Brainstorming Game Ideas (with Adriel Wallick)

Watch from 5:55 about brainstorming

Image from cdn.tutsplus.com
Image from cdn.tutsplus.com

Game Elements

  • Mechanics
    • The systems that define how the game will react to play
    • The elements that separate games from other media
  • Aesthetics
    • The looks, sounds, smells, tastes, and tactile sensations of the game
    • Game art, sound, and more
  • Technology
    • The underlying tech that makes the game work
      • This is Unity to at CHS
  • Narrative
    • The story, premise, characters, etc. of the game

Game Idea Generating Process

  1. Write ideas in each column.
    • Try writing elements from some of your favorite games
  2. Draw a line from elements in one column to an element in another column until you have tied together one element from each column
Mechanics Aesthetic Technology Story
 

 

 

 

 

Unity

 

 

 

 

 

 

 

Watch the TED talk on “Superchickens” – https://www.ted.com/talks/margaret_heffernan_why_it_s_time_to_forget_the_pecking_order_at_work
Discuss what students learned from the talk about group formation and best practice
Assemble into 5 person teams – students’ choice.
Run teams through a powerpoint that has each of the following steps on a separate slide:
* Choose a facilitator for the planning phase (may or may not be the eventual project leader)
* share names, email addresses, determine group’s preferred communication method
* Start brainstorming “what am I good at”‘s so the team can start thinking about individual roles.
* break down “what needs to be in the game” mechanically/programming – some elements (menus, character controllers, etc) need to be in game regardless of prompt.
* break down “what needs to be in the game” art-wise – some elements (buttons, character, backgrounds, etc) need to be in game regardless of prompt.

* Provisionally task out elements to team members based on aptitude. This may change after prompt.
* Outline a *fast* GDD framework that students can use to help development. Have students start filling in details that can be filled without knowing prompt.
* Task out GDD elements (provisionally).

7pm Monday: After task/prompt release email, forward to students

Tuesday:
Guided brainstorm.
2 min self-brainstorm (no talking, write on notecards)
2-3 minute team brainstorm. Not evaluating ideas, just sharing out. Team puts all items in list.
5 min team discussion of brainstorm ideas – decide on game at the 30,000′ level (we’re going to do a beat-em-up set in the revolutionary war, for example).
3 mins develop High Concept (1 sentence). Share out afterward to class.
7 mins re-evaluate plan outlines from Monday, make adjustments where needed.
Discussion on leadership skills – what makes a good team lead. Teams choose producers.
Fill out “loose” GDD (enough details to allow for work to start, but not thorough)
Re-evaluate task assignments, adjust where appropriate. Focus on “How long will this take” as opposed to “make sure each person has equal number of things”
Fill out calendars/timelines to create schedules for completion milestones.
Begin initial steps.

Note: Timings I’m still adjusting (and will continue to re-tweak through tues) for both days – but I’ve found that by having a timer on each step and keeping it in peoples’ mind (I literally have a countdown timer on the screen displaying the whole time) they tend to focus better and sidetrack less because they know “there’s another step coming in just a couple mins, so we better hurry through this one”. When in doubt, give them too little time – you can always “reconsider”, and the kids might surprise you by finishing quickly. Vary your times so they don’t get into a “oh, we’re going to get four mins no matter what, so it might be ok to waste a few mins here and there”. I never use the same timer twice in a row.

We’ve (Lee Anne and I) used this basic method before, and really started using this formula this year – we move the students into the lecture hall to change the discussion atmosphere and the students have responded pretty well to this – they say they find it pretty helpful in terms of guidance and they’ve said they think it’s worthwhile to keep doing.

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