Group+Project+2

[|Download a Portable Document Format (.pdf) File of the Game Design Principles Slideshow from Class]
[|Download a Portable Document Format (.pdf) File About Game-Design Principles (Created by Dr. Rich Staats)]

//__To get ideas and inspirations on adapting electronic games to a non-electronic format, refer to Chapter 4, "Converting Digital to Physical," of the "Challenges for Game Designers Book."__//

__**Group Project Assignment 2 – Due Date: 10/26/2010 – READ CAREFULLY**__
If students have any questions or problems, they should ask me either in person or via email before the assignment is due.
 * __ASSIGNMENT__ – Students are to create a Non-Electronic Game __based on an existing electronic game__ (including, but not limited to, video games).**

The purpose of this is project is to familiarize students with the process of game creation. Nearly all forms of games, including video-games and other electronic games, share the same basic principles of rules, rewards, and penalties. Whether based in the physical world or the virtual world of video-games, there are certain principles which make a game engaging and fun to play.

This project allows students to explore those principles while adapting a game that already has a set framework of rules and game-play. Because these rules and game-play mechanics will have to be adapted into a new medium, students will get an understanding of how subtle changes to game mechanics can have a large impact on an entire game.


 * __NOTE__: Creating an adaptation of an electronic game that is __//already an adaptation of a physical game//__ is not allowed. For example, students can not just play football in class and claim to be adapting the newest Madden game, nor can they play standard card games in class (like poker, blackjack, etc.) and claim them to be an adaptation of "Club-House Games" for the Nintendo DS. **


 * Students may make their new game in the form of a table-based game, or they may use alternative means, ultimately creating a "human-based game" (explained below). __The main restriction is that the games must be able to be played within the confines of the classroom__.**

Examples of table-based games include Monopoly, Poker, Dungeons and Dragons, and Magic the Gathering – among innumerable others.
 * __Examples of Table-Based Games__ –** A table-based game is any game that can be played while sitting around a table; such games include, but are not limited to, board games, card games, and dice games. Typically, table-based games require limited physical activity or stamina on the part of the player, outside of mental endurance.


 * __Examples of Human-Based Games__ –** Table games are fairly easy to understand, as they consist predominantly of board games, card games, and dice-based role-playing games. "Human-Based Games," on the other hand, are more of an obscure concept. Sports would certainly qualify as a human-based game: the human body itself is the main game-play device, with additional "props" (like balls and bats) being used to further game-play. However, most sports would not work within a classroom setting, nor would it be based on an electronic game - as such, sports would not qualify for this project.

One example of a human-based game that does qualify, and was actually done in a previous class, is a human-version of Space Invaders. In the game students, acting as the invaders, move in a winding line around desks, slowly progressing to the front of the room, where the "player" is waiting. This player has a supply of small, soft projectiles (such as Nerf balls, which do not hurt on impact), which he throws at the "invaders." If one is hit, the invader sits down, off of the play-field. The invaders have ammunition of their own that they thrown back toward the player (each Invader only has 1 ball each to start with). If the player is hit, she or he loses the game, and the invaders win. An addition to the game, to make it both interesting, was that both the invaders and the player could pick up discarded "ammunition" (balls that have been tossed and missed, and are now on the floor) and use them as their own. If the invaders reach the front of the classroom or hit the player, they win the game. If the player removes all of the invaders from play, he or she wins the game. This same game, with minor variations, can also be done as a replica of Centipede (with invading-students that are hit staying in place, and altering the flow of the other "invaders").

Another example of a human-based game is taken from the real world, outside of a classroom setting, and is too ambitious to work with this assignment (as it requires a large area of New York City, cell phone and/or GPS technology, and various other things not used in this assignment). The game is "Pac-Manhattan," and is a "human-based game" which is modeled after the classic video game, Pac-Man. A full description of the game can be found here, at http://pacmanhattan.com/.

__**GUIDELINES**__ **–** **As noted above, table-based games are allowed.** To reiterate, examples of such table games include board games (like Monopoly, Clue, Sorry, etc.), card games (like Poker, Uno, Pokemon, etc.), and dice games (like Dungeons and Dragons and other role-playing games). **Human-Based Games are also allowed.** Examples of Human-Based games are listed above, and include the human-play Space Invaders described earlier or Pac-Manhattan.


 * Students may also combine elements of table-based and human-based games together.** In other words, students can direct human players through the use of dice, or have players draw cards during the game, even though the actions are actually carried about by human participants.


 * As with the previous group project, students must submit a typed description of their game on the same date that the game is due - EVERY STUDENT IN THE GROUP MUST SUBJECT THEIR OWN DESCRIPTION OF THE GAME . ** Descriptions should include all group members’ names, a detailed description of individual member responsibilities on the game (including describing and evaluating one's own role), a detailed description of the game concept, game-play mechanics and rules of play, and descriptions of any materials that are needed to play the game. **//__If everyone's individual description of the game is 100% identical, I will know that everyone wrote the description together - the idea of separate descriptions is to let me know that everyone truly understands their own game and how it works.__//** Obviously, if everyone understands their own games properly, the descriptions will be similar, but individuality should lead to separate wording, layout and arrangement of content, etc.

The final grades for the first group assignment will be a combination of the quality of the game itself, the typed description, and each student's individual contribution. Thus, the grade will be a result of shared grades (the game itself and, to an extent, individual game descriptions) and individual grades (the student's own contribution to the game and individual game descriptions).

__Games MUST abide by the following rules:__

 * 1) **All games must be able to be played within the classroom, without the use of any advanced technology.** All players should be able to participate and complete the game within the confines of the classroom, without the need of any kind of special controller or other input device. Games may be a table-based game, such as a board game, card game, or role-playing game, or they may be a human-based game, like the examples listed above. ANY use of a computer, television, or electronic device MUST be approved by me.
 * 2) **Students must incorporate at east 2 human participants at any given time during the game (preferably more).** Games can have 2 players working together, 2 players working against each other, multiple players working on different teams, etc.
 * 3) **There must be a clear objective and method of winning the game, either via obtaining a specific goal or outscoring one’s opponents.** Winning should be objective, not subjective. In other words, the winner should be clear and concrete, not based on individual opinion.
 * 4) **Students must use an electronic game as a basis (such as the Pac-Manhattan example, found here), though the game must be accurately adapted to table or human play.** If a game is too complex, it will most likely not translate well to table or human-play. Remember: certain rules or game-play elements hat work well in an electronic version of a game may not work well in another medium. Feel free to alter rules or add game-play as necessary; just make sure that idea and theme of the game being adapted is kept intact. ** Certain electronic games that have already been adapted and discussed in class or in the "Challenges for Game Designers" text-book (such as Mario Kart) may also be off-limits - STUDENTS SHOULD SEE ME IF THEY HAVE ANY QUESTIONS ABOUT THEIR CHOICES **.
 * 5) **Games can not be directly copied from an existing table-based game (such as Poker, Monopoly, etc.).** Games will be based on other electronic games, and will thus likely share similarities to existing games, like other board-games/card games/etc. on the market. Existing games such as these may be used as a jumping off point, but if existing games are used as a basis, there must be a significant change to rules, presentation, etc. If a group is unsure whether or not their idea qualifies as original, they should ask me immediately.
 * 6) **Games can not be directly copied from an existing human-based game (such as existing sports, or the various human-based games already discussed in this document).** If a student wants to adapt a sport-like electronic game that doesn't already have a real-world sport (such as the Tron light-cycles), they may do so, assuming the adaptation fits within all of the project guidelines set forth here, and can be effectively played within the classroom.
 * 7) **There is to be no unapproved physical interactions, and no physical violence whatsoever.** Certain table-games, specifically certain card games, may require physical interaction with another player (for example, there are certain games that require one player to slap another player's hand during play). This type of physical interaction is not allowed, though other, more gentle forms of physical interaction may be allowed, such as tapping another player's shoulder. Similarly, with human-based games, there may be some form of physical interaction, like the aforementioned tapping another person's shoulder, or throwing SOFT items (like Nerf balls or rolled up paper) at one another. If there is ANY chance of injury, the physical interaction will not be allowed. ** If a student wishes to use ANY kind of physical interaction in their game, including throwing any object whatsoever, it MUST be approved by me .**
 * 8) **There is to be no use of guns or other weaponry of any kind, real or toys, unless approved.** Obviously, many successful electronic games are war-simulations and use some form of weaponry. Many table-based games are also war simulations. Things change when moving into human-based games, however. Having students using artificial guns against one another could be construed the wrong way, and could be seen by those passing the classroom as a security threat. ** As such, no weapons of any kind will be allowed, without my express approval .**
 * 9) **Group members must have game-materials ready prior to the start of the game.** Materials include any item needed for the game play. This can include dice, game pieces, cards, game board, etc. Anything the game needs to be played, students must provide.
 * 10) **Game cards and game boards must be created by students****.** Simply put, students can not simply "borrow" materials from existing games and present them as their own. In other words, traditional playing cards (2-10, with face cards and aces) can not be used in games, nor can existing game-boards, like a standard monopoly board. Students must create their own materials, or significantly alter materials from other sources. Pieces like dice can obviously be used from other sources, assuming they aren't identifiable as belonging to another game. Game pieces (such as tokens used to move across a board) may also only be used from other sources if they are unrecognizable as being from the other source and/or fit with the theme of the student games.


 * __ GAME MATERIALS DO NOT NEED TO BE OF INCREDIBLY HIGH QUALITY TO EARN A GOOD GRADE - NOT EVERYONE IS AN AMAZING DESIGNER AND/OR CRAFTS-PERSON __ . ** Even So,** //__GAME MATERIALS NEED TO WORK PROPERLY FOR THE GAME__// //!//** // Students should see me if they have any questions about whether or not their materials or acceptable. //
 * **Group members must all contribute to the project.** Being a group-assignment, it is vital that students work together within their group to create a successful project. Working within groups is a crucial part of most aspects of life (especially modern game-development). As such, students will be graded on a group-by-group basis. Individual members will also have different grades from other group members, dependent on group participation. Group members are responsible for motivating other group members. That being said, if there are ANY problems with group members, students should notify me immediately, so that a solution can be found. ** Complaining that a game was not completed (or not completed well) because of group members not working is not a valid excuse! **


 * Any project which does not follow these rules will be marked down severely, potentially even receiving a 0.** Should students have any other questions regarding the project requirements, they should ask me as soon as possible.

__**GRADING**__ **–** Students will be evaluated on the creativity of the idea and the quality of the games implementation. If the idea is solid and can clearly be executed as a table-based or human-based game, students will not be marked down for the inability of other students to play their game well. However, if a game is deemed to be unplayable, or extremely difficult to play without confusion, the project grade will be severely marked down. **The game itself counts as 1/3 of the student's total project grade.**

As noted above, each group must submit a typed description of the game, giving details of the game concept and game play, individual group member responsibilities, and the game’s required materials. In addition to the experience and execution of the game, students will be graded based upon the clarity of the game description, how well thought-out the game is as described, and how closely the game actually followed the written concept. This document will also help describe, in detail, individual member contributions, which will help determine each student's individual portion of the group project grade. In addition to these descriptions, the individual participation grades will be determined, in part, by my own observations. **The description, along with an individual student's contribution to the project, counts as 2/3 of the student's total project grade.**

**All questions regarding the game rules or grading must be asked prior to the final submission date.**


 * __DUE DATES__** – Completed games are due on __**October 26, 2010**__. While it is unlikely that every game will be played on this date, **ALL STUDENTS MUST TURN IN THEIR GROUP PROJECT DESCRIPTIONS ON OCTOBER 26, AND HAVE THEIR GAME READY TO BE PLAYED**. The two class periods that week (October 26 and 28) will be dedicated to playing students' games.

**Students will receive a 0 if they do not have their games ready on time.**


 * All students must submit a final description of their group project within the first five (5) minutes of the first class of the game week (beginning October 26).** Students may also email their final descriptions to me in an electronic format (such as Microsoft Word) //__prior__// to the due date.

**Students that do not turn in a final game description will receive a 0 on the group project. THERE WILL BE NO LATE-GRADES GIVEN ON THIS ASSIGNMENT. __NO EXCEPTIONS__.**