Using Video Game Design and Storyboarding as Methods to Integrate Writing into Computer Science

Transcription

1 Using Video Game Design and Storyboarding as Methods to Integrate Writing into Computer Science Nicole Cunha DREU 2013 Dr. Christina Gardner-McCune 1 1

2 Big Question Why should we integrate writing and Computer Science? What are the benefits? How should we integrate? 2 2

3 Computer Science is a creative process, and Writing adds more depth to the work computer scientists do 3 Writing enhances CS: Pseudo-code and free writing allowing them to develop and troubleshoot their ideas and the logic behind their programs before implementation CGI example 3

4 CS majors are often said to struggle with Clearly explaining ideas to a general population Clearly communicate their ideas in writing 4 However, CS majors do not use writing to explain their concepts 4 We were interested in strengthening students writing skill through something they are passionate about, using and CLICK

5 Video Game Design 5 5

6 Our Approach We use video games as a familiar context to increase student interest in Computer Science and writing Students are more likely to understand new material through a familiar context. Smaller assignments help reinforce concepts, and get students to think. 6 6 READ SLIDE AND DO NOT EXPLAIN. NO EXTRA INFORMATION NEEDED

7 Research Goals Overarching Goal: To engage students in video game design to introduce them to software and hardware programming Specific Goal: to engage students in the game development process via storyboarding and writing 7 Just read 7

8 Video Game and Game Controller Design Camp Brainstorming Game Design Introducing Storyboarding Pitching Ideas Demo Day! 8 1 week Camp M-F (10 session) 2 sessions per day 2.5 hours each session One week for each camp Middle school High school 8

9 My research focus Storyboarding to bridge writing and Computer Science The pre-implementation phase for a game or film 9 Don t say: Mark Baird is an example of a pro storyboarder who worked on several films and games 9

10 Mini-Activities: Story Elements Identifying Story Elements Wreck it Ralph & Bio Shock Importance of storytelling Connecting Story Elements through Popular Culture Discussed Story Elements Character Plot Narration 10 Don t define, just read After first point: Without a story, there is nothing to facilitate gameplay or structure what a designer puts into the game 10

11 Mini-Activities: Game Elements Identifying Game Elements Challenges Goals/Prizes Abilities/Powers Sound effects and theme music Score Lives 8-bit Parody Video 11 We chose a 2D parody to refocus them from what they are exposed to with 3D games to what they would be working with in the camp 11 Student Response: Laughing, looking at screen, the students seemed to enjoy these

12 Mini-Activities: Game Outline Why did we create this? The Game Maker software does not provide any storyboarding material Created Template Story Setting/Scenery Main Characters Goal Tokens &Checkpoints Score Enemies & Lives Threats 12 We provided paper copies to get them to begin articulating their ideas 12 This way, we were also able to see how the students ideas changed between the conception and implementation processes.

13 Storyboarding Templates 13 We also provided these templates to help sketch out their designs, but most students developed everything in GameMaker; they also sketched out pictures in their notebooks 13

14 Completed Game Design Outline 14 Students provided various levels of detail in their completed outlines; they then used these outlines to pitch the game ideas to the class 14

15 15 On a basic level, writing can be integrated as game information and story background 15 Even though storyboarding is a big part of the video game design, here are three specific areas where the students used text and writing inside their game Top left: text box for plot Top right: choose the level of the game Bottom middle: game information

16 16 Text as signifiers for each chapter, or level of the story 16

17 \ 17 This is an example of the game information page, where they described how to play, the obstacles, who the characters are, etc. 17

18 18 Also, the presentations were a great place to expand upon the video game design. Students were asked what the backstory was, who the characters were and how to play the game all parts that began as concepts in the storyboarding phase. 18

19 One student described the video game design process as You have to write a story, but it s an interactive story On continuing with video game design, another student said the game created this week could be one story arch out of many Findings about Storyboarding Most students provided the most basic layout of their game on the storyboarding sheets, and implemented more detail in their game Used these throughout the game development process to develop game You have to write a story, but it s an interactive story One story arch out of many Overall, the students were engaged by our mini activities and storyboarding process, even when pitching their game ideas. 19 Go more in depth in their notebooks, as they created the game 19 Not so much on the pictures they did this directly on the computer But game outline much more widely used Snippets that show engagement of writing to develop idea and coordinated with something that ended up in their game Used these to give game pitch

20 8 Middle school Coding Experience 6 4 Number of stu 2 0 Python C++ Scratch Not specified Notepad None As seen here, not too many middle school students have been exposed to coding. Out of these, Scratch is the most similar to GameMaker. 20

21 Middle School Level of Interest Art English Computing Here is a summary of what the students indicated as their level of interest in Art, English and Computing. We will use these charts to see if their level of interest in certain subjects would lead to them taking on the role of artist or programmer.

22 High school Coding Experience Number of stu s HTML C++Objective CBasicVisual Basic SQL Java Javascript PHP CircuitryArduino None 22

23 High School Level of Interest Art English Computing Similar to the other slide we will use this data to see what role the students played in the game design process. We did have one group that shared both roles. 23

24 For the future: Continue analyzing the data to find trends between storyboarding activities and the games they developed 24 How does this tie in with my Masters? 24 What do I want as a career? How will this tie in with my Masters degree?

25 Special thanks Dr. Gardner-McCune Mr. Darryl McCune Randale and Jade Watson, Yerika Jimenez The Summer Scholars and Emerging Scholars Programs DREU family 25 Darryl- Teaching me classroom management and helping me figure out various ways to accommodate students 25 Randale, Jade and Yerika for being such wonderful co-instructors Summer/Emerging scholars program for letting us teach them Troy, Kylan, Jesse, Ashley and Lucy, thank you for being such great people

26 Questions, Comments or Concerns? 26 26