Gsvw Integration Plan Portal

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GSVW Integration Plan for an Education

INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME ENGINE IN THE

SCIENCE AND ENGLISH BASED CLASSROOM

Eric Jacobs

James Madison University



GSVW INTEGRATION PLAN 2

Table of Contents

INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME ENGINE IN THE SCIENCE AND

ENGLISH BASED CLASSROOM 4

INTRODUCTION4

WHAT IS PORTAL? 4

A RATIONALE FOR PORTAL IN EDUCATION 4

SUPPORT 6

CHALLENGES 6

FUNDING 6

TIME 6

RESOURCES 7

CULTURAL SUPPORT 7

GAMING LITERACY 7

CURRICULUM ALIGNMENT 7

PHYSICS CURRICULUM BRIEF 8

ENGLISH CURRICULUM BRIEF 8

STRATEGY OF DEPLOYMENT BRIEF 9

INITIATION 9

PLANNING 9

EXECUTION 10

MONITORING 10

CLOSING 10

AUDIENCE 10

UNITS OF LEARNING 11

PHYSICS CURRICULUM 11

ENGLISH CURRICULUM 11

SAMPLE UNIT AND LESSONS 13

SYSTEM REQUIREMENTS 13

EVALUATION 14

APPENDICES 15

APPENDIX A - UNIT PLAN OF STORY AND STRUCTURE 15

INTRODUCTION 15

ESSENTIAL QUESTIONS 15

GOALS AND OBJECTIVES 15

OUTCOMES 16




APPENDIX B – LESSON 1 17

APPENDIX C – LESSON 2 19

APPENDIX D – LESSON 3 21

APPENDIX E – RUBRICS 22

REFERENCES 23




INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME

ENGINE IN THE SCIENCE AND ENGLISH BASED

CLASSROOM

The following is a plan for integrating the curriculum of a game

design software called Portal using its principles of physics and the

elements of game and puzzle design. In addition, the English curriculum

may use this in conjunction with or as a supplement to the science-based

curriculum in establishing story, setting, and how games perform as a text.

INTRODUCTION

What is Portal?

The game company Valve has made a highly regarded puzzle

game called Portal. In the game, the player is tasked with using a portal

„gun‟ to shoot two different portals in the game environment and

subsequently using these portals to travel in the game space. The game

uses a physics engine to simulate real world physics and how it can bemanipulated with the added twist of using the portal device in the game.

The player faces increasingly challenging levels that are short and take

place in specific chambers. The primary goal in the game is to make it to

from point A to point B while navigating dangerous and difficult

environments in the game. The primary challenge of the game is to use

the environment to one‟s advantage while traversing the space to

complete the level.

A Rationale for Portal in Education

Seeing the value in using the game in educational settings, Valve

has opened up their game-making engine to educators for use in

creating new and innovative levels in the game environment. Using the




same engine as the makers of Portal, educators will be able to provide

the opportunity for students to access the program using a provided

account and their school computer.

As the game uses an advanced physics engine, students andteachers alike with have the opportunity to develop their own level design

in the game environment. The game design software requires no coding

knowledge and acts as a „WYSIWYG‟ (what you see is what you get) type

design.

With this being said, students can become creators of stimulating

puzzles that help develop skills such as collaboration, innovation,

creativity, and problem solving skills. By using the level design editor students will be required to think about physics in a new way and show

their learning through using the program in the physics curriculum and

context. However, physics is not the only curriculum that this software can

be used for. The English curriculum can also provide a depth of story and

setting that can contribute to the physics students creating the game. This

English based curriculum can support the students and also double as an

alternate discipline for students making the game levels. Thus, a highlycollaborative and deeply engaging learning environment can be

established with physics principles and an English based component for

students to work within.

This will be a hands-on curriculum that is highly collaborative. With

this in mind, the students will be able to engage, create, innovate, and

literally construct their own learning in a supportive environment. Thus, the

much of the learning will be in the hands of the students but with

perceived engagement anticipated to be high as well as strong support

and guidance by instructors, this can be a successful and effective

learning tool.




Support

Also provided is the support of the Valve community (registered

educators) in which the Portal website provides the necessary training

and support for educators and students alike. A wiki for students isavailable to post content. A forum on the site will act as a real-time

support for questions and answers. Finally, actual verified lesson plans from

real educators in the school systems are available on the site for free

download and instructional use for teachers to use.

Challenges

Funding

One of the great things about this initiative is that funding is not

needed to deploy and integrate into the educational setting. The only

possible funding that may be required is for the professional development

for the expert teachers to teach others in their setting about this game

environment.

Time

Time is one factor that must be accounted for. Most likely this

integration is suitable for a STEM setting or if it is deployed into the general

setting, a block schedule is much more adequate for curriculum

development. However, for schools using the 1-hour schedule it is

important to develop the curriculum accordingly and with ample time

and resources. Therefore, the instructor must allow for a learning curve of

the software, time to develop storylines, and to allow for general

innovative methods in a creative game space for students to work in.




Resources

Resources play a large role in this integration as well. Mostly,

computers are the main usage of any resource in this plan. Instructors

must find the appropriate allotment of computers and lab space for students. This may pose challenges if the instructor monopolizes set times

in the lab as other teachers and student may require time as well.

Cultural Support

Education of administration, students and quite possibly the

community may be required for this unique integration of curriculum to

work effectively and successfully. Administrators must be in full support

and convinced of the value of gaming, games as text, and tangential

learning tapped from these games. Students will need clear and defined

objectives and goals in making a rationale for using this curriculum. Finally,

if need be, the community may need education on the value of this

method of learning and its environment. By getting the community on

board, it may be easier for students to be supported and engaged at

home as well.

Gaming Literacy

Finally, gaming literacy may pose a challenge for students who

aren‟t adept at gaming but who are still taking the class. This literacy must

be taught and will scaffold upon new knowledge as students become

better at overcoming this learning curve in the educational context.

CURRICULUM ALIGNMENT

As described briefly above, the use of the Portal game design

engine will benefit the science and English based curriculum in this plan.

Both curriculums will work in tandem developing physics based puzzles

with a specific story and setting being applied. Thus, the story will affect




the puzzles in some ways and vice-versa, depending upon the direction

the students will take.

Physics Curriculum Brief

The physics course will be based upon physics principles such as

gravity, friction, mass, air resistance, and air periodicity. With these

concepts as the basis for the curriculum, physics will play a strong part in

how students will design levels, play levels and test themselves. Student

designers will create innovative levels using different concepts learned

and apply them to the level creation.

The wiki function and forum sections on the Portal website will allow

students to work collaboratively and individual in creating solutions,

posing problems and answer questions in support of their own work. This

level of collaboration and writing process serves to enhance their skills as

a traditional student would albeit in a unique setting.

English Curriculum Brief

The English based curriculum consists of how one can use the level

design of the game engine to support the game as a narrative and lend

the gameplay itself to an effective storyline. Conceptual skills include

creative writing and story arc, the writing process, the effect of setting on

a visual space, vocabulary, and plot functionality. Students will create

levels or work collaboratively with the physics class in creating, evaluating

and deploying functional levels and creating meaning within the game

space through story.

The use of the writing process and iterations writing pieces will be

incorporated using the wiki function on the Portal website. Using the wiki

will function in two ways. First, students will engage in a highly

collaborative process of writing about their progress, solutions, and other

innovative pieces relating specifically to their work in using the game




engine. Also, the wiki and forum sections will allow for collaborative and

individual user input in their own game designs and storylines for the

writing portion of the class.

Strategy of Deployment Brief

Initiation

Compose a list of clear, workable outcomes for this plan. The scope

of the project must be defined well. Ambiguities such as the outcomes or

where students should be in their learning should be defined through

proper evaluation. Variables such as time, resources, training, and supportneed clarification and detailed outlining.

Education of administration from principals to relevant personnel in

the central office is paramount. Getting the administration to support the

integration of this program is essential.

Education of students and community such as Q&A sessions, surveys

and gauging general interest for the class is valuable in turning traditional

cultural perception toward a favorable one in terms of games in theclassroom.

Planning

Professional development of student mentors will be appropriate for

help in supporting the role of the main instructor. In this way the student to

teacher ratio will be more evenly matched. Curriculum should also be well

developed including: alignment with current or relevant curriculum in

class, alignment with state/national standards and designed for

appropriate learning curves anticipated with the software.




Execution

Deployment of the software program entails training of the general

student population in the class using the support of the student mentors.

Learning the program, its potential outcomes, objectives and rationale for the course is essential in getting students to buy into the content and

curriculum.

Monitoring

The monitoring will be done by the main instructor in terms of

progress within the software, and students‟ status in game design with

their projects. Student mentors will also add to the role of monitoring

progress by initiating and supporting conversations with students working

within their teams in accomplishing their goals.

Formative evaluations will be applied throughout the coursework

using rubrics in assessing ongoing work that applies to the curriculum

rather than isolated assignments. This will culminate in their final projects,

which is their formative work throughout their course.

Closing

Final evaluations by teachers and students will be conducted

through play testing, surveys where the instructor and students will analyze

the results and perform modifications of the work as needed.

AUDIENCE

The audience in this course would be secondary high school

students ranging from grades 10-12. These are the students most likely to

be mature and motivated enough to carry the loads of intensive

homework and classwork in this unique educational setting.




UNITS OF LEARNING

The units of learning will consist of the following topics throughout

the course:

Physics curriculum

1. Core Curriculum

a. Gravity

a. Gravity in motion

b. Mass

c. Friction

a. Friction and mass

b. Air resistance

d. Periodicity

e. Velocity

a. Terminal velocity

b. Velocity and collision

2. Tangential Curriculum

a. Game design

a. Environment and setting

b. Problem solving/creating

b. Dimensions

c. Functional Fixedness

a. Innovative solutions to complex problems

English Curriculum

1. Core curriculum

a. Story arc and plot

i. 6 stages of plot

b. Setting

i. Narrative structure and environment




c. Writing process

i. Collaborative writing

ii. Creative writing

iii.

The writing process1. Revisions

2. Peer review

3. Iterations

d. Inferences

i. Using game levels in stories and vice versa

e. Vocabulary

f.

Character i. Design

ii. Establishing character

1. Dialogue

2. Exposition

3. Tone

4. Perspective

5. Actions2. Tangential Learning

a. Game design

b. Game literacy

i. Games as a text

c. Psychological unrest

i. Human testing

d. Ethics of human testing




SAMPLE UNIT AND LESSONS

For a detailed review of a sample unit refer to the appendices in this

document.

SYSTEM REQUIREMENTS

PC System Requirements

OS: Windows 7 / Vista / XP

Processor: 3.0 GHz P4, Dual Core 2.0 (or higher) or AMD64X2 (or

higher)

Memory: 1GB XP / 2GB Vista

Hard Disk Space: At least 7.6 GB of Space

Video: Video card must be 128 MB or more and should be a

DirectX 9-compatible with support for Pixel Shader 2.0b (ATI

Radeon X800 or higher / NVIDIA GeForce 7600 or higher / Intel

HD Graphics 2000 or higher).

Audio: DirectX 9.0c compatible

Mac System Requirements

OS: MAC OS X 10.6.7 or higher

Processor: Intel Core Duo Processor (2GHz or better)

Memory: 2GB

Hard Disk Space: At least 7.6 GB of Space

Input: A two button mouse is strongly recommended

Video: ATI Radeon 2400 or higher / NVIDIA 8600M or higher / Intel

HD Graphics 3000




Evaluation

Evaluation in this course is on going and mostly formative. However,

a final summative evaluation consisting of several elements such as

instructor assessment, self-reflective surveys and play testing will serve as a

final evaluation. Each formative assessment is based on specific

milestones that the students reach and will also serve as goals in the

process. The objectives for each part of the curriculum are closely

assessed and clear for students to attempt in their achievements.

For the physics based curriculum, students are assessed mainly on

how innovative, challenging, and well designed the levels are in relation

to the essential concepts and themes aligned with the course. For the

English based curriculum rubrics will mainly be used and engagement will

be assessed through the use of the wiki function and for possible level

designs. As writing is a subjective field, the rubrics will serve as an attempt

to evaluate the student‟s writing ability in relation to the major and

essential themes and concepts being studied in the course.




Appendices

Appendix A - Unit Plan of Story and Structure

Introduction

This unit will focus exclusively on story and structure in conjunction

with building levels in the Portal game engine. By focusing on several

essential questions and using objectives as a means of achieving goals,

students will focus on designing levels in the Portal world and constructing

a narrative to give the game and level design meaning.

This unit will function as a stand-alone unit but also be used as a

way to scaffold student learning as the students build on this knowledge

to reach their next objective in establishing tone and setting.

For this unit, it is assumed that students have already created a

collection of levels or are basing their work on the collection of levels

designed by the cooperative physics class doing the actual design. At this

point in time, the English based curriculum is basing their creative work on

previous iterations of levels already designed so that there is a framework

for plot to take place.

Essential questions

1. What elements of the story are most important?

2. How does story structure contribute to make a complete

narrative?

3. How does setting affect plot?

4.

How does a visual space create narrative meaning?

Goals and Objectives

1. Students will construct a story based on a game environment

using levels.




2. Students will comprehend how narrative structure is formed

and defined.

3. Students will make inferences on how to create narrative

meaning from game level design.4. Students will analyze setting in relation to plot elements and

construction.

5. Students will collaborate in a creative space to construct

knowledge based on game design as a narrative text.

Outcomes

1. A first rough draft of a working story, developed by several

groups in the class, will be written by the end of the unit. As

this unit is a beginning one, students will be expected to

refine and develop the story further in the course.

2. Students will have actively contributed to the Portal wiki

online allowing for a deeply engaging and collaborative

space to write.

3. A basic plot will be worked out through several of the groups

in the class each developing the story with a rough but solid

framework.




Appendix B – Lesson 1

*David Hunter from Bellevue Big Picture School in Bellevue, WA inspired

these lessons.

Objectives:

1. Students will comprehend how narrative structure is formed

and defined.


meaning from game level design.

Introductory activity 15 minutes:

1. Students are provided with the following prompts to write in their journal.

a. What is a story?

b. Are all stories written down?

c. What is visual literacy?

d. What video games tell a great story?

2. Give 10 minutes writing and 5 minutes for discussion.

3. Define the objectives for the lesson clearly for all students.

Activity 35 minutes:

1. Review the basics of plot elements briefly with diagram of it on the

board.

2. Students will play the Portal levels for 25 minutes.

3. Using their notes on levels and the character, students should finish

their notes on the gameplay and how they see a story or a

backstory considering the environment.

Closing Activity 5 minutes:




1. Discuss what was observed and what could be inferred about the

character in this type of setting in the game.

2. Homework is the following:

a. Brainstorm at least 10 questions. Examples are provided:

i. “How did the character get here?”

ii. “Who is this person?”

iii. “Why are these chambers here?”




Appendix C – Lesson 2

Objectives:


meaning from game level design.2. Students will analyze setting in relation to plot elements and

construction.

3. Students will construct a story based on a game environment

using levels.

Introduction 10 minutes:

Use the homework questions to reflect and analyze how the storyelement could be constructed.

“Where can your story go in this world?”

Activity 40 minutes:

Play the Portal levels for 20 minutes.

o Taking notes on setting and environmental design, focus

ideas on the „why‟ of this setting.

Using knowledge of plot structure and the student created levels,

students will free write for a total of 15 minutes in brainstorming ideas

of a story arc.

o Specifically, students are to outline a brief but obvious

framework of the first three elements of narrative structure.

These are: exposition, initial incident, and rising action.

o Focus on these three elements is essential in beginning the

writing process and constructing a narrative arc.

Closing;

Homework assigned for students to consider questions of conflict, visual

storytelling and resolution. An emphasis on completing the brainstorm on

the stages of plot is important. These are: climax, falling action, and




resolution. Students are to brainstorm story ideas in how to deal with and

resolve conflict in the Portal setting.




Appendix D – Lesson 3

Objective:

1. Students will collaborate in a creative space to construct

knowledge based on game design as a narrative text.2. Students will construct a story based on a game environment

using levels.

Introduction 10 minutes:

Review homework and discuss student responses in their story arcs.

Allow students who have similar story ideas to pair up and

collaborate on the project for the future.

Activity 40 minutes: Students will begin working on the wiki portion of the Portal site.

Using the wiki, they will begin to establish story arcs of their own by

writing the first introductions and initial incidents to their story arc.

Closing 5 minutes:

Ask and discuss with students about how they perceive the game

levels in relation to story. Have they found similar elements to other

literary stories?

Inform the students how they will be developing this narrative in

conjunction with playing the Portal levels in the game engine. As

they continue to play they will also garner an array of notes and

ideas relevant to their own stories.

Students will be assessed online through the wiki using the rubric

provided. However, it is assumed that as this is part of the initial

phase of writing the writing element is considered „rough‟ and

many more iterations and revisions are to follow throughout the

course.




Appendix E – Rubrics

CATEGORY 4 3 2 1

Problem/Conflict It is very easy for

the reader to

understand the

problem the main

characters face

and why it is a

problem.

It is fairly easy for

the reader to

understand the

problem the

main characters

face and why it

is a problem.

It is fairly easy for

the reader to

understand the

problem the main

characters face

but it is not clear

why it is a

problem.

It is not clear what

problem the main

characters face.

Characters The main

characters are

named and

clearly described

in text as well as

pictures. Most

readers could

describe thecharacters

accurately.

The main

characters are

named and

described. Most

readers would

have some idea

of what the

characterslooked like.

The main

characters are

named. The

reader knows

very little about

the characters.

It is hard to tell

who the main

characters are.

Organization The story is very

well organized.

One idea or

scene follows

another in a

logical sequence

with clear

transitions.

The story is pretty

well organized.

One idea or

scene may seem

out of place.

Clear transitions

are used.

The story is a little

hard to follow.

The transitions are

sometimes not

clear.

Ideas and scenes

seem to be

randomly

arranged.

Writing ProcessStudent devotes

a lot of time and

effort to the

writing process

(prewriting,

drafting,

reviewing, and

editing). Works

hard to make the

story wonderful.

Student devotes

sufficient time

and effort to the

writing process

(prewriting,

drafting,

reviewing, and

editing). Works

and gets the job

done.

Student devotes

some time and

effort to the

writing process

but was not very

thorough. Does

enough to get by.

Student devotes

little time and

effort to the

writing process.

Doesn\'t seem to

care.




References

Colby, R. S., & Colby, R. (2008). A Pedagogy of Play: Integrating Computer

Games into the Writing Classroom. Computers and Composition, 25, 300-

312.

Hunter, D. (2012) Influence of Setting on Characters in Portal 2. Retrieved

from http://www.teachwithportals.com/wp-

content/uploads/2012/07/Influence-of-Setting-on-Characters_final.pdf

Lieberman, M. (2010). Four Way to Teach with Video Games. Currents in

Electronic Literacy. Retrieved from

http://currents.dwrl.utexas.edu/2010/lieberman_four-ways-to-teach-with-

video-games

Prensky, M. (2007). Students as Designers and Creators of Educational

Computer Games. Retrieved from

http://www.marcprensky.com/writing/Prensky-

Students_as_Game_Creators-.pdf

Squire, K. 2005. Changing the game: What happens when video games

enter the classroom?. Innovate 1 (6).

http://www.innovateonline.info/index.php?view=article&id=82 (accessed

April 24, 2008).

Student Mentors Teach Game Design [Video file]. Retrieved from

http://www.edutopia.org/digital-generation-game-design-video

Van Eck, R. (2006). Digital Game Based Learning. Educause, March/April,

16-30.

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