Nicole CunhaDREU 2013

Dr. Christina Gardner-McCune

Using Video Game Design and Storyboarding as Methods to Integrate Writing

into Computer Science

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1Wednesday, 11 September 13

Big Question�Why should we integrate writing and

Computer Science? �What are the benefits?�How should we integrate?

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2Wednesday, 11 September 13

Computer Science is a creative process, and

Writing adds more depth to the work computer scientists do

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3Wednesday, 11 September 13Writing enhances CS:Pseudo-code and free writing allowing them to develop and troubleshoot their ideas and the logic behind their programs before implementation• CGI example

CS majors are often said to struggle with

Clearly explaining ideas to a general population

Clearly communicate their ideas in writing

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4Wednesday, 11 September 13However, CS majors do not use writing to explain their concepts

We were interested in strengthening students’ writing skill through something they are passionate about, using…and CLICK

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Video Game Design

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Our ApproachWe use video games as a familiar context to increase student

interest in Computer Science and writing

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Students are more likely

to understand new material

through a familiar context.

Smaller assignments help reinforce

concepts, and get students to think.

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READ SLIDE AND DO NOT EXPLAIN. NO EXTRA INFORMATION NEEDED

Research Goals� Overarching Goal:

� To engage students in video game design to introduce them to software and hardware programming

� Specific Goal:� to engage students in the game development process via

storyboarding and writing

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7Wednesday, 11 September 13Just read

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Video Game and Game Controller Design Camp

Introducing Storyboarding

Brainstorming

Pitching Ideas

Game Design

Demo Day!

8Wednesday, 11 September 131 week Camp – M-F (10 session)2 sessions per day2.5 hours each sessionOne week for each camp

Middle school High school

My research focus

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Storyboarding to bridge writing and Computer Science

The pre-implementation phase for a game or film

9Wednesday, 11 September 13Don’t say: Mark Baird is an example of a pro storyboarder who worked on several films and games

Mini-Activities: Story Elements Identifying Story Elements Wreck it Ralph & Bio Shock

� Importance of storytelling

� Connecting Story Elements through Popular Culture

� Discussed Story ElementsCharacterPlotNarration

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10Wednesday, 11 September 13Don’t define, just read

After first point: Without a story, there is nothing to facilitate gameplay or structure what a designer puts into the game

Mini-Activities: Game Elements8-bit Parody Video

ChallengesGoals/PrizesAbilities/PowersSound effects and theme musicScoreLives

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Identifying Game Elements

11Wednesday, 11 September 13We chose a 2D parody to refocus them from what they are exposed to with 3D games to what they would be working with in the camp

Student Response: Laughing, looking at screen, the students seemed to enjoy these

Mini-Activities: Game OutlineWhy did we create this?

� The Game Maker software does not provide any storyboarding material

� Created TemplateStorySetting/SceneryMain CharactersGoalTokens &CheckpointsScore Enemies & LivesThreats

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12Wednesday, 11 September 13We provided paper copies to get them to begin articulating their ideas

This way, we were also able to see how the students’ ideas changed between the conception and implementation processes.

Storyboarding Templates

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13Wednesday, 11 September 13We also provided these templates to help sketch out their designs, but most students developed everything in GameMaker; they also sketched out pictures in their notebooks

Completed Game Design Outline

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14Wednesday, 11 September 13Students provided various levels of detail in their completed outlines; they then used these outlines to pitch the game ideas to the class

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15Wednesday, 11 September 13On a basic level, writing can be integrated as game information and story background

Even though storyboarding is a big part of the video game design, here are three specific areas where the students used text and writing inside their game

Top left: text box for plotTop right: choose the level of the gameBottom middle: game information

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16Wednesday, 11 September 13Text as signifiers for each “chapter”, or level of the story

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� \

17Wednesday, 11 September 13This is an example of the game information page, where they described how to play, the obstacles, who the characters are, etc.

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18Wednesday, 11 September 13Also, the presentations were a great place to expand upon the video game design. Students were asked what the backstory was, who the characters were and how to play the game– all parts that began as concepts in the storyboarding phase.

Findings about Storyboarding

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� Most students provided the most basic layout of their game on the storyboarding sheets, and implemented more detail in their game

� Used these throughout the game development process to develop game� “ You have to write a story, but it’s an interactive

story”�“ One story arch out of many”

� Overall, the students were engaged by our mini activities and storyboarding process, even when pitching their game ideas.

19Wednesday, 11 September 13Go more in depth in their notebooks, as they created the game

Not so much on the pictures they did this directly on the computerBut game outline – much more widely used

Snippets that show engagement of writing to develop idea and coordinated with something that ended up in their gameUsed these to give game pitch

One student described the video game design process as “ You have to write a story, but it’s an interactive story”On continuing with video game design, another student said the game created this week could be “ one story arch out of many”

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Python C++ Scratch Not specified Notepad None

Middle school Coding Experience

Number of students

20Wednesday, 11 September 13As seen here, not too many middle school students have been exposed to coding. Out of these, Scratch is the most similar to GameMaker.

Middle School

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Level of Interest

Art English Computing

1 3 2 0

2 0 3 0

3 0 3 0

4 0 2 0

5 2 1 1

6 2 1 0

7 1 3 0

8 2 0 2

9 5 0 2

10 1 1 11

21Wednesday, 11 September 13Here is a summary of what the students indicated as their level of interest in Art, English and Computing. We will use these charts to see if their level of interest in certain subjects would lead to them taking on the role of artist or programmer.

Robotics HTML C++Objective CBasicVisual Basic SQL Java Javascript PHP CircuitryArduino None

High school Coding Experience

Number of students

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High School

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Level of Interest

Art English Computing

1 0 1 0

2 3 1 0

3 2 2 0

4 0 2 0

5 0 3 0

6 3 2 1

7 1 3 1

8 3 1 4

9 3 0 2

10 2 1 8

23Wednesday, 11 September 13Similar to the other slide we will use this data to see what role the students played in the game design process. We did have one group that shared both roles.

For the future: � Continue analyzing the data to find trends between

storyboarding activities and the games they developed

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24Wednesday, 11 September 13How does this tie in with my Masters?

What do I want as a career?

How will this tie in with my Masters degree?

Special thanks

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� Dr. Gardner-McCune� Mr. Darryl McCune� Randale and Jade Watson , Yerika Jimenez� The Summer Scholars and Emerging Scholars Programs� DREU family

25Wednesday, 11 September 13Darryl- Teaching me classroom management and helping me figure out various ways to accommodate students

Randale, Jade and Yerika for being such wonderful co-instructorsSummer/Emerging scholars program for letting us teach them

Troy, Kylan, Jesse, Ashley and Lucy, thank you for being such great people

Questions, Comments or Concerns?

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