling game promoting good recycling practice Engaging animations throughout the game Feedback given to learner including local recycling points for each object Game design easily rescaled for deployment on the Sony PlayStation Portable (PSP)

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