1. NELSON ALTAMIRANO, PH.D. naltamirano@nu.edu JAMES J. JAUREZ, PH.D. jjaurez@nu.edu

2. It is a ‘process through which an individual becomes capable of taking what was learned in one situation and applying it to new situations (NRC Report 2012).’ Through deeper learning the individual gains expertise in a particular area of knowledge and is capable of knowing ‘how, why, and when to apply this knowledge to answer questions and solve problems. (NRC Report 2012)’ DEEPER LEARNING THROUGH GAME CONSTRUCTION

3. LEARNING DESIGN THROUGH PLAY (INTUITIVE – JOURNEY) Players: How many? Any requirements? Special knowledge, roles, etc.. Characters in Game, Game Pieces Procedures: What are the required actions for play? How does the game process take place? (Initiation, Movement, Battle, Clean up) Rules: Any limits on player actions? Rules regarding behavior? What are they? How do game objects interact? What are their relationships to each other? Conflict: What causes conflict in this game? Competing forces, limited resources, scarcity and utility of objects Objective: What is the objective of the game? What will the user accomplish? Boundaries: What are the boundaries of the game? Are they physical? Conceptual? Maps, boards, limitations to characters Outcome: What are the potential outcomes of the game? What are the indicators of success/failure? Winning and losing? Does the game have dramatic elements? Challenge: What creates challenges in the game? Play: Is there a sense of play within the rules of the game? Premise/character/story: Are these present? What types of dramatic elements do you think might add to the game experience?

4. LEARNING THE LANGUAGE OF GAME DESIGN (PLAY!) - BATTLE Gameplay Procedure (Turn Based) 1.Roll Initiative 2.Movement Phase 3.Attack Phase 4.End Phase Players (Characters, Pieces)? Objective? Procedures? Rules? Conflict? Boundaries? Outcomes? Dramatic elements (themes)?

5. PLAYING GAMES IN CLASSROOM High costs for professor  Preparation time; opportunity cost of class time Uncertain success  Topic, type of learner  Deeper learning  Debriefing section STUDENT BUILD GAMES METHODOLOGY Professors should teach  Prepare excel based teaching materials for Principles of Micro. Students should learn-by-doing Create their own games in groups Buying Games/Selling Games Students should learn-by-doing Create their own games in groups Buying Games/Selling Games

6. 1 ST SET OF CONCEPTS - DEMAND/SUPPLY, MKT. EQ.: THE MARKET FOR GROUND BEEF (BARRETO, 2009)

7. 2 ND SET OF CONCEPTS – ELASTICITY, DEMAND AND SELLER MAXIMIZATION: CHEESEBURGERS AND McDONALDS

8. ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES Phase 1: Elements, Ideation, and Planning Learn Design through play Outlining course targets/concepts for game integration Game teams, titles, and descriptions Phase 2: Early Implementation and Game Construction Defining objectives of the student built game Fleshing out characters and objects in the proposed game, based on course concepts Design game assets with approachable tools Initial Playtest and feedback Phase 3: Advanced Implementation and Game Shaping Outline rule sets and feedback systems Refine game assets and game tracking Iterative Playtest and improvements Phase 4: Completion, Reporting, and Presenting Game Designs Final/Game Design Document as a Scholarly Document Completed Game Assets, Boards, and Playable Pieces Example Gameplay and Live Presentation

9. PHASE 1: ELEMENTS, IDEATION, AND PLANNING Game Title: ____________ (ex: Fastfood Fury) Team Name: ___________________________ Proposed Game Type: __________(ex: Board) Game Description: ___________(ex: Location) ______________________________________ Mapping to Course Concepts: _____________ ______________________________________ ____________________(ex: Supply/Demand) Integrating Course Concepts: Key Questions: 1.Will this be a map or board game? 2.Turn based or real time interactions? 3.Based on course topics, what are possible game pieces, challenges, procedures, and rules? 4.How will the gameplay look and feel for the players? (themes)

10. PHASE 2: EARLY IMPLEMENTATION AND GAME CONSTRUCTION Integrating Course Concepts: Key Questions: 1.What are the game pieces and related course concepts (characters/items)? 2.How does the game proceed? Order of the game? 3.What does the game world look like (maps)? Game Item/Character: ___________________ Resource Type: _________________________ Properties: __________ Stats: __________ Item Description: _____________________ ______________________________________ Mapping to Course Concepts: _____________ ______________________________________ Game Piece:Scores: Game Item/Character: ___________________ Resource Type: _________________________ Properties: __________ Stats: __________ Item Description: _____________________ ______________________________________ Mapping to Course Concepts: _____________ ______________________________________ Game Piece:Scores:

11. 3 RD SET OF CONCEPTS – DEMAND, COSTS (FIXED, VARIABLE; TOTAL-AVERAGE-MARGINAL), REVENUE (TOTAL-AVERAGE- MARGINAL), MARKETS (PRICE TAKER-PRICE MAKER), PROFIT MAXIMIZATION.

12. 4 TH SET OF CONCEPTS – UTILITY, PREFERENCES, MU, BUDGET CONSTRAINT, CONSUMER MAX., MU/P

13. ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES Phase 1: Elements, Ideation, and Planning Learn Design through play Outlining course targets/concepts for game integration Game teams, titles, and descriptions Phase 2: Early Implementation and Game Construction Defining objectives of the student built game Fleshing out characters and objects in the proposed game, based on course concepts Design game assets with approachable tools Initial Playtest and feedback Phase 3: Advanced Implementation and Game Shaping Outline rule sets and feedback systems Refine game assets and game tracking Iterative Playtest and improvements Phase 4: Completion, Reporting, and Presenting Game Designs Final/Game Design Document as a Scholarly Document Completed Game Assets, Boards, and Playable Pieces Example Gameplay and Live Presentation

14. PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING Integrating Course Concepts: Game Rule(s): ___(ex: Limited Money) Rule Description: _________________ ________________________________ (ex: Players begin With $150K+2d6 K) Mapping to Course Concepts: _______ ________________________________ Game Rule(s): ____________________ Rule Description: _________________ ________________________________ Mapping to Course Concepts: _______ ________________________________ Game Rule(s): ____________________ Rule Description: _________________ ________________________________ Mapping to Course Concepts: _______ ________________________________ Game Rule(s): ____________________ Rule Description: _________________ ________________________________ Mapping to Course Concepts: _______ ________________________________ Game Rule(s): ____________________ Rule Description: _________________ ________________________________ Mapping to Course Concepts: _______ ________________________________ Game Rule(s): ____________________ Rule Description: _________________ ________________________________ Mapping to Course Concepts: _______ ________________________________ Key Questions: 1.What are the game relationships and randomness? 2.How is the game scored/won/economy? 3.What are the peripheral game objects/elements, dramatic elements and gameplay? 4.What are the varying levels of the game?

15. BUILDING AND USING A GAME ENGINE:

16. PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING Integrating Course Concepts: Key Questions: 1.What are the game relationships and randomness? 2.How is the game scored/won/economy? 3.What are the peripheral game objects/elements, dramatic elements and gameplay? 4.What are the varying levels of the game? Good News Tax Rebate Income Goes Up +2d6 % Income Good News Tax Rebate Income Goes Up +2d6 % Income Game Card Good News Tourist Come to Town +2d6 % Constant Good News Tourist Come to Town +2d6 % Constant Game Card Good News Meat Price Goes Down -30% Good News Meat Price Goes Down -30% Game Card Bad News Inflation Up +1d6 % Price Bad News Inflation Up +1d6 % Price Game Card Bad News Equipment Breaks $1,000 Bad News Equipment Breaks $1,000 Game Card Bad News Cow Disease +30 Up Bad News Cow Disease +30 Up Game Card _______ Game Card _______ Game Card

17. Student Assignment and Grading Rubric

18. NUNUKE.COM (RESOURCES AND CONTACT)

19. NELSON AND JAMES WRAP – UP AND THANK YOU!