With the support of the Lifelong Learning Programme of the European Union

PROJECT NUMBER: 531134-LLP-1-2012-1-BG-KA3-KA3MP

The SGSCC (Serious Games for Social & Creativity Competencies)

Title Game Design Document – Desktop GameDeliverable No. 3.1 Deliverable Title Games Design DocumentWork Package No. 3 Work Package

TitleLEARNING CONTENT CREATION

Status (D: draft; RD: revised draft; F: final) DAuthors Steven BattersbyFile Name document.docx

This project has been funded with support from the European Commission.This publication reflects the views only of the authors,

and the Commission cannot be held responsible for any usewhich may be made of the information contained therein.

1 | P a g e

Version History TableVersion no. Date Author(s) Comments1 15.07.2013 Steven Battersby Initial games development brief and specification.2 24.07.2013 Nicholas Shopland Revision of document grammar and spelling amendments3 20.10.2013 Steven Battersby Collation of initial games design concept document and

storyboards4 21-

23.10.2013Rumen Stamatov,Manfred Pretis,Mariya Goranova,Steven Battersby,Nicholas Shopland

A separate document developed by the partnership that formulates the basis for the GDD – Technical meeting on social competence to be embedded in desktop games.

5 14.12.2013 Steven Battersby, Initial merger of content supplied by partnership as detailed as version 4 of this document.Modified templateBoilerplate content

6 06/01/2014 Steven Battersby Final merger of content supplied by partnership following Vienna meeting 21-23.10.2013 hand over to rest of team for vetting.

7 07/01/2014 Nick Shopland General vetting and organisation shuffle.Lava room description

8 08/01/2014 Steven Battersby Final check for initial release to partnership.9 13/01/2014 Steven Battersby A few misc amendments.10 06.03.2015 Andy Burton Vetting for grammar and spelling.11 07.03.2014 Steven Battersby Inclusion of the traffic light room and the ladder room, plus

misc amendments12 07.03.2014 Andy Burton

Nick ShoplandRead through and minor edits. Applies to GDD Execitive summary version 1.0 (GDD_Executive_Summary_Desktop_Game_SGSCC_1.0.docx)

2 | P a g e

Contents

Version History Table......................................................................................................................................................2

Serious Games for Social and Creativity Competencies (SGSCC).....................................................................................6

Games Development Brief..............................................................................................................................................6

Section A: An Outline of Tasks for Work Package 3 Activities.........................................................................................6Pedagogic Game Design Summary..............................................................................................................................6

Section B: An Outline of Tasks for Work Package 4 Activities.........................................................................................8Technical Game Design Summary...............................................................................................................................8

Section C: Initial Games Design Brief...............................................................................................................................91. Game Title...........................................................................................................................................................92. Game Overview...................................................................................................................................................93. Core Objective:....................................................................................................................................................94. Game Theme:......................................................................................................................................................95. Game Structure...................................................................................................................................................96. Game Features:.................................................................................................................................................107. Characters and Environments...........................................................................................................................108. Game Narrative.................................................................................................................................................129. Reward Mechanism...........................................................................................................................................12

Section D: Initial Game Product Specification...............................................................................................................131. Game(s) Definition............................................................................................................................................132. Gameplay..........................................................................................................................................................143. Learning Content...............................................................................................................................................154. Audio.................................................................................................................................................................155. Accompanying Manual......................................................................................................................................156. Content Customisation......................................................................................................................................167. Supported Platforms.........................................................................................................................................168. Graphics Quality & Style....................................................................................................................................179. Character Animation.........................................................................................................................................1810. Control mechanisms..........................................................................................................................................19

Section E: Game Framework.........................................................................................................................................201. Common Elements............................................................................................................................................202. First Run Language Select..................................................................................................................................203. The Introduction Menu.....................................................................................................................................214. The Options Screen...........................................................................................................................................225. Multiplayer Connection Screens........................................................................................................................256. The Character Selection Screen.........................................................................................................................277. The Countdown Screen.....................................................................................................................................288. The Pause Menu................................................................................................................................................289. Optional Screens...............................................................................................................................................29

Section F: Detailed Design.............................................................................................................................................29Puzzle Rooms as defined by partnership...................................................................................................................29

Hall of whispers.....................................................................................................................................................29

3 | P a g e

The guardians of emotions....................................................................................................................................29

The me-mirror room..............................................................................................................................................29

The bridges room..................................................................................................................................................30

The steps room......................................................................................................................................................30

The maze...............................................................................................................................................................30

The 2 ways room...................................................................................................................................................30

The bridges room 2...............................................................................................................................................31

The stop the fire room...........................................................................................................................................31

The Jumping stones room.....................................................................................................................................31

The equip yourself room.......................................................................................................................................32

The Self-esteem challenge.....................................................................................................................................32

The Room of difficulties.........................................................................................................................................32

The block conveyor room......................................................................................................................................32

My rights room......................................................................................................................................................32

The Musical madness room...................................................................................................................................32

The Traffic Light room...........................................................................................................................................33

The Room of The Ladder.......................................................................................................................................33

Appendix A: Puzzle Room Example Content.................................................................................................................331. Hall of whispers.................................................................................................................................................332. The guardians of emotions................................................................................................................................333. The me-mirror room..........................................................................................................................................344. The bridges room..............................................................................................................................................345. The steps room..................................................................................................................................................356. The maze...........................................................................................................................................................357. The 2 ways room...............................................................................................................................................358. The bridges room 2...........................................................................................................................................369. The stop the fire room.......................................................................................................................................3610. The Jumping stones room.................................................................................................................................3611. The equip yourself room...................................................................................................................................3712. The Self-esteem challenge.................................................................................................................................3713. The Room of difficulties.....................................................................................................................................3714. The block conveyor room..................................................................................................................................3815. My rights room..................................................................................................................................................3816. The Musical madness room...............................................................................................................................3917. The Traffic Light Room.......................................................................................................................................3918. The Room of the Ladder....................................................................................................................................39

Appendix B: Puzzle Room Inspirational Content...........................................................................................................41Room 1 – The Floor of Doom Question Task.............................................................................................................41Room 2 – The Floor of Doom Description Task.........................................................................................................41Room 3 – Guardian Question Task............................................................................................................................42Room 4 – Tile Escape Task.........................................................................................................................................43Room 5 – Maze Navigation Task...............................................................................................................................44

4 | P a g e

Room 6 – The Tile Picture Game...............................................................................................................................45Room 7 – Musical madness.......................................................................................................................................46Room 8 – Block conveyor..........................................................................................................................................47

5 | P a g e

Serious Games for Social and Creativity Competencies (SGSCC)The LLP EU Project “SGSCC” aims to develop educational computer games to improve social competencies of adolescents/young adults with mild learning difficulties in order to increase their employability. Related to this goal we are interested in the assessments by stakeholders and beneficiaries, which will constitute the basis of our further developmental process.

Games Development BriefThe document is broken down into six main sections:

1. Section A: An Outline of Results for Work Package 3 Activities2. Section B: An Outline of Results for Work Package 4 Activities3. Section C: Initial Games Design Brief4. Section D: Initial Game Product Specification5. Section E: Game Framework6. Section F: Detailed Design

Section A: An Outline of Tasks for Work Package 3 ActivitiesThe following details and modified version of primary activities of WP3, deliverable 3.1, described within the project description document. Items that are struck through are not relevant to this document.

Examine Results of work package 2 to identify the final scenarios for modelling Development of learning content through a curricula via cooperative development Identify additional materials and adaptation to materials to deliver curriculum (all Partners) Writing of paper based support materials – first version Educational content including transposing of elements so all units are covered for broad user groups Confirm the methodology by which the content of the learning objects for the scenarios will be scoped by the

user groups via online meeting between all partners. (All) Work with end user groups to develop the learning objects (content specification – aims and learning outcomes

for each of the scenarios for the 2 units) Work with end user groups in each partner country to input to the games design document for each scenario Within Second transnational partner meeting analyse the results from the user groups in each partner country,

to collaboratively produce the final full games design document for each scenario Adoption of digital competences curriculum and games from VIPI Development of a Social competences Unit Development of a Creativeness Unit Production of the course material Agreement of final version before translation and gathering feedback from the local focus groups Uploading specific pilot testing course content and supporting content to the delivery platform

Pedagogic Game Design Summary

The information contained within this section is to be used to ensure a common understanding of the intended product delivery.

Within a transnational meeting the existing ISRG games were reviewed against the needs of the curriculum and learning content. This review identified existing ISRG gaming media to provide the basis for new development and evaluated the capabilities of the media against the needs of the curriculum and learning content.

6 | P a g e

a. Summary of the design following a dedicated transnational expert partner meeting, and including the results from user groups in each partner country

Specification Component CommentsWorking title: Find the treasure of the Incas (Desktop product)Description: An adventure game where two players will work co-operatively to

navigate a 3D environment made up from a collective of rooms each covering an aspect of the developed SGSCC curriculum.

Curriculum covered: Social competenceLearning objectives: Development of communication skills

Development of cooperationDevelopment of competence to solve interpersonal conflictsDevelopment of self-esteemDevelopment of self-controlAssertiveness

Location Ancient temple of an unknown originStyle Multiplayer GameIssues tackled: Social competence

b. Summary of curriculum components to be used as part of game quiz

Learning object title Instructional designDevelopment of communication skills

ability to initiate conversations on various topics ability to listen ability to express emotions in accordance with the context empathy acceptance respect self-disclosure self-presentation

Development of cooperation

Planning and problem solving Understanding someone else’s point of view Following the rules, regulations, guidelines Recognition of achievement and merit of others Gratitude Engaging in pro-social behaviours (promoting, sharing, comforting,

assisting)Development of competence to solve interpersonal conflicts

Understanding the conflict Search for a solution Evaluation of decisions Selection of solution based on mutual satisfaction of both parties (no

loss) and its application Implementation of the decision

Development of self-esteem

Linking success with personal abilities Not overestimating effects of failure Realistic comparisons Acceptance of a negative feedback Avoid self-destructive criticism Awareness of their own strengths

Development of Premeditation of responses and behaviour

7 | P a g e

self-control Make efforts in solving difficult tasks Resistance to temptation Regulation of negative emotions

Assertiveness To defend their own rights and beliefs ( open expression of thoughts and feelings)

Reject unreasonable demands Make direct requests Making decisions without succumbing to external pressure

Section B: An Outline of Tasks for Work Package 4 ActivitiesThe following details an updated version of primary activities of WP4, deliverable 4.1, described within the project description document. Items that are struck through are not relevant to this document.

Analysis of a range of 3D modelling toolkits and Games Engines (e.g., 'Half Life 2', the Cry Engine and 'Unreal Tournament') to assess their appropriateness in implementing the scenarios identified in WP3 (P5):

Developing 3D models for buildings and non-player characters identified in the Games Design Document for each of the scenarios (P5):

Implementation of each of the game playing modes for each scenarios (P5): Creating and embedding audio track equivalents of narratives for maximum accessibility (All partners) Produce Trainers' Manual to describe hardware/software requirements, usage scenarios, and instructional

approach (P4) Work with end user groups in each partner country to input to the games design document for each scenario

(Title, Game Overview, Core Objective, Game-play Theme, Game Structure, Distinctive Features, Game Characters/Environment Features/Objects, Game Narrative, Reward Mechanism, Control Mechanisms) covering each scenario (P5 lead)

Proofreading of the Trainers' Manual

Technical Game Design Summary

This document discusses the requirements for delivering a desktop based, multiplayer, serious game.

Analysis of the range of 3D modelling toolkits and Games Engines available has led the development team to recommend the Unity3D platform for development and delivery. This will require the transfer of the existing ISRG XNA gaming media to the Unity3D platform.

With the platform analysis completed, this document will describes the design information necessary to:

a. Derive detailed design documentation for game scenarios and accompanying games based narratives informed via the conceptualisation of ideas formulated within WP3.

b. Develop a multiplayer game based framework for the presentation of the developed SGSCC curriculum content.

c. Implement the desktop game using the transferred Unity3D platform.

8 | P a g e

Section C: Initial Games Design BriefThe information contained within this section is to be used to ensure a common understanding of the intended product delivery.

The section headings are:

1. Title2. Game Overview3. Core Objective4. Game-play Theme5. Game Structure6. Distinctive Features7. Characters and Environments8. Game Narrative9. Reward Mechanism

1. Game Title

The Treasure of the Incas (Working Title)

2. Game Overview

The name of the game is called “Find the Treasure of the Incas” (or similar). The main objective of this game is to teach the player the strength of working within a team and the application of social interaction skills. The player is therefore placed into a role playing situation in which they have to complete a selection of co-operative tasks with another player.

The players are required to communicate with each other and share information. Information is presented to the player through a number of interactions with non-playable characters and game objects such as signs.

The game is intended to be used within the following learning contexts: self-directed study; self-directed or supported study; individual study, individual assisted study and collaborative group work. The game contributes to lessons and discussions surrounding the learning materials presented within the SGSCC curriculum.

3. Core Objective:

The core objective of the game is to unlock all the rooms or overcome obstacles in order to find the treasure at the centre of the temple. This is only possible by solving the puzzles and / or answering the questions contained within each room. The player will be presented with questions throughout the play session. Incorrect answers are permitted however may have a detrimental effect on progression.

4. Game Theme:

Content will be delivered through a role-playing game. The player assumes the role of an explorer, investigating a myth or legend (given to the player in the game preamble). The player may navigate around a 3-dimensional simulation of the dungeon environment which is separated into a starting room, a central hall surrounded by a number of puzzle rooms and a game completion room. Player tasks, prompts and shared information serve to help the player progress.

9 | P a g e

5. Game Structure

First activity: Delivered through player characters entering the temple and being informed that they need to solve each of the puzzles contained within the temple to gain access to the treasure. They are informed that this will only be possible if they work together as a team. This activity is used to familiarise the player with the games controls and introduce them to their team.

Second activity: Puzzle Rooms are used to present each character with elements of content needed to solve the puzzle. The players can only work out how to progress by sharing information presented within each room. A room is divided into two so that each player has access to only half of the information (the mechanics of these rooms are expanded upon within section F of this document.).

Third activity: In one half of some rooms there will be a NPC that will ask the players to complete either a riddle or a set of questions before they can exit. In this instance the asked question will appear within one half of the room and the answers in the other (the mechanics of these rooms are expanded upon within section F of this document.) The players then share information to progress enforcing that they work together as a team.

Fourth activity: Discover and unlock the treasure. (Reward & feedback.)

6. Game Features:

3D environment: The game will use Unity to present a 3D co-operative adventure set in an ancient temple. The temple will be generic to facilitate familiarity of archetype.

Interactions: Non-playable characters serve as teaching agents and signposting to guide the player through the primary activities in delivery of the learning content.

Transferable content: SGSCC curriculum content is presented in the form of puzzles and through the co-operative interaction required to complete each puzzle.

Game map: 2D image which is visible when collected by pressing a certain key or clicking an icon within the interface.

Text-to-speech: Spoken alternative to conversational text will be available using partner produced pre-recorded dialogue for the primary game characters. However a basic level of literacy is expected reflecting the use of the “Gaming medium”. Text to speech will not be supported.

Language support: Game text will be converted into agreed languages to support players from target user demographic.

7. Characters and Environments

The following characters have been outlined as a base requirement for the implementation of the suggested game concept. These definitions will be expanded upon and partners will be required to produce a full biography for each character within the detailed design phase.

1. Two player characters2. 6 x Non-Playable Characters

The following rooms have been outlined as a base requirement for the implementation of the suggested game concept.

1. Overarching temple structure (2 options)

10 | P a g e

A. 6 doors off a central hall – each leading down a thematic sequence of rooms – treasure room at the end.

B. 6 floors each linked to one SC objective; puzzle rooms are directly off the hall, where the treasure must be unlocked.

2. Main room containing the treasure3. A maximum of 18 sub rooms concepts have been developed including:

A. Hall of whispersB. The guardians of emotionsC. The me-mirror roomD. The bridges roomE. The steps roomF. The mazeG. The 2 ways roomH. The bridges room 2I. The stop the fire roomJ. The Jumping stones roomK. The equip yourself roomL. The Self-esteem challengeM. The Room of difficultiesN. The block conveyor roomO. My rights roomP. The Musical madness room

The game will consist of as many of the above as possible within the project constraints. In some instances the gameplay of rooms may have to be duplicated and activity retrofitted to fit different content. By design 6 rooms will consist of a social competence question based activity and 12 will be interactive gameplay.

11 | P a g e

The environments and characters will be developed in a photorealistic graphical style as demonstrated in the following image.

8. Game Narrative

The player is told that they need to answer questions and solve puzzles to gain access to the treasure. They are informed that this will only be possible if they work together with another party. This can potentially be an automated non-player character (ANPC) however developmental focus will primarily be on the implementation of another human player (multiplayer). In order to progress through the game the two players have to work as a team to solve puzzles and answer questions constructed around the content and themes of the SGSCC project.

Each puzzle or question based task is situated within a room. The player can only exit the room upon completion of the task. If a room proves too difficult, the players can backtrack and try a different route if one is available. This option will only be available in selected situations.

Each room will be randomly selected from a defined set to reflect the topic of the curriculum which they have chosen to play. This will enable a player to select an area (e.g. self-confidence) which they deem as being a personal weakness and which they need to address. Both players cannot address the same topic. This means that on each run through of the game 2 key areas of the curriculum will be addressed in terms of content.

Once the players have completed a defined number of rooms they will have collected the treasure and the game is over.

9. Reward Mechanism

Before the player can progress to the next room, they must complete a puzzle defined to reflect one of the six divisions of the SGSCC curriculum. The completion of the puzzle gives the player a sense of achievement when they finally ‘unlock’ a new room bringing them one step closer to their goal of escape. Furthermore the interaction undertaken with another party acts to build team confidence and social interaction skills.

12 | P a g e

Section D: Initial Game Product SpecificationThe information contained within this section is to be used to ensure a common understanding of the intended product delivery. The data contained within this section can also be utilised for the development of a technical glossary as means of ensuring a common understanding of delivery.

The section headings are:

1. Game(s) Definition2. Gameplay3. Learning Content4. Audio5. Accompanying Manual6. Content Customisation7. Supported Platforms8. Graphics Quality & Style9. Character Animation10. Control Mechanisms

1. Game(s) Definition

The game will be a singular desktop game created with the Unity3D game development tools i. Unity3D consists of a powerful rendering engine which is fully integrated with a complete set of intuitive tools and rapid workflows for the creation of interactive multiplatform 3D content.

The game will act as a container (shell) for learning content derived to complement topics selected from the SGSCC curriculum (WP3).

The game shall be made up of a framework of screens that surround the gameplay element (itself a fully interactive screen). Screens will enable a user to access static content such as gameplay instructions and pre-defined (interactive) options that allow for the customisation of playback such as shown in Table 1.

Table 1: Customisation of Playback

Customisation OptionCaptioned text Dialogue text on or offAudio playback Dialogue audio on/off

Music audio on/offEffect audio on/off

Input schema Customisation of Keyboard inputCustomisation of Joy-pad input

Graphical capability Graphics qualityScreen resolution

The suggested “screen” implementation for the games can be defined as detailed within Table 2 and is expanded upon within Section E of this document.

Table 2: Suggested Screen Framework

Screen Name Screen DescriptionSplash Welcome and brandingGame Gameplay

13 | P a g e

Game Over Completion and feedbackHigh Scores Presentation of score related performanceInstructions How to play the gameOptions Customisation of playback

The gameplay will be formulated around three primary modes of play which will be blended to vary the delivery of the selected elements of complementary curriculum content:

a. Campaign Mode & Multi Player Mode

Campaign Mode – In this mode a single player can play the game on their own. This mode is a cut down version of the multiplayer mode.

Multi Player Mode – In this mode a player can play with another player via the use of the Unity3D networking API.

In both modes, players explore spaces, meet non-player characters and make choices at certain node points within the game. This definition is representative of the “Action Game” genre of gameplay style and, depending upon the genre(s) of gameplay selected by the partnership, may be expanded to include additional activity.

The overarching framework of a scenario will be pre-authored and is non-modifiable.

b. Mechanim Mode – Cut Scenes

Cut scenes will be used to represent short non-interactive elements that portray context e.g. the result of a certain choice made within the game or an outline of a task or interaction such as a conversation.

These elements will be pre-authored and are non-modifiable.

c. Interactive Quizzes – Multiple choice

The embedded learning content for the game is to be presented and tested primarily in a “multiple choice” format however content may also be presented as interactive dialogue where applicable (See Section 3, Learning Content).

Each game shall be digitally distributed as an installer package (e.g. downloaded). The requirements gathered so far have indicated that the developed installer should be self-contained and facilitate the install of all prerequisites required to run the game.

With the exception of automatic update, the developers will not be responsible for the digital distribution of the games. Suggestion has been made that this requirement be handled via the project website. This is to be confirmed within the Vienna transnational.

Where online capability is available each game will be able to auto update. In scenarios where this is unavailable a replacement version of the game can be downloaded and the installer package will handle the update activity.

Each game should afford capability for playback of content in each of the partner languages. Selection of language will be made available via the game shell (options).

2. Gameplay

Each game will present a maximum of 10 minutes of gameplay per session. In this context the term gameplay session represents the total period of user interaction for an experienced player following a known best path of activity.

14 | P a g e

A session period begins following the initial loading of the software and the presentation of a splash screen and concludes with the completion of activities that define the game scenario. In each instance, at this stage a high-score screen will be presented.

It has been determined by the partners that “gameplay activity” should be the primary driver for the development of each of the individual desktop games. To this end, a gaming paradigm should be employed that reflects fun and motivational interaction.

In order to complete a session a player will be required to:

1. Start a multiplayer session with a peer or trainer2. Navigate around the environment and select a learning objective3. Collaboratively solve each of the tasks associated with that learning objective4. Unlock the treasure and review scores / progress

3. Learning Content

The embedded learning content for the game is to be presented and tested primarily in a “multiple choice” format however content may also be presented as interactive dialogue where applicable. Furthermore interactive activity will be utilised to provide co-operative interaction between players addressing issues of social competence.

Additional methods for content presentation may be used (e.g. visual) however this is dependent upon the theme of gameplay and alternative methods are presented within Section C.

Embedded learning content will be accessible for modification (editable). Structural learning content (that which is utilised to structure and/or define a gameplay scenario) will be non-modifiable.

Embedded content must fit within the maximum individual gameplay session length of 10 minutes (see Section D).

4. Audio

Where applicable a spoken soundtrack should be provided for text content. This however does not mean that all text will be spoken. In some instances audio cues may be used to indicate functionality as this may be more suitable.

Where applicable, the use of audio may be determined as the primary mode for “spoken” content presentation. In these instances a secondary textual output will be provided to ensure the accessibility of the content and capability for use in scenarios where audio is unavailable (e.g. if the software is to be used in an environment such as a library or on a personal computer without speakers).

System based Text to Speech will not be utilised to provide spoken soundtrack. (This is a technical necessity of multiplatform delivery)

Each partner shall be responsible for the production and population of audio content for their respective mother tongue.

Audio will need to be produced as uncompressed .wav or .aiff files.

5. Accompanying Manual

An accompanying manual is to be produced that describes the hardware/software requirements, usage scenarios, and instructional approach of each of the games.

15 | P a g e

The software developers will be responsible for the population of hardware/software related elements. All other elements are to be written by those partners responsible for content and curriculum creation. P4 is the lead partner responsible for the collation of all of these resources into the final manual.

The training manual (D4.2) will only be provided in digital format and will accompany and or is part of the final distribution of the game software.

6. Content Customisation

The embedded learning content will be modifiable via an accompanying editor application. It is envisaged that this will enable content authors to update texts and their accompanying audio tracks to reflect changes in learning content i.e. legislation etc.

A minimum requirement of a desktop editor will be developed for the Windows platform. Further editors across each of the platforms may be developed dependent upon project scope/resource and their complexity.

It is envisaged that a web based authoring system be developed that will integrate into the deployment of content updates via automatic update. In order to verify this approach, feasibility must first be investigated.

Content will consist of an audio file (.aiff or .wav) and a text accompaniment. There may also be provision for image based questions however the feasibility of this is currently under investigation.

Content will have to be limited in terms of screen real-estate. In this respect, guidance for both maximum length of audio and text will be provided as part of the games design document.

The developed editor will also function as a translation tool. Both Structural and Embedded learning content will be accessible for translation.

For each game the initial content will be developed by the partnership in English. Following sign off of the final version of the content, it will be each partner’s responsibility to populate/translate the content into their own language utilising the provided tools.

7. Supported Platforms

The Unity environment facilitates distribution of the materials across multiple platforms. The potential platforms for development offered by Unity include:

Windows (7/8) Androidii Linux OSXi

Webiii

In each of these instances development will be tailored specifically for desktop delivery (see Graphics Quality & Style). In this respect “mobile platforms” such as Android and the Web will “not” directly be developed for. Furthermore due to licencing constraints OSX will also not be currently developed for.

Investigation is needed to ensure that the games to be developed are suitable for Web Browser based distribution.

If browser distribution is targeted then this will impact on the maximum graphics quality for each of the games.

If browser distribution is targeted then a maximum size limit will be needed. Work will have to be done to ensure the streaming capability of the software

16 | P a g e

8. Graphics Quality & Style

Game resolution and Graphical quality of playback will be handled via the Unity3D game development environment. The following resolutions will be designed for in respect to optimal presentation of screen layout:

800x480 16x9 Scalable

Additional screen resolution(s) will be available via the unity configuration panel as shown in the image below. In these instances percentage measurement will be utilised for the positioning of screen elements. The use of these two resolutions will ensure that a large a range of devices is catered for.

Six graphical levels of quality will be made available to the user. These levels are handled by the Unity player:

Fastest Fast Simple Good Beautiful Fantastic

The Graphical style has been defined and agreed for the game as a “photorealistic look”. Rationale for this “look” was determined via User Participatory feedback.

17 | P a g e

This initial settings screen also affords provision for additional application specific information (mini splash) to be included above the tab box. If desired this facility can be utilised to either compliment and or replace the “Splash Screen” defined within Section E of this document.

9. Character Animation

In game characters will be animated utilising the Unity Mecanim tool. Unity’s uniquely powerful and flexible animation system, Mecanim, brings human and non-human characters to life with incredibly natural and fluid motioniv.

The in game character animation will not include facial animation at this time. Conversational animation shall be developed to utilise a blend of gesture and camera transition to provide

indication of speech.

18 | P a g e

10.Control mechanisms

The player will primarily use a keyboard and mouse combination to control the player. The mouse may be used to select a menu option or the correct answer to a question. Facility will be provided for the game to also support both a 2 stick games controller and customisation of the assigned input.

Default Assigned Input Game actionW Up arrow Left stick Up Move player forwardsS Down arrow Left stick Down Move player backwardsA Left arrow Left stick left Move player left (strafe)D Right arrow Left stick right Move player right (strafe)Mouse X Right stick X Rotate camera clockwise & anticlockwiseMouse Y Right stick Y Rotate camera up and downEscape Button start Pause and go back

Button A Jump playerSpace Left mouse click Button X Perform highlighted action/interaction

The following image shows the built in control selection provided by the Unity3D game development environment:

This initial settings screen also affords provision for additional application specific information (mini splash) to be included above the tab box. If desired this facility can be utilised to either compliment and or replace the “Splash Screen” defined within Section E of this document.

19 | P a g e

Section E: Game FrameworkThe game to be developed will utilise an adaptation and transfer of the PAUSE and RISE game engines developed by the ISRG. This process dictates that any game implementation must fall within the constraints of the transferred engine and its construct.

Included within the engine is a flexible game-shell and GUI (Graphical User Interface). Whist the GUI and shell can both be customised to reflect a specific game implementation, the overarching structure (Game Framework) is non modifiable.

The section headings which define the overarching game framework are:

1. Common Elements2. First Run Language Select3. The Introduction Menu4. The Options Screen

a. Information Sub Settingsb. Customisable Sub Settingsc. Multiplayer Sub Settings

5. Multiplayer Connectiona. Server Setupb. Client Connection

6. Character Customisation7. Countdown8. The Pause Menu9. Optional Screens

This section outlines both the constraints of the game shell and the GUI and also highlights areas of potential customisation.

1. Common Elements

Upon loading the game and following the control and graphic playback selection (see section D, items 8 and 10) the player is presented with a splash screen detailing project specific details such as partner names and logo and project reference number.

All GUI texts are available for multilingual presentation. Buttons may also have an audio trigger indication, however will not have capability for spoken playback of text based content.

With the exception of the Introduction screen, all screens utilise the input defined for the Pause Button to afford the user with capability to return to the previous screen; in this instance triggering of the button will exit the game.

2. First Run Language Select

The first time that the game is run on a user’s system they will be presented with a language selection screen similar to the one shown below however respective of the required partner languages. By default this screen will only appear once, however can be made to appear each time the game is run.

20 | P a g e

Once the initial selection of language has been performed by the player or system administrator, the game screen will then change to that of the Introduction menu. This menu screen is the default screen that will appear each time the game is started.

3. The Introduction Menu

The Introduction menu consists of 3 (Single Player Game) or 4 (Multiplayer Game) buttons that allows the user to either start or configure the game. Additionally an exit game button is also provided which allows the user to quit the game and close the application.

If the game is presented within a web browser then the exit game button will be disabled as this functionality is handled via the browser due to Unity sandbox security restrictions.

The following images demonstrate the presentation of the introduction menu.

21 | P a g e

The engine affords provision to customise the presentation of the buttons via application of either a custom style or via the use of custom graphics. All buttons are triggerable via mouse click or touchscreen press. Currently all screens are not navigable with a control pad, however this may be implemented if deemed a requirement of the project.

4. The Options Screen

If the user clicks on the Options button they will be taken to the Options screen. This screen allows for the controlled customisation of the games playback. The Options screen is divided into 3 main sections:

The Settings Menu The Selected Settings Sub Menu The respective content for each of menu item(s).

By default the Options screen allows a player to access the customisation of basic game settings such as audio and multiplayer setup if applicable. Language and difficulty selection are always made available.

Information Settings: The options the screen also makes available Instructional and or contextual information. When first entering the options screen the user will be presented

The following image demonstrates the information settings option grouping. By default, from here a player can access information about the game and or instructions, the games built in automatic update functionality (online connection needed) and a master reset (restore the game to its original installation settings).

The provided information content is presented in a scrollable field and can contain text, clickable hyperlinks and images.

22 | P a g e

Options Settings: By default the options setting grouping contains three sub sections:

Audio Level Selection Miscellaneous

The following image demonstrates the option settings grouping. By default, from here a player can access the games audio customisation, level selection (if applicable) and any game bespoke miscellaneous options defined during the detailed design period.

Audio: The Audio tab enables a player to manipulate the games volume across a combination of the following divisions:

Sound Effects Background Music Spoken text (where applicable) Environmental Ambience

Manipulation of audio is performed utilising a horizontal slider valued between the minimum and maximum values of 0 to 10.

Level: Where applicable (Multilevel and progression games) the Level tab will enable a user either select a level to play or manipulate their point of entry into the game. Generally this functionality reflects the capability for a player to retry a particular level once it has been unlocked.

Level selection is performed via clickable on screen elements. A main button is utilised for the primary level selection, whilst clickable graphics are utilised for the selection of checkpoints (game specific functionality).

23 | P a g e

Misc: The Miscellaneous tab is a placeholder for game bespoke optional functionality. This tab allows for custom options to be implemented within the defined framework.

Multiplayer Settings: The Multiplayer settings tab enables the player to customise the network configuration for the game. Multiplayer settings are divided into two categories:

1. Host (Server) connection options2. Client connection options

The Host server connection options enable the player to define if their game is publicly available. If they select that this should not be the case, a client must then perform a manual connection to the server. In order for this to be achieved, the servers IP address must be known.

The player can also use this screen to input a name for their server. This is then used to help others (clients) identify the server. Finally the player can also modify the port on which the network connection is run. This provision is afforded in case the system is already utilising the default port: 26500.

If the player selects to connect to an existing server by clicking on the client sub screen selection button, they will be presented with the client connection sub options window. This window enables the player to select either an automatic or manual connection type. If the player selects to connect to an existing server then they will be presented with the client connection options window.

This window enables the player to select either an automatic or manual connection type. The Manual connection type is that which must be used in order to connect to a non-broadcasting server. To achieve connection the player must manually input both the servers IP Address and Port Number.

24 | P a g e

Automatic connection will poll the multicast address and populate a scrollable list with all available servers. In order to connect in this scenario all a player has to do is click on the button with the server name they wish to join.

Unlike the Server connection button, upon clicking the client “Connect” button the player will be taken out of player settings and to the Character Selection Window.

5. Multiplayer Connection Screens

If the player decides to enter straight into the game by clicking on the multiplayer button available via the “Introduction Menu” they will be presented with the “Server Connection Menu”. From here the player can opt to either setup a new server and thus host a new game, or connect to an existing game as a client.

25 | P a g e

It is important to note that if a player has already set up a server via the Options -> Multiplayer -> Host panel then they will automatically be taken to the character selection screen.

Start Server Connection Screen: If they decide to start a new server then the player will be presented with another screen, this time detailing the server’s setup. On this screen a player can enter the name for a new server via an editable text field. Provision is also afforded for the player to be able to change the “Port” on which the multiplayer game is run; however this should not really need changing. Finally the player can enter their name.

Once all fields are populated the start server button becomes enabled allowing a player to initialise a new server and enter the game. The server role dictates all customisable in game settings (e.g. Radar On, Skill Level etc.) and these are sent to any connecting client.

By default the server will broadcast its availability via the Multicast group address: 224.0.0.224

If required, the broadcast can be turned off via Options –> Settings –> Multiplayer -> Host. It is commonplace for project partners to request capability to manipulate the multicast broadcast settings. If this is determined as a requirement of the project then this option will be made available via a password protected administration panel, itself available via Options -> Settings -> Misc.

Client Connection Selection: If the player selects to connect to an existing server then they will be presented with the client connection options window. This window enables the player to select either an automatic or manual connection type. The Manual connection type is that which must be used in order to connect to a non-broadcasting server. To achieve connection the player must manually input both the servers IP Address and Port Number.

Automatic connection will poll the multicast address and populate a scrollable list with all available servers. In order to connect in this scenario all a player has to do is click on the button with the server name they wish to join.

26 | P a g e

Both Automatic and Manual connection require that a player name also be entered before connection becomes available.

Upon selecting connect, the game window will present a connecting screen showing the status of the connection attempt. If the connection is unsuccessful then the player will be returned to the previous window. If successful the player will be presented with the “Character Selection Screen”.

6. The Character Selection Screen

The “Character Selection Screen” enables a player to cycle between available pre-set characters. This is achieved via either optional on screen buttons (shown as arrows in the following image) or by manipulation of the defined horizontal axis input. Provision is also afforded to let the player change their name one last time before the game begins.

27 | P a g e

7. The Countdown Screen

The engine affords provision for a countdown to be performed before the game starts. If this option is selected then the player will be presented with a screen that locks interaction until the timer has reached zero. On each time step, an on screen graphic is utilised to represent the remaining time left before Game Play commences.

If the game is a multiplayer game and has the option “Synchronised Start” set to true, this screen will always appear.

In addition to the “Countdown Screen” the framework also has a “Waiting for Players” screen. If the game is a multiplayer game and is set to have a synchronised start, this screen is called up before the “Countdown Screen.

Use of this screen ensures that the correct amounts of players are connected and ready before the game begins. The ready flag is sent to the server when the player clicks the ready button available via the “Character Selection Screen”. The screen also indicates both the number of connections and the number of connections in a ready state.

8. The Pause Menu

The pause menu can be activated during gameplay at any time via triggering the defined Pause Input button. The pause state freezes the game and returns control of the cursor to the player. By default the pause screen contains 2 buttons: continue and quit.

The continue button returns the player to the game whilst the quit button exits the game and returns the player to the Introduction Menu Screen.

The engine affords provision for an additional button to be added to the pause menu that can call up an additional screen (also template). This is commonly utilised to make selected options available to the player during gameplay (audio etc.)

28 | P a g e

9. Optional Screens

In addition to the optional Pause Menu screen, the Framework also affords provision for the following two screens:

Game Over Screen High Scores Screen

These screens are not enabled by default however have been built into the framework can be made available depending upon the requirements of the game design.

Section F: Detailed DesignThis section will be completed following sign off of the Games Design Document in its Concept form. This is reflective of the overarching GDD being a working document. Section F content will include character descriptors and final environmental design.

Puzzle Rooms as defined by partnership

The following section outlines a few example puzzle rooms. We suggest that in total 18 rooms are defined, 6 of which are question rooms and 12 are puzzle rooms. Each question room will afford capability for the presentation of random content so that duplication of play is avoided.

Hall of whispers

Target competence: Basic communications skills (eye contact, ask questions...)

The players find themselves in a “hall of whispers”. Faces on columns talk to the players in a manner difficult to understand. It is the task of the players to “Understand” the instruction the columns give.

On a board relevant questions appear which the players should answer in alternating manner (first question Player A, second question player B etc..).

The guardians of emotions

Target competence: Decoding facial (emotional) expressions

The 2 players are faced with NPC (4 Guardians), who block the way. If the players ask the right question then they are allowed to progress. Both players are required to ask the correct question.

The Guardians represent 4 basic emotional states (sadness, anger, happiness, surprise) by means of facial expressions (presented in 2D). The Guardians block the way. If the Learner asks the right questions (do you feel happy, sad, angry, surprised), the doors will open: 1st Guardian “Do you feel sad?” 2nd “Do you feel happy”, 3rd “Do you feel angry?”, 4th “Do you feel surprised/are you surprised?”

Failure: If the wrong question is asked by 1 or more players, the way will be blocked.

The me-mirror room

This room has a set of tiles on the wall in a 3x3 layout. Player A moves to a sentence, which start with “I feel” Player B has to select the right answer in the form of a “because” sentence.

If answers are correct, they move on.

29 | P a g e

The bridges room

Target competence: Identify relevant aspects of cooperation

Player A chooses one half-sentence, which Player B has to complete. Each half-sentence creates a half-bridge. If the 2nd part of the sentence is correct a bridge is constructed and the players can move on within the room. Incorrect answers may lead to “fall into a canyon” and restart.

The steps room

Target competence: Identify the hierarchical order of team- cooperation processes

Player A and player B have to find a consensus about the hierarchical order of team-cooperation processes. Only if both players choose the “right” answer will a next “step” will be added. If the players answer all questions in a correct form, they will reach the next level based on the complete stairway.

Comment: After each correct answer, the system provides a positive feedback (like “clapping” hands and say “thank you”)

The maze

Target skill: development of cooperation, problem solving

Multiplayer mode: computer assigns roles, if players do not succeed during the 1st trial, they change roles.

In this task one of the players is presented with a top down view of a maze and the other is presented with a First Person View (inside) of the maze the player with the top down view has to then navigate the other player through the maze. Once the player inside the maze reaches the exit then both doors will open.

Possible moves to choose:

move right move left go back move forward stop

Feedback possibility (after 3 moves): Player who is navigated can give feedback (send smiles).

The 2 ways room

Target competence: Solve a conflict in a cooperative way

The players find themselves in front of 2 doors: Player A in front of a left “blue door” and player B in front of a right “red” door. They are instructed by an avatar to find their way TOGETHER to the exit. Both players wish to go through “their” door. So a conflict arises.

Within the game they will find broken “MAPS” which might guide their way through, however these 2 fragments of MAPS are part of one WHOLE MAP. The fragments represent 2 hierarchically depending pieces: Map 1 (red) represents the beginning of the way, map 2 (blue) the second half of the way. However the players do not know this aspect and think, that their variant of the map is the “only” correct one.

30 | P a g e

The bridges room 2

Target competence: Identify the logical structure of a conflict solving model

This activity looks very much like a previous exercise within the area of cooperation. Again both players have to indicate the right order of a conflict solving model: If the learner – in a cooperative way define the correct order of conflict solving, a bridge will be built between the Player(s) and the next door.

Alternate answering strategy: Player A starts – then player B – player A...

Stop, watch and reflect Express your own point of view Define a common goal Find together a solution Evaluate or test the solution Show gratitude to your partner

Be aware, that this activity logically depends on the previous exercise.

The stop the fire room

Target competence: Avoid de-escalation of a conflict

This activity focuses on strategies which are able to de-escalate conflict situations. Both players are in a room which is blocked by a high fire. It is their goal to cross this room. Whenever they choose a “de-escalating” sentence, parts of the fire will be extinguished. If they choose escalating sentences, the fire will grow.

At the beginning an avatar will give the instruction, that both players are in a room and that they are quarrelling.

On a board a question will arise: “what can you do?” In an alternate way both players can choose answers

Shout at him her Slam the door Make off your friend Play with your telephone Count up to 10 Take a deep breath Wait till your friend stops talking Suggest a break (Re-verbalise emotion)

The Jumping stones room

Target competence: To identify and use self-esteem supportive utterances

Players find themselves on the edge of a canyon. They are told by an avatar, that this canyon is about “what I am proud of” and that the players find some correct and incorrect answers on the stones. They are told to cross the canyon by using floating stones. On this milestones utterances could be found, which are

Supportive towards the development of self-esteem or Not supportive (=incorrect)

31 | P a g e

If the players go mouse-over the milestones they see or hear the utterance. Both players have to decide (yes/no), if they use this stone or not. If both players choose a correct stone, they can move on, if not, they fall into the canyon and have to repeat the level.

The equip yourself room

The players find themselves in a cold (icy) room and are asked to “protect” and equip themselves. At the beginning both characters are nearly naked (e.g. only with “under wear”). And the goal is, that the player has to dress up, as the room is an “icy” frozen room. The players will be confronted with self-esteem-supportive sentences, which will provide them with “clothes” and with sentences, which reduce their self-esteem, so their clothes might be taken away.

The Self-esteem challenge

Target competence: To identify strategies that can help improve self-esteem.

There are 8 possible phrases 4 relating to self-esteem and 4 unrelated. The players must collaborate to identify the correct answers, they must activate the correct answer once identified. The room has a central dais surrounded by a ring of lava, the dais has the room prize on it. The prize is reached via a bridge which extends only once all four correct answers are activated.

The Room of difficulties

Target competence: To learn strategies of self-control, delay of gratification.

The 2 players find themselves in a room, where they are confronted with a series of difficulties. To overcome these difficulties they both have to find/click the correct answers. Both players are together in front of a closed door. Furthermore they are informed by an avatar, that if they players succeed to go through this room they will be rewarded with 5 precious stones (or analogous re-enforcement) or they jump immediately to a higher level...

The block conveyor room

Players must share objects (10 blocks with correct utterances) from each side of the room in order trigger the activation of the door. Objects can be shared via two conveyors which each go in the direction of the other room. Once each player has the blocks they need they can be placed on their respective floor tiles (indicated by colour) and the doors will open. Blocks with incorrect utterances will not lead to success.

My rights room

Target competence: Identification of assertive reactions.

The 2 players find themselves in a room, where they are confronted with “frightening” messages. After completion of each question, they might receive protective tools (e.g. protectors for the knees, a helmet....)

(This is a generic question room)

The Musical madness room

Target competence: Identification of assertive reactions

32 | P a g e

Musical Madness: Musical notes are associated with assertive-answers and tones. The final melody is a part of the Hymn of Europe (“Ode to Joy”, Beethoven). Players have to choose between 2 utterances: one represents an assertive one, the other a non-assertive.

The Traffic Light room

Target competence: Self control

Using the traffic light metaphor, players have to move across the room when the light is on green. If a player moves when the light is on red a penalty is invoked.

The Room of the Ladder

Target competence: Assertiveness - Identification of assertive reactions

Avatars have to climb from the bottom of a cellar towards an upper level. With each correct answer 1 step of a ladder is added. Format: Multiple choice quiz

Appendix A: Puzzle Room Example Content

This appendix contains the initial content developed for the game descriptions by the partnership.

1. Hall of whispers

Target skills from the curriculum

setting Question (Player 1) Answering categories (Player 2)

1) listen Statues are Whispering, Player cannot understand the information. After correct answer, the “columns” will give next instruction (e.g. take a key ...)

What could we do now?

a) Tap your earsb) shoutc) listen

2) Start conversation 2) The columns” is staring at the characters--------------------Correct answerThe “statue” presents his/herself and tells you what to do next

What could we do now

a) close your eyesb) start a conversation c) Run away

3) Keep eye contact A column approaches you and sticks his/her finger in his/her nose and looks around while starting to talk to you---------------If the answer is correct, the avatar will give the user a positive feedback (how attentive he/she is) and show the way

What would we suggest to the column?

a) Keep eye contact b) Use a handkerchiefc) Put the 2nd finger into

the nose

4) Ask questions The “column” is giving a lot of information how the both players can find their way through. The facial expression of the character will change (distressed because of too much information)If the answer is correct, the

What could we do now?

a) Consult the internetb) Ask questions c) Call a friend

33 | P a g e

avatar will, yes you are right...

2. The guardians of emotions

Target skill Setting Player A Player BCommunication, I-message

3x3 Tiles with “half sentences” (mouse of the sentence)

Player A moves to a sentence, which start with “I feel”Player B chooses the right ..”because” sentence.

If answers are correct, they move on

Sentences without I are wrong

I feel happy,

I feel sad, because

I feel angry,

I am worried,

The weather is bad,The bus is late,

The work is hard,

Nobody can work in this office,

Work cannot be finished

because I got a job promotion

my co-worker is dismissed

because my boss shouted at me

because I do not know if I can manage my work

because it is raining

because there is a traffic jam

because it is noisy.

because the air condition stopped

because internet is down

3. The me-mirror room

Target skills from the curriculumCooperation

setting Question Player 1)

Answering categories (Player 2)

a) Identify relevant subgroups related to cooperation

.After each correct answer, 2 bridges or 2 steps will come together and enable further movement of both players through the room

We agree .....

We plan .....

We share ......

We do things ……

We assess ....

We define .....

We thank .....

who is a member of the team

together

information

in a coordinated way

if we were successful

the problem

each other for working together

4. The bridges room

Target skills from the curriculumCooperation

setting Question Player 1)

Answering categories (Player 2)

a) Identify relevant subgroups related to cooperation

.After each correct answer, 2 bridges or 2 steps will come together and enable further movement of

We agree .....

We plan ......

We share .......

who is a member of the team

together

information

34 | P a g e

both players through the room We do things …….

We assess ....

We define .....

We thank .....

in a coordinated way

if we were successful

the problem

each other for working together

5. The steps room

Target skills from the curriculumCooperation

setting Answering categories for both players in the correct logical order. Only if both players choose the correct order, they can succeed.

Recognise chronological order of cooperation

If he/she fails, they will “fall down”

We agree who is member of the teamWe share informationWe define the problemWe plan togetherWe do things in a coordinated wayWe assess if we were successfulWe thank each other

6. The maze

Possible moves to choose:o move righto move lefto go backo move forwardo stop

7. The 2 ways room

Target skills from the curriculumConflict management

setting Answering categories:

Answering categories (Player 2)

Stop, watch and reflect 1 Player wants to go right2nd player wants to go left

Arising question:

What to do now? (on a board)

a) Stop and count from one to 10

b) Shout at your co-player

c) Keep on moving into your direction

d) Go into the direction of your co-player

Only if both player click the correct answer (a) the game will go on and they will be provided with MAPS

Express you own point of view Players are asked to give reasons, why they think, that their way is the correct one

If both players click on the correct reason, an

1) I want to go this way, because I want2) I want to go this way, because I have a map3) I want this way

If answers 2 is given by both players, they can proceed

35 | P a g e

avatar will appear because it is nicer4) I want this way, because I am right

Defining a common goal Avatar reminds them on the common goal.Question on the board arises:We can you do now?

1) We assure, that we want to reach the goal together, because then e can reach the next level

2) We shout at each other

3) We cry

If answer 1 is clicked by both players they can go on

To find together a solution Supportive avatar appears and tries to give a prompt:We can you do now?

1) Let me see your map

2 I don`t care, I want to go my way

3)I don`t want any more to go with you

If answer 1 is given by both players, both parts of the map are show as ONE WHOLE to both players.

Evalution of the solution Maps are together and indicate one correct possibility, e.g.First map A then map B or vice versa

Players have to click on the correct sequence:

A- B A

They reach the door

If both players click the correct sequence, they can move on.

8. The bridges room 2

1) Stop, watch and reflect2) Express your own point of view3) Define a common goal4) Find together a solution5) Evaluate or test the solution6) Show gratitude to your partner

9. The stop the fire room

Shout at him her Slam the door Make off your friend Play with your telephone Count up to 10 Take a deep breath Wait till your friend stops talking Suggest a break (Re-verbalize emotion)

10.The Jumping stones room

Supportive and incorrect answers

“I am proud about what I am able to do”

36 | P a g e

“I am a valuable person” “I am as good as anyone else” “It is all my fault” “I know, what I am good at” “I can`t do anything well” “Everyone is better than me” “The others always do things better than me” “Whatever I do, I always fail” “I am aware sometimes others are right”

11.The equip yourself room

Examples of utterances: to be filled in.

12.The Self-esteem challenge

“To raise the path, select the phrases that could boost someone’s self-esteem” “Every step counts” “I can’t do it” “Finish your tasks” “No-one likes me” “Give up now” “You’re great” “I’m always wrong” “Get over it”

13.The Room of difficulties

Target skills from the curriculumSelf-control

setting Answering categories: Answering categories (Player 2)

First reflect, what to do Players in front of a door, some tools are visible (hammer, screw-driver..). These tools can be moved, however, players are not able to open the door.Question shows up at the wall

“What can you do?!

a) Try opening the doorb) Think one moment what you could doc) Cursed) Give up

If both player chose answer b, a KEY will be visible behind a spider net. This key can be taken and put into the lock

hardiness Putting the key into the look reveals a highly complicated opening mechanism

Again a question appears: “What you can do?”

a) Keep tryingb) Cryc) Become angry

Answer a opens the door

Delay of gratification An avatar appears and makes an offer to the 2 players: if they choose the “shortcut” together with the avatar, they will be rewarded with a small present, but they do not have to make further efforts

A question appears in

a) Follow the avatar

b) Follow the difficult wayc) Take the quick reward

d) Avoid any effort

Answer b will give the way to the next (unfortunately) closed door

37 | P a g e

the wall“What should we do?”

Regulation of negative emotions Also the next door is closed and the facial expressions of the characters show upcoming anger.Next question arises: “What you can do?”

a) Kick the door-

b) Push the door-

c) Curse

d) Try to calm down

Answer d will show a sand-watch which will serve as key and after some seconds the door will open.

14.The block conveyor room

I first think, then I talk I don`t drink alcohol at work I don`t drink alcohol before work I don`t drink too much alcohol at work parties I don´t talk about sex at work I use the internet only for my job I don`t give up easily I always give a 2 nd trial I remain confident in difficult situations I can follow long term goals I do not give up, even if I do not succeed for the first time.

Whatever comes in my mind, I say it. I share my private life with my colleagues. If someone alcohol at work, I would not say “no” When nobody watches me, I immediately play an internet game As soon as the slightest problem appears, I give up. I need immediate reward.

15.My rights room

Target skills from the curriculumAssertive behaviour

setting Answering categories:

Answering categories (Player 2)

The cashier does not give you correct change and you notice it

a) I do not say anything and leave the shop

b) I ask my exact change back

c) I tell the cashier off.

First protective tool is provided

All colleagues receive a present from the boss at new year, I do not get one.

a) I ask my boss why he/she excluded meb) I go home and cryc) I post an angry message in my facebook.

Our boss wants us to decide between coffee machine and micro-wave. All

a) I am angry, I don`t care about their coffee, I want my lunch warm

38 | P a g e

colleagues want to have a coffee machine, but I want to heat my lunch in a micro wave

b) I explain my colleagues why it is so important for me to have a warm lunchc) I give up and do not talk to the colleagues

My boss is requested more and more work from me without extra pay

a) I do the work without saying anythingb) I object and ask more extra payc) I slam the door and leave the room/office

16.The Musical madness room

Correct: (first 4 notes of Beethoven)

If I feel being treated in an unfair way, I tell my feelingsIncorrectIf someone tries to fool me, I do not say anything.Notes 5-8of BeethovenThe choice of religion is my entitlement. What I believe in is my personal right/entitlementIncorrectMy colleagues can criticize my beliefs

Notes 9-12 of Beethoven

If I am asked to work without holidays, I can objectIncorrect:I have always to do what my boss says ( I should always obey to my boss)

Notes 12-15 of Beethoven

I am faced with a difficult decision I need time to consider it.IncorrectIf I feel under pressure, I have to decide immediately

17.The Traffic Light Room

Possible moves to choose:a. move rightb. move leftc. go backd. move forwarde. stop

Target competence: Self control

39 | P a g e

18.The Room of the Ladder

I can tell my opinion:

A. Because I am always rightB. Because I can provokeC. But I prefer to stay silentD. Because everybody has the right to express his her opinion E. Because I do not care what others think

I can ask questions:

A. because I need information B. Because sometimes it is boringC. Because I can produce troubleD. Because I am a question computer

I can ask for help:

A. because I am too lazyB. Because it is fun to ask for helpC. Because I really need some help

I can express my needs

A. because I am the centre of the worldB. Because I am always rightsC. Because they are important for me

Target competence: Assertiveness

40 | P a g e

Appendix B: Puzzle Room Inspirational ContentThe following section outlines the example puzzle rooms provided to the partnership to inspire the development of the room scenarios during the meeting 21-23.10.2013. These descriptions are provided to give additional context to section F of the GDD and a visual indication of some of the tasks detailed therein.

Room 1 – The Floor of Doom Question Task

Players take it in turns to share questions and answers so that they can safely navigate over the floor of doom. Each answer represents a tile that can be moved onto. An incorrect tile results in having to start the task again or a health penalty. Questions are randomly drawn from a question bank allowing for variance each time the game is played.

Room 2 – The Floor of Doom Description Task

This room can also be played without the question element and in this instance each player has to describe the path needed to the other in order to successfully navigate through to the next room. This is achieved by describing the path which is presented on a wall within the room.

41 | P a g e

Room 3 – Guardian Question Task

A “Guardian” is located in one half of the room and informs the respective player that they need to answer 3 questions in order to progress to the next room. In each instance a selection of answers is presented to the player in the other half of the room and the team must communicate in order to get the right answer. Questions are randomly drawn from a question bank allowing for variance each time the game is played.

42 | P a g e

Room 4 – Tile Escape Task

In this task players must communicate and share information in order to determine how to progress. In order to exit the room they must both stand on the same tile as indicated via an image and open the door at the same time. Each tile represents a different topic allowing for the players to select the next type of task they want to perform. A key to the topics is located within 1 room and the instructions the other.

43 | P a g e

Room 5 – Maze Navigation Task

In this task one of the players is presented with a top down view of a maze and the other is presented with a First Person View (inside) of the maze the player with the top down view has to then navigate the other player through the maze. Once the player inside the maze reaches the exit then both doors will open.

44 | P a g e

Room 6 – The Tile Picture Game

In this task both players have to move tiles around in order to complete an image. Player 1 can only move the tiles up and down whilst player 2 can only move them left and right. This means that they must work together in order to complete the picture.

(Or only half of the tile set is accessible to each player)

45 | P a g e

Room 7 – Musical madness

Players must share information found on the walls in order to gather all the notes needed to complete a tune. They must then play back the tune together in order to make the door open.

46 | P a g e

Room 8 – Block conveyor

Players must share objects (blocks) from each side of the room in order trigger the activation of the door. Objects can be shared via two conveyors which each go in the direction of the other room. Once each player has the blocks they need they can be placed on their respective floor tiles (indicated by colour) and the doors will open.

47 | P a g e

i http://unity3d.com/unity/ii Currently deployment to this platform can only be achieved via a non-pro version of the development platform. It is envisaged however that this will be remedied via the completion of the project. Licencing must be investigated to ensure the capability to publish to this platform within the constraints of this project.iii Via the install of a dedicated browser plugin capability is afforded for the developed software to be available in an online format. Publication in this manner would impact on the overarching “graphical” quality of the developed software(s).iv http://unity3d.com/unity/animation/