Games Development Brief



With the support of the Lifelong Learning Programme of the European UnionPROJECT NUMBER: 531134-LLP-1-2012-1-BG-KA3-KA3MPThe SGSCC (Serious Games for Social & Creativity Competencies)TitleGame Design Document – Desktop GameDeliverable No. 3.1Deliverable TitleGames Design DocumentWork Package No.3Work Package TitleLEARNING CONTENT CREATIONStatus (D: draft; RD: revised draft; F: final)DAuthors Steven BattersbyFile Name FILENAME GDD_Desktop_Game_SGSCC_Version_12.docxThis 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.Version History TableVersion no. DateAuthor(s)Comments115.07.2013Steven BattersbyInitial games development brief and specification.224.07.2013Nicholas ShoplandRevision of document grammar and spelling amendments320.10.2013Steven BattersbyCollation of initial games design concept document and storyboards421-23.10.2013Rumen Stamatov,Manfred Pretis,Mariya Goranova,Steven Battersby,Nicholas ShoplandA separate document developed by the partnership that formulates the basis for the GDD – Technical meeting on social competence to be embedded in desktop games.514.12.2013Steven Battersby, Initial merger of content supplied by partnership as detailed as version 4 of this document.Modified templateBoilerplate content606/01/2014Steven BattersbyFinal merger of content supplied by partnership following Vienna meeting 21-23.10.2013 hand over to rest of team for vetting.707/01/2014Nick ShoplandGeneral vetting and organisation shuffle.Lava room description808/01/2014Steven BattersbyFinal check for initial release to partnership.913/01/2014Steven BattersbyA few misc amendments.1006.03.2015Andy BurtonVetting for grammar and spelling.1107.03.2014Steven BattersbyInclusion of the traffic light room and the ladder room, plus misc amendments1207.03.2014Andy BurtonNick ShoplandRead through and minor edits. Applies to GDD Execitive summary version 1.0 (GDD_Executive_Summary_Desktop_Game_SGSCC_1.0.docx)Contents TOC \o "1-3" \h \z \u Version History Table PAGEREF _Toc381961081 \h 2Serious Games for Social and Creativity Competencies (SGSCC) PAGEREF _Toc381961082 \h 6Games Development Brief PAGEREF _Toc381961083 \h 6Section A: An Outline of Tasks for Work Package 3 Activities PAGEREF _Toc381961084 \h 6Pedagogic Game Design Summary PAGEREF _Toc381961085 \h 6Section B: An Outline of Tasks for Work Package 4 Activities PAGEREF _Toc381961086 \h 8Technical Game Design Summary PAGEREF _Toc381961087 \h 8Section C: Initial Games Design Brief PAGEREF _Toc381961088 \h 91.Game Title PAGEREF _Toc381961089 \h 92.Game Overview PAGEREF _Toc381961090 \h 93.Core Objective: PAGEREF _Toc381961091 \h 94.Game Theme: PAGEREF _Toc381961092 \h 95.Game Structure PAGEREF _Toc381961093 \h 96.Game Features: PAGEREF _Toc381961094 \h 107.Characters and Environments PAGEREF _Toc381961095 \h 108.Game Narrative PAGEREF _Toc381961096 \h 129.Reward Mechanism PAGEREF _Toc381961097 \h 12Section D: Initial Game Product Specification PAGEREF _Toc381961098 \h 131.Game(s) Definition PAGEREF _Toc381961099 \h 132.Gameplay PAGEREF _Toc381961100 \h 143.Learning Content PAGEREF _Toc381961101 \h 154.Audio PAGEREF _Toc381961102 \h 155.Accompanying Manual PAGEREF _Toc381961103 \h 156.Content Customisation PAGEREF _Toc381961104 \h 167.Supported Platforms PAGEREF _Toc381961105 \h 168.Graphics Quality & Style PAGEREF _Toc381961106 \h 179.Character Animation PAGEREF _Toc381961107 \h 1810.Control mechanisms PAGEREF _Toc381961108 \h 19Section E: Game Framework PAGEREF _Toc381961109 \h mon Elements PAGEREF _Toc381961110 \h 202.First Run Language Select PAGEREF _Toc381961111 \h 203.The Introduction Menu PAGEREF _Toc381961112 \h 214.The Options Screen PAGEREF _Toc381961113 \h 225.Multiplayer Connection Screens PAGEREF _Toc381961114 \h 256.The Character Selection Screen PAGEREF _Toc381961115 \h 277.The Countdown Screen PAGEREF _Toc381961116 \h 288.The Pause Menu PAGEREF _Toc381961117 \h 289.Optional Screens PAGEREF _Toc381961118 \h 29Section F: Detailed Design PAGEREF _Toc381961119 \h 29Puzzle Rooms as defined by partnership PAGEREF _Toc381961120 \h 29Hall of whispers PAGEREF _Toc381961121 \h 29The guardians of emotions PAGEREF _Toc381961122 \h 29The me-mirror room PAGEREF _Toc381961123 \h 29The bridges room PAGEREF _Toc381961124 \h 30The steps room PAGEREF _Toc381961125 \h 30The maze PAGEREF _Toc381961126 \h 30The 2 ways room PAGEREF _Toc381961127 \h 30The bridges room 2 PAGEREF _Toc381961128 \h 31The stop the fire room PAGEREF _Toc381961129 \h 31The Jumping stones room PAGEREF _Toc381961130 \h 31The equip yourself room PAGEREF _Toc381961131 \h 32The Self-esteem challenge PAGEREF _Toc381961132 \h 32The Room of difficulties PAGEREF _Toc381961133 \h 32The block conveyor room PAGEREF _Toc381961134 \h 32My rights room PAGEREF _Toc381961135 \h 32The Musical madness room PAGEREF _Toc381961136 \h 32The Traffic Light room PAGEREF _Toc381961137 \h 33The Room of The Ladder PAGEREF _Toc381961138 \h 33Appendix A: Puzzle Room Example Content PAGEREF _Toc381961139 \h 331.Hall of whispers PAGEREF _Toc381961140 \h 332.The guardians of emotions PAGEREF _Toc381961141 \h 333.The me-mirror room PAGEREF _Toc381961142 \h 344.The bridges room PAGEREF _Toc381961143 \h 345.The steps room PAGEREF _Toc381961144 \h 356.The maze PAGEREF _Toc381961145 \h 357.The 2 ways room PAGEREF _Toc381961146 \h 358.The bridges room 2 PAGEREF _Toc381961147 \h 369.The stop the fire room PAGEREF _Toc381961148 \h 3610.The Jumping stones room PAGEREF _Toc381961149 \h 3611.The equip yourself room PAGEREF _Toc381961150 \h 3712.The Self-esteem challenge PAGEREF _Toc381961151 \h 3713.The Room of difficulties PAGEREF _Toc381961152 \h 3714.The block conveyor room PAGEREF _Toc381961153 \h 3815.My rights room PAGEREF _Toc381961154 \h 3816.The Musical madness room PAGEREF _Toc381961155 \h 3917.The Traffic Light Room PAGEREF _Toc381961156 \h 3918.The Room of the Ladder PAGEREF _Toc381961158 \h 39Appendix B: Puzzle Room Inspirational Content PAGEREF _Toc381961159 \h 41Room 1 – The Floor of Doom Question Task PAGEREF _Toc381961160 \h 41Room 2 – The Floor of Doom Description Task PAGEREF _Toc381961161 \h 41Room 3 – Guardian Question Task PAGEREF _Toc381961162 \h 42Room 4 – Tile Escape Task PAGEREF _Toc381961163 \h 43Room 5 – Maze Navigation Task PAGEREF _Toc381961164 \h 44Room 6 – The Tile Picture Game PAGEREF _Toc381961165 \h 45Room 7 – Musical madness PAGEREF _Toc381961166 \h 46Room 8 – Block conveyor PAGEREF _Toc381961167 \h 47Serious 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:Section A: An Outline of Results for Work Package 3 ActivitiesSection B: An Outline of Results for Work Package 4 ActivitiesSection C: Initial Games Design BriefSection D: Initial Game Product SpecificationSection E: Game FrameworkSection F: Detailed DesignSection 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 versionEducational content including transposing of elements so all units are covered for broad user groupsConfirm 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 scenarioWithin 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 scenarioAdoption of digital competences curriculum and games from VIPI Development of a Social competences UnitDevelopment of a Creativeness UnitProduction of the course materialAgreement of final version before translation and gathering feedback from the local focus groupsUploading specific pilot testing course content and supporting content to the delivery platformPedagogic Game Design SummaryThe 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.Summary of the design following a dedicated transnational expert partner meeting, and including the results from user groups in each partner countrySpecification ComponentCommentsWorking 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 skillsDevelopment of cooperationDevelopment of competence to solve interpersonal conflictsDevelopment of self-esteemDevelopment of self-controlAssertivenessLocationAncient temple of an unknown originStyleMultiplayer GameIssues tackled:Social competenceSummary of curriculum components to be used as part of game quizLearning object titleInstructional designDevelopment of communication skillsability to initiate conversations on various topicsability to listenability to express emotions in accordance with the contextempathyacceptancerespectself-disclosureself-presentationDevelopment of cooperationPlanning and problem solvingUnderstanding someone else’s point of viewFollowing the rules, regulations, guidelinesRecognition of achievement and merit of othersGratitudeEngaging in pro-social behaviours (promoting, sharing, comforting, assisting)Development of competence to solve interpersonal conflictsUnderstanding the conflictSearch for a solutionEvaluation of decisionsSelection of solution based on mutual satisfaction of both parties (no loss) and its applicationImplementation of the decisionDevelopment of self-esteemLinking success with personal abilitiesNot overestimating effects of failureRealistic comparisonsAcceptance of a negative feedbackAvoid self-destructive criticismAwareness of their own strengthsDevelopment of self-controlPremeditation of responses and behaviourMake efforts in solving difficult tasksResistance to temptationRegulation of negative emotionsAssertivenessTo defend their own rights and beliefs ( open expression of thoughts and feelings)Reject unreasonable demandsMake direct requestsMaking decisions without succumbing to external pressureSection 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' ManualTechnical Game Design SummaryThis 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:Derive detailed design documentation for game scenarios and accompanying games based narratives informed via the conceptualisation of ideas formulated within WP3.Develop a multiplayer game based framework for the presentation of the developed SGSCC curriculum content.Implement the desktop game using the transferred Unity3D platform.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:TitleGame OverviewCore ObjectiveGame-play ThemeGame StructureDistinctive FeaturesCharacters and EnvironmentsGame NarrativeReward MechanismGame TitleThe Treasure of the Incas (Working Title)Game OverviewThe 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.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.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.Game StructureFirst 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.)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.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.Two player characters6 x Non-Playable CharactersThe following rooms have been outlined as a base requirement for the implementation of the suggested game concept.Overarching temple structure (2 options)6 doors off a central hall – each leading down a thematic sequence of rooms – treasure room at the end.6 floors each linked to one SC objective; puzzle rooms are directly off the hall, where the treasure must be unlocked.Main room containing the treasureA maximum of 18 sub rooms concepts have been developed including:Hall of whispersThe guardians of emotionsThe me-mirror roomThe bridges roomThe steps roomThe mazeThe 2 ways roomThe bridges room 2The stop the fire roomThe Jumping stones roomThe equip yourself roomThe Self-esteem challengeThe Room of difficultiesThe block conveyor roomMy rights roomThe Musical madness roomThe 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.The environments and characters will be developed in a photorealistic graphical style as demonstrated in the following image.Game NarrativeThe 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.Reward MechanismBefore 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.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:Game(s) DefinitionGameplayLearning ContentAudioAccompanying ManualContent CustomisationSupported PlatformsGraphics Quality & StyleCharacter AnimationControl MechanismsGame(s) DefinitionThe game will be a singular desktop game created with the Unity3D game development tools. 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 REF _Ref371517143 \h \* MERGEFORMAT Table 1.Table SEQ Table \* ARABIC 1: Customisation of PlaybackCustomisation OptionCaptioned text Dialogue text on or offAudio playback Dialogue audio on/offMusic audio on/offEffect audio on/offInput schemaCustomisation of Keyboard inputCustomisation of Joy-pad inputGraphical capabilityGraphics qualityScreen resolutionThe suggested “screen” implementation for the games can be defined as detailed within REF _Ref371515825 \h \* MERGEFORMAT Table 2 and is expanded upon within Section E of this document.Table SEQ Table \* ARABIC 2: Suggested Screen FrameworkScreen NameScreen DescriptionSplash Welcome and brandingGame GameplayGame OverCompletion and feedbackHigh ScoresPresentation of score related performanceInstructionsHow to play the gameOptionsCustomisation of playbackThe 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:Campaign Mode & Multi Player ModeCampaign 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. Mechanim Mode – Cut ScenesCut 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.Interactive Quizzes – Multiple choiceThe 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). GameplayEach 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.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:Start a multiplayer session with a peer or trainerNavigate around the environment and select a learning objectiveCollaboratively solve each of the tasks associated with that learning objectiveUnlock the treasure and review scores / progressLearning ContentThe 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).AudioWhere 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.Accompanying ManualAn accompanying manual is to be produced that describes the hardware/software requirements, usage scenarios, and instructional approach of each of the games.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.Content CustomisationThe 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.Supported PlatformsThe Unity environment facilitates distribution of the materials across multiple platforms. The potential platforms for development offered by Unity include:Windows (7/8) Android Linux OSX NOTEREF _Ref361325414 \f \h \* MERGEFORMAT iWebIn 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 softwareGraphics Quality & StyleGame 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:800x48016x9 ScalableAdditional 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:FastestFastSimpleGoodBeautifulFantasticThe Graphical style has been defined and agreed for the game as a “photorealistic look”. Rationale for this “look” was determined via User Participatory feedback.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.Character AnimationIn 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 motion.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.Control mechanismsThe 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 InputGame actionWUp arrowLeft stick UpMove player forwardsSDown arrowLeft stick DownMove player backwardsALeft arrowLeft stick leftMove player left (strafe)DRight arrowLeft stick rightMove player right (strafe)Mouse XRight stick XRotate camera clockwise & anticlockwiseMouse YRight stick YRotate camera up and downEscapeButton startPause and go backButton AJump playerSpaceLeft mouse clickButton XPerform highlighted action/interactionThe 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.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:Common ElementsFirst Run Language SelectThe Introduction MenuThe Options ScreenInformation Sub SettingsCustomisable Sub SettingsMultiplayer Sub SettingsMultiplayer ConnectionServer SetupClient ConnectionCharacter CustomisationCountdownThe Pause MenuOptional ScreensThis section outlines both the constraints of the game shell and the GUI and also highlights areas of potential mon ElementsUpon 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.First Run Language SelectThe 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.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.The Introduction MenuThe 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. 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.The Options ScreenIf 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 MenuThe 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 rmation Settings: The options the screen also makes available Instructional and or contextual information. When first entering the options screen the user will be presentedThe 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.Options Settings: By default the options setting grouping contains three sub sections:AudioLevel SelectionMiscellaneousThe 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 EffectsBackground MusicSpoken text (where applicable)Environmental AmbienceManipulation 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).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:Host (Server) connection optionsClient connection optionsThe 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.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.Multiplayer Connection ScreensIf 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. 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: 224.0.0.224If 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.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”.The Character Selection ScreenThe “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.The Countdown ScreenThe 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.The Pause MenuThe 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.) Optional ScreensIn addition to the optional Pause Menu screen, the Framework also affords provision for the following two screens:Game Over ScreenHigh Scores ScreenThese 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 partnershipThe 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 whispersTarget 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 emotionsTarget competence: Decoding facial (emotional) expressionsThe 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 roomThis 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.The bridges roomTarget competence: Identify relevant aspects of cooperationPlayer 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 roomTarget competence: Identify the hierarchical order of team- cooperation processesPlayer 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 ment: After each correct answer, the system provides a positive feedback (like “clapping” hands and say “thank you”)The mazeTarget skill: development of cooperation, problem solvingMultiplayer 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 rightmove leftgo backmove forwardstopFeedback possibility (after 3 moves): Player who is navigated can give feedback (send smiles).The 2 ways roomTarget competence: Solve a conflict in a cooperative wayThe 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.The bridges room 2Target competence: Identify the logical structure of a conflict solving modelThis 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 reflectExpress your own point of viewDefine a common goalFind together a solutionEvaluate or test the solutionShow gratitude to your partnerBe aware, that this activity logically depends on the previous exercise.The stop the fire roomTarget competence: Avoid de-escalation of a conflictThis 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 answersShout at him herSlam the doorMake off your friendPlay with your telephoneCount up to 10Take a deep breathWait till your friend stops talkingSuggest a break(Re-verbalise emotion)The Jumping stones roomTarget competence: To identify and use self-esteem supportive utterancesPlayers 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 areSupportive towards the development of self-esteem orNot supportive (=incorrect)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 roomThe 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 challengeTarget 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 difficultiesTarget 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 roomPlayers 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 roomTarget 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 roomTarget competence: Identification of assertive reactionsMusical 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 roomTarget 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 LadderTarget competence: Assertiveness - Identification of assertive reactionsAvatars 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 quizAppendix A: Puzzle Room Example ContentThis appendix contains the initial content developed for the game descriptions by the partnership.Hall of whispersTarget skills from the curriculumsettingQuestion (Player 1)Answering categories (Player 2)listenStatues 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?Tap your earsshoutlistenStart conversation2) The columns” is staring at the characters--------------------Correct answerThe “statue” presents his/herself and tells you what to do nextWhat could we do nowclose your eyesstart a conversationRun awayKeep eye contactA 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 wayWhat would we suggest to the column?Keep eye contactUse a handkerchiefPut the 2nd finger into the noseAsk questionsThe “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 avatar will, yes you are right...What could we do now?Consult the internetAsk questionsCall a friendThe guardians of emotionsTarget skillSettingPlayer APlayer BCommunication, I-message3x3 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 onSentences without I are wrongI 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 finishedbecause I got a job promotionmy co-worker is dismissedbecause my boss shouted at mebecause I do not know if I can manage my workbecause it is rainingbecause there is a traffic jambecause it is noisy.because the air condition stoppedbecause internet is downThe me-mirror roomTarget skills from the curriculumCooperationsettingQuestion Player 1)Answering categories (Player 2)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 roomWe agree .....We plan .....We share ......We do things ……We assess ....We define .....We thank .....who is a member of the teamtogetherinformationin a coordinated wayif we were successfulthe problemeach other for working togetherThe bridges roomTarget skills from the curriculumCooperationsettingQuestion Player 1)Answering categories (Player 2)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 roomWe agree .....We plan ......We share .......We do things …….We assess ....We define .....We thank .....who is a member of the teamtogetherinformationin a coordinated wayif we were successfulthe problemeach other for working togetherThe steps roomTarget skills from the curriculumCooperationsettingAnswering categories for both players in the correct logical order. Only if both players choose the correct order, they can succeed.Recognise chronological order of cooperationIf 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 otherThe mazePossible moves to choose:move rightmove leftgo backmove forwardstopThe 2 ways roomTarget skills from the curriculumConflict managementsettingAnswering categories:Answering categories (Player 2)Stop, watch and reflect1 Player wants to go right2nd player wants to go leftArising question:What to do now? (on a board)a) Stop and count from one to 10b) Shout at your co-playerc) Keep on moving into your directiond) Go into the direction of your co-playerOnly if both player click the correct answer (a) the game will go on and they will be provided with MAPSExpress you own point of viewPlayers are asked to give reasons, why they think, that their way is the correct oneIf both players click on the correct reason, an avatar will appear1) I want to go this way, because I want2) I want to go this way, because I have a map3) I want this way because it is nicer4) I want this way, because I am rightIf answers 2 is given by both players, they can proceedDefining a common goalAvatar 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 level2) We shout at each other3) We cryIf answer 1 is clicked by both players they can go onTo find together a solutionSupportive avatar appears and tries to give a prompt:We can you do now?Let me see your map2 I don`t care, I want to go my way3)I don`t want any more to go with youIf answer 1 is given by both players, both parts of the map are show as ONE WHOLE to both players.Evalution of the solutionMaps are together and indicate one correct possibility, e.g.First map A then map B or vice versaPlayers have to click on the correct sequence:B AThey reach the doorIf both players click the correct sequence, they can move on.The bridges room 2Stop, watch and reflectExpress your own point of viewDefine a common goalFind together a solutionEvaluate or test the solutionShow gratitude to your partnerThe stop the fire roomShout at him herSlam the doorMake off your friendPlay with your telephoneCount up to 10Take a deep breathWait till your friend stops talkingSuggest a break(Re-verbalize emotion)The Jumping stones roomSupportive and incorrect answers“I am proud about what I am able to do”“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”The equip yourself roomExamples of utterances: to be filled in.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”The Room of difficultiesTarget skills from the curriculumSelf-controlsettingAnswering categories:Answering categories (Player 2)First reflect, what to doPlayers 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 upIf both player chose answer b, a KEY will be visible behind a spider net. This key can be taken and put into the lockhardinessPutting the key into the look reveals a highly complicated opening mechanismAgain a question appears: “What you can do?”a) Keep tryingb) Cryc) Become angryAnswer a opens the doorDelay of gratificationAn 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 effortsA question appears in the wall“What should we do?”a) Follow the avatarb) Follow the difficult wayc) Take the quick rewardd) Avoid any effortAnswer b will give the way to the next (unfortunately) closed doorRegulation of negative emotionsAlso 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 doorb) Push the doorc) Cursed) Try to calm downAnswer d will show a sand-watch which will serve as key and after some seconds the door will open.The block conveyor roomI first think, then I talkI don`t drink alcohol at workI don`t drink alcohol before workI don`t drink too much alcohol at work partiesI don?t talk about sex at workI use the internet only for my jobI don`t give up easilyI always give a 2nd trialI remain confident in difficult situationsI can follow long term goalsI 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 gameAs soon as the slightest problem appears, I give up.I need immediate reward.My rights roomTarget skills from the curriculumAssertive behavioursettingAnswering categories:Answering categories (Player 2)The cashier does not give you correct change and you notice ita) I do not say anything and leave the shopb) I ask my exact change backc) I tell the cashier off.First protective tool is providedAll 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 colleagues want to have a coffee machine, but I want to heat my lunch in a micro wavea) I am angry, I don`t care about their coffee, I want my lunch warmb) 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 colleaguesMy boss is requested more and more work from me without extra paya) I do the work without saying anythingb) I object and ask more extra payc) I slam the door and leave the room/officeThe Musical madness roomCorrect: (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 beliefsNotes 9-12 of BeethovenIf 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 BeethovenI am faced with a difficult decision I need time to consider it.IncorrectIf I feel under pressure, I have to decide immediatelyThe Traffic Light RoomPossible moves to choose:move rightmove leftgo backmove forwardstopTarget competence: Self controlThe Room of the LadderI can tell my opinion:Because I am always rightBecause I can provokeBut I prefer to stay silentBecause everybody has the right to express his her opinionBecause I do not care what others thinkI can ask questions:because I need informationBecause sometimes it is boringBecause I can produce troubleBecause I am a question computerI can ask for help:because I am too lazyBecause it is fun to ask for helpBecause I really need some helpI can express my needsbecause I am the centre of the worldBecause I am always rightsBecause they are important for meTarget competence: AssertivenessAppendix 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 TaskPlayers 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 TaskThis 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.Room 3 – Guardian Question TaskA “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.Room 4 – Tile Escape TaskIn 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.Room 5 – Maze Navigation TaskIn 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.Room 6 – The Tile Picture GameIn 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)Room 7 – Musical madnessPlayers 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.Room 8 – Block conveyorPlayers 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. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download