Name: Bonnie

Scenario: You have been hired as a ​GAME DEVELOPER​ by a company that is trying to break into the youth
market. This company is excited to have you use your creativity to research, write/design, build, and test a game for
a young audience. You will use your many talents for this task.

SOI: ​
Different forms of communication can impact how effectively an idea or theme is expressed.
Task Description
G​OAL To create an exciting game which combines a story that you have written with a style of game that is both appropriate for
the story and engaging for the user.

R​OLE You will be the game writer, developer, and tester.

A​UDIENCE Your client is the game development company and the Technical Director (me).

S​ITUATION You are in the first few weeks of a new job as a GAME DEVELOPER.

P​RODUCT 1. A story or script (transfer from your English class)

2. A completed game.
3. A Design Journal which shows your creative process.

S​TANDARDS You will be assessed against MYP Design Criteria A - D.

ATL Skills
Information Literacy - Research primary and secondary information
- Research how to code and using codebanks

Goal Setting and Time Management - Follow and maintain ​PROJECT TIMELINE
 TABLE OF CONTENTS

PROJECT PHASES Required Completion Date Finished (X)

Research and Analysis January 18, 2019
1. Identify and Prioritize Research
2. Analyze Existing Products
3. Develop a Design Brief

Developing Ideas and Designs February 1, 2019

1. Develop a Design Specification
2. Develop Design Ideas
3. Present the Chosen Design ​(ungraded)

Creating and Improving the Solution March 1, 2019

1. Construct a Logical Plan
2. Building Journal ​(ungraded)
3. Design Testing Methods (part 1)
4. Justify Changes (based on test 1)
5. Design Testing Methods (part 2)
6. Justify Changes (based on test 2)

Evaluating March 13, 2019

1. Evaluate the Success of the Solution
2. Explain the Impact of the Solution

End of Unit Reflection March 15, 2019

First cross country

I was so nervous that I didn’t realize I started running. I was on the cross country running team and we had a meet in PTIS. I have
never run a cross country race before. I ran 800 meters in grade 6, but I know it will be a lot harder in cross country. During the first
quarter of the running, I tried to keep my pace slow and steady. It was only 200 meters and everyone is already in front of me. I am
scared that I will get last, I am scared that I can’t finish the race, I am scared that my sister will finish it before me. thousands of
thoughts ran through my mind; I am scared.

“400 meters,” I thought to myself even though I don’t really know the exact distance. I tried not to get tired and to keep my pace slow,
but it didn’t work, I am already getting tired. “You are not tired, you are not tired,” I told myself, “This is a 2k run and I can’t be tired at
only 400 meters.” By the time I was about 600 meters, I knew I was going to get last because I couldn’t even see a single person in
front of me. I don’t understand how they can run so fast.

“800 meters, keep going,”, I guess again and hoping I am right. To distract myself from tiredness, I focused on my breathing, a deep
inhale and a deep exhale, a deep inhale and a deep exhale… but the more I thought about it, the harder it is to breathe. I thought
about giving up, but this is when my hope came back again: I saw the red cone, the cone that tell you it’s half way. I quickly decided
to keep going, because I know I am half way and just a few more steps, then I will finish.

“1000 meters, you are half way,” telling myself again. I am breathing heavily and I felt tired, really tired. I tried to distract myself from
tiredness again by looking at the view, there is a lake and a farm next to the track, and it is really pretty, so I forgot all of my tiredness
and I keep reminding myself that I am not tired and I still have energy left. Thinking about other stuff actually helped me a lot; I didn’t
realize I was even running.

Then I saw people, 3 people in front of me, but they were walking. I know that I can beat them, so I ran and ran hoping that I can run
past them. They started to run again when they saw me run past them. The girl sprinted in front of me and started to walk again; I
ignored her, trying to keep the same pace as before. She walked slower and slower, I am alone again on the track.

“1500 meters, I can’t make it.” I felt like a water balloon, loose and wobbly. I am breathing heavily, the back of my legs feel like they
are pulling and sore. I have this feeling like I am a really light feather and I am floating, I can’t feel my legs, and my lungs. Then I
started to feel dizzy , everything I saw was blurry, I wanted to stop but I can’t. My legs won’t listen to me and all I can do it keep going.
My chest hurt, my knees hurt and everything is just so wrong.

I have a second thought of giving up, but then a sound cheers me up again. I heard people yelling and whistling, I am almost finished.
I saw the finish line, there’s lots of people standing on the sides of the road. I saw Ms Mara and my teammates, so I woke myself up
and started to run faster. There were people behind me trying to catch up with me. I started sprinting but I couldn’t run any faster. it
felt like there is a giant magnet behind me and it is pulling me. No matter how fast I ran, I felt like I am still going the same pace.
Finally with a few people right behind me, I crossed the finish line.

When I crossed the line, my whole vision turned upside down and I couldn’t see very clearly as I turned my head. But I am so proud
that I finished my first cross country race and I am really hoping for the next one. Even though I didn’t win, I am so glad that I pushed
myself through my limit and finished the race.

(link to your game)

 RESEARCH AND ANALYSIS 1: IDENTIFY AND PRIORITIZE THE RESEARCH
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States ​the research​ ​needed i. Constructs ​a research i. Constructs ​a research plan,

to ​develop​ a solution to the
problem, ​with​ ​some
guidance​.
plan, which ​states​ and
prioritizes​ the primary and
secondary research
needed to ​develop​ a
solution to the problem,
with some guidance​.
which ​states​ and ​prioritizes
the primary and secondary
research needed to ​develop
a solution to the problem
independently.

Task Clarification:

Student Grade/Justification: i will give myself a 5 because i think i Teacher Grade/Justification:

gave detail and make it clear on what am i doing. Nice work. I agree with your self-evaluation. Clear list with
priorities just lacking substantial details to get to the next level. 5

(create a Mind Map of the information you will need to research to complete this project. consider how you will get this information)
Mind map of the interview
What game i am looking for
 RESEARCH AND ANALYSIS 2: ANALYZE EXISTING PRODUCTS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. Outlines one existing i. Describes ​a group of i. Analyzes a group of similar

product that inspires a similar​ ​products that products that inspire a
solution to the problem. inspire a solution to the solution to the problem.
problem.

Task Clarification:

Student Grade/Justification: i will give myself a 5 because i didn’t Teacher Grade/Justification:

actually reach my plan on interviewing 2 elementary kids. But Nice Analysis of the work. 7
i try to find the game that i was looking for in my plan.

INTERVIEW THE TECHNICAL DIRECTOR

QUESTION 1: what type of game you like?

● Mr. john like adventure game and story based game

QUESTION 2: is there any expectation you want to see in our game?

● He is expecting us to be able to connect the story and the game together

QUESTION 3: are we going to give our game to our user to try? And when?

● Yes we are and it will be in about march

QUESTION 4: how long should my game be?

● It should be about only a few second

INTERVIEW AT LEAST 1 USER

QUESTION 1: what is your favourite game?

● Fast, short but can get number 1

QUESTION 2: what else do you think it is important to a game?

● The look will be important, so it have to look good

QUESTION 3: what are you expecting in the end of the game?

● Getting the first or highest point

QUESTION 4: game with story or just game?

● Game with a story before

GAME ANALYSIS 1: cubefield

 Describe the Game:

the game is that you use your arrow key to control the triangle to move left and right.
But you need to avoid the square to be able to win or get the highest score

Positive for Creating a Similar Game:

It is a really simple but fun game and it is easy for people to control it. The look of the
game is also really nice.

Negatives for Creating a Similar Game:

As you can see in the left, it is too hard to make one since there is quite a lots of
movement and moving object in the game.

Is this Game Suitable for my Story and User?

My story is about running and i think it work for my story and this game is really simple and fast so the user will want to play this. But the only
problem is that the procedure is really complicate.

GAME ANALYSIS 2: Ensemble

 Describe the Game:
The game it to find the missing card within the limited time. It have different colour and
shape to help you with the guess.

Positive for Creating a Similar Game:

The game is really simple and easy to make.

Negatives for Creating a Similar Game:

I will need a lot of time i am trying the make the game look good like this.

Is this Game Suitable for my Story and User?

Not really because my story is about running and i don’t think it is really related to any thinking or speed.

GAME ANALYSIS 3: DUET

 Describe the Game:
This is a game with obstacle that you have to get away with. You will be controlling 2
circle that both move in a track of circle, you can let the circle touch the obstacle

Positive for Creating a Similar Game:

I found it really fun and challenging, i definitely like this game.

Negatives for Creating a Similar Game:

It might take some time to make this game, because there is lots of obstacle in the way
that are all different.

Is this Game Suitable for my Story and User?

This is really suitable for my story if i switch it up a bit and make it look like a running.
 RESEARCH AND ANALYSIS 3: DEVELOP A DESIGN BRIEF
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States some of the main i. Develops ​a ​basic d ​ esign i. Develops ​a design brief, i. Develops ​a design brief,
findings of relevant brief, which ​outlines some which ​outlines​ the which ​presents​ the ​analysis
research. of​ relevant research. findings​ of relevant of relevant research.
research.

Task Clarification:

Student Grade/Justification: i will give myself a 4 because i try to Teacher Grade/Justification:

find some other games rather than just the basic running On second review these seem more like statements about the findings.
game but i couldn’t. A bit more detail would get you to the higher level. 2

WHAT DOES THE TECHNICAL DIRECTOR WANT? (consider quoting specific information)

The technical director wants us to have a game that will be creative and fun, but the main things is that mr. john want us to be able to have a
game that shows our story clear and connect them.

(paragraph starter: “The Technical Director wants _______ .”)

WHAT DOES THE USER WANT? (consider quoting specific information)

The user wants us to have a game that is fun and a bit challenging. They also think that the game should look good because it is important that
the game looks fun not just actually fun.

(paragraph starter: “The user wants _______ .”)

WHAT GAME TYPE IS BEST FOR MY NARRATIVE? HOW DO YOU KNOW IT IS THE BEST?

I think a running game will be the best type of game for my story because my story is about me running in the cross country.
 (paragraph starter: “The best game type for my narrative is _______ because ______ .”)

DESCRIBE (in general terms) THE TYPE OF GAME YOU WILL CREATE

I will create a game that involve running on the road or some places but with a little hidden twist. But i really want my game to be different than
other running games so i will add some other bit of part from the other type of games to make id different.

(paragraph starter: “I will build a ______ game because ______ .”)

 DEVELOPING IDEAS 1: DEVELOP A DESIGN SPECIFICATION
Level 1-2
i. Lists ​ a few basic success
criteria for the design of a
solution
Task Clarification:
Student Grade/Justification:
1-2
3 min or more
1-2
Really easy, people can just play
without concentrating
Level 3-4 Level 5-6 Level 7-8
i. Constructs ​a list of the i. Develops design i. Develops ​a design
success criteria for the specifications, which specification which ​outlines
design of a solution. identify the success the success criteria for the
criteria for the design of design of a solution based on
a solution. the data collected.
Teacher Grade/Justification:
Nice Design Specifications. These are somewhat data-based which will
make them easy to test. 6
DESIGN SPECIFICATION 1
The amount of time needed to play the game
3-4 5-6 7-8
2 min to 3 min 1 min to 2 min 30 sec to 1 min
DESIGN SPECIFICATION 2
If the game is challenging
3-4 5-6 7-8
Medium level, the game is not people need a few time to get use Can never get to the end
challenging enough to it
 DESIGN SPECIFICATION 3

I can finish the game on time

1-2 3-4 5-6 7-8

I can’t finish the game I can only finish half of the game I finish most of the game I finish the whole game

DESIGN SPECIFICATION 4

I can connect my story with my game

1-2 3-4 5-6 7-8

My classmate have no idea what My classmate can guess what my My classmate can know what my My classmate know what my story
my story is about base on the story was but wasn’t so sure story is about but my game need is about right away.
game to connect more with the story

DESIGN SPECIFICATION 5

My game look nice and is colourful

1-2 3-4 5-6 7-8

No decoration at all With some colour but doesn’t Look ok but not the best Look amazing!
really make the game look good
 DEVELOPING IDEAS 2: DEVELOP DESIGN IDEAS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

ii. Presents ​one​ ​design idea,
which can be interpreted by
others.
ii. Presents a few​ feasible
design ideas, using an
appropriate medium(s) ​or
explains​ key features,
which can be interpreted by
others.
ii. Presents a range of ii.
feasible design ideas,
using an appropriate
medium(s) and explains
key features, which can
be interpreted by others.
Presents ​a range of feasible
design ideas, using an
appropriate medium(s) ​and
annotation​, which can be
correctly interpreted by
others.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

Excellent Design ideas and explanations. 6
DESIGN IDEA 1

Features:
● The game was set as a maze with obstacle

● The object you are controlling is a ball

● The game will be control by the up, down, left and right arrow
key

● The goal is to get to the end of the maze without touching the
wall and the obstacle
DESIGN IDEA 2

Features:

● There will be a scoreboard that keep track of your score

● The obstacle and every object on the game are in 2D shape

● There will be a ball for you to control

● The goal is to avoid the obstacle and not touching it

● The game will be control by the left arrow key and the right
arrow key
DESIGN IDEA 3

Features:
● The game is a maze and there is only one way out

● The path that the player have been through will be wipe out

● The player will die if they get to a dead end

● The player press left key and the ball will go to the right and if
the right key will go to left.
 DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN
Level 1-2 Level 3-4 Level 5-6 Level 7-8

iii. iii. Outlines ​the ​main​ reasons
for choosing the design with
reference to the design
specification.
iii. Presents ​the chosen iii.
design and​ outlines ​the
main​ reasons for its
selection with reference to
the design specification.
Presents ​the chosen design
and ​outlines​ the reasons for
its selection with reference to
the design specification.

CHOSEN DESIGN

Key Features:
● Look like a normal running game

● The ball goes to the opposite direction when you press the left
and right arrow key

● Need to avoid the obstacle and the wall

Positives of Chosen Design: Negatives of Chosen Design:

It is really challenging and it will be The obstacle might be repeating
a quick game after a while in the game.
 DESIGN SPECIFICATION 1

The amount of time needed to play the game

1-2 3-4 5-6 7-8

3 min or more 2 min to 3 min 1 min to 2 min 30 sec to 1 min

DESIGN SPECIFICATION 2

If the game is challenging

1-2 3-4 5-6 7-8

Really easy, people can just play Medium level, the game is not people need a few time to get use Can never get to the end
without concentrating challenging enough to it

DESIGN SPECIFICATION 3

I can finish the game on time

1-2 3-4 5-6 7-8

I can’t finish the game I can only finish half of the game I finish most of the game I finish the whole game

DESIGN SPECIFICATION 4

I can connect my story with my game

1-2 3-4 5-6 7-8

My classmate have no idea what My classmate can guess what my My classmate can know what my My classmate know what my story
my story is about base on the story was but wasn’t so sure story is about but my game need is about right away.
game to connect more with the story
 DESIGN SPECIFICATION 5

My game look nice and is colourful

1-2 3-4 5-6 7-8

No decoration at all With some colour but doesn’t Look ok but not the best Look amazing!
really make the game look good

CREATING AND IMPROVING THE SOLUTION 1: CONSTRUCT A LOGICAL PLAN

Level 1-2 Level 3-4 Level 5-6 Level 7-8

iv. Outlines each step in a
plan that contains some
details, resulting in peers
having difficulty following
the plan to create the
solution.
iv. Constructs ​a plan, which v.
considers​ time and
resources, sufficient for
peers to be able to follow
to create the solution.
Constructs ​a ​logical​ plan,
which outlines the efficient
use of time and resources,
sufficient for peers to be able
to follow to create the
solution.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

Strong outline of the steps needed to complete your solution. 4
DESCRIPTION OF THE STEPS TIME NEEDED FOR COMPLETION

First, I will build my game’s background. I need about 1 hour to build it because i need to learn with the
tutorial and try with different code. 1 hour

Second, I will build my character and code it to get ready to start, i will need about 30 min to 1 hour to
make it. 30 min to 1 hour

Third, I will build the obstacle and code it, i will make it move and can’t touch my character. I will need 1 to
2 hour 1 hour to 2 hour

Fourth, I will make decoration and make any changes that i need to make. It will take me 1 hour to 2 hour 1 to 2 hour
 CREATING AND IMPROVING THE SOLUTION 2: Daily Building Journal
Date: Feb 7, 2019
Step-by-Step Description:
● The first page on my game is the first picture

● And second page will be a ball right there that can move left and
right horizontally.
 Step-by-Step Description:
● The word on the screen will only appear when the game haven’t
started yet
● When the game is started click the space and the word will
disappear

Step-by-Step Description:
● To make my game a bit challenging, the ball will move to left
when you click the right arrow. And move to the right when the
left arrow is clicked

● I code the ball so when the game first started they are invisible.
After the space is clicked the ball will show and be able to move

RESEARCH RESOURCE LINKS​:

Date: feb 14
Step-by-Step Description:
● I started making the obstacle in the game.

● The obstacle will appear when the space is pressed and the
game started.
 Step-by-Step Description:
● I coded the obstacle so when the ball touch it, they immediately
stop and the whole game will be paused.

● If the space is pressed, the obstacle will move from the top to
bottom and the ball will have to avoid it.

RESEARCH RESOURCE LINKS​:

Date: February 28
Step-by-Step Description:
● I add more obstacle in the game in different speed and order

● The speed of the game is slower than my previous version

 Step-by-Step Description:
● I make two position and job for each sprite

● Each sprite is followed by one and other and followed in a order

that is connected to the obstacle.

RESEARCH RESOURCE LINKS​:

CREATING AND IMPROVING THE SOLUTION 3/4:

DESIGN TESTING METHODS #1 + JUSTIFY CHANGES #1
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. Defines a​ testing ​method​, i. Describes a relevant i. Describes relevant ​testing i. Describes detailed and
which is used to measure the testing ​method​, which methods​, which generates relevant ​testing ​methods​,
success of the solution. generates data, to measure data, to measure the which generate ​accurate
the success of the solution. success of the solution.
 ii. Outlines ​changes made to
the chosen design ​or​ plan
when making the solution.
ii. Outlines ​changes made to data, to measure the success
the chosen design ​and of the solution.
plan when making the ii. Explains ​changes made to
solution. the chosen design and plan
when making the solution.

Task Clarification:
● Create TEST #1. Describe the test and what data you will collect.
● Create a list of changes you will make to your game and justify why they are necessary.
● Make the changes before you conduct TEST # 2

Student Grade/Justification: Teacher Grade/Justification:

TEST 1: user based test

Description of Test:
● I will do a test of my game with a survey. I will give my user the game i created.
They will play the game and answer some question. I will collect their opinion
and try to make some changes that the user suggest.

Design Specifications Involved in this Test:

● I can test the amount of time my game takes, the level of challenging, if my
game look good and if my player know my story by playing the game.

Results of the Test (data):

● The game might be too fast
● There is too less obstacle
● The challenging level is just right

Describe the and Explain CHANGES you will make to your game before conducting TEST #2:
● I will add more obstacle and decrease the speed of the game
 CREATING AND IMPROVING THE SOLUTION 5/6:
DESIGN TESTING METHODS #2 + JUSTIFY CHANGES #2
Level 1-2 Level 3-4 Level 5-6 Level 7-8

ii. Defines a​ testing ​method​,
which is used to measure the
success of the solution.
iii. Describes a relevant
testing ​method​, which
generates data, to measure
the success of the solution.
iv. Outlines ​changes made to
the chosen design ​or​ plan
when making the solution.
iii. Describes relevant iii.
testing methods, which
generates data, to
measure the success of
the solution.
iv. Outlines changes made v.
to the chosen design and
plan when making the
solution.
Describes detailed and
relevant ​testing ​methods​,
which generate ​accurate
data, to measure the success
of the solution.
Explains ​changes made to
the chosen design and plan
when making the solution.

Task Clarification:
● Create TEST #2. Describe the test and what data you will collect.
● Create a list of changes you will make to your game and justify why they are necessary.
● Make the necessary changes before you finish your game

Student Grade/Justification: Teacher Grade/Justification:

These are two really strong testing methods. I would have loved to see
some more detail in teh changes you need to make. 6 6

TEST 1: user based test

 Description of Test:
● I will give my user the game and take a video of them playing. After them
playing the game, i will first look at the game myself and then give them a
survey. Then reflect on the feedback

Design Specifications Involved in this Test:

● The time of the game
● Can the user guess my story through the game.
● If the game is challenging
● My game will look good

Results of the Test (data):

● The game look too plain
● The game is challenging enough
● The user can guess my story after a few tries
● They don’t need to spend much time on playing the game
● The game should have more obstacle

Describe and Explain the CHANGES you will make to your game before finishing your game:
● I will first put more obstacle in the game
● I will also decorate my game a little if i have time
 EVALUATING #1:EVALUATE THE SUCCESS OF THE SOLUTION
Level 1-2 Level 3-4 Level 5-6 Level 7-8

iii. States ​the success of the v. Outlines ​the success of the
solution. solution against the design
specification based on the
relevant product testing.
v. Describes the success of v.
the solution against the
design specification
based on relevant
product testing.
Explains ​the success of the
solution against the design
specification based on
authentic​ product testing.

Task Clarification:
● Copy/Paste your Design Specifications below.
● State/Outline the success of your game based on each of your Design Specifications

Student Grade/Justification: Teacher Grade/Justification:

i will give myself a 6 because i think for most of criterion i try to Bonnie. You have clearly described the scores/evaluation of your
complete my goal and if i didn’t get to my goal, i explain what i solution. Great work 6
did wrong and how can improve.

DESIGN SPECIFICATION 1

The amount of time needed to play the game

1-2 3-4 5-6 7-8

3 min or more 2 min to 3 min 1 min to 2 min 30 sec to 1 min

I think i should get a 7 because my

game is really fast and quick, the
user tried and lose the game in 1
minute. I set my game fast at a
level of speed so the user can play
but not forever
 DESIGN SPECIFICATION 2

If the game is challenging

1-2 3-4 5-6 7-8

Really easy, people can just play Medium level, the game is not people need a few time to get use Can never get to the end
without concentrating challenging enough to it

I gave a 5 because most of my

user lose the game really quick
and can’t get through at a certain
part but some of user can finish
the game in a few tries. The user
lose because i put lots of obstacle
in the game for them to play.

DESIGN SPECIFICATION 3

I can finish the game on time

1-2 3-4 5-6 7-8

I can’t finish the game I can only finish half of the game I finish most of the game I finish the whole game

I will give myself a 5 because i

finish building all the basic
element for the game like the
button, obstacle and the moving
ball. But i need to add more
obstacle just incase someone
made it far in the game
 DESIGN SPECIFICATION 4

I can connect my story with my game

1-2 3-4 5-6 7-8

My classmate have no idea what My classmate can guess what my My classmate can know what my My classmate know what my story
my story is about base on the story was but wasn’t so sure story is about but my game need is about right away.
game to connect more with the story

I will give myself a 5 because after

my user played the game, they
can guess the game is about
something running but couldn’t
guess the detail.

DESIGN SPECIFICATION 5

My game look nice and is colourful

1-2 3-4 5-6 7-8

No decoration at all With some colour but doesn’t Look ok but not the best Look amazing!
really make the game look good

I will give myself a 6 because the

user think my game look simple
and clean but they want to have
more colour and decoration.
 EVALUATING #2: EXPLAIN THE IMPACT OF THE SOLUTION
Level 1-2 Level 3-4 Level 5-6 Level 7-8

vi. Outlines the impact of the vi. Describes ​the impact of vi. Describes ​the impact of the
solution on the the solution on the solution on the client/target
client/target audience. client/target audience, ​with audience
guidance​.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

i will give myself a 5 because i think i explain my feedback i got These answers are a nice outline of the solution to the problem. Nice! -
from user and try to give as much detail as i can. 4

DO USERS LIKE YOUR GAME? WHY OR WHY NOT?

My user like my game because they think my game is simple but fun. They think the game is also fun with the little trick. But they would want me
to improve more on making more obstacle and level in the game. If i have more time, they said adding more element like moving obstacle or
obstacle in different shape.
(sentence frame: “My users like my game because _____.”)
(sentence frame: “My users don’t like my game because ____ .”)

HOW DID YOUR CHOICE OF GAME TYPE FIT WITH YOUR NARRATIVE?

My choice of game type is running and avoiding obstacle. I think it fit my story because my story is about running and i make the right arrow key
run to the left and left arrow key run into the left. This showed the dizzy feeling i felt during the run.

(sentence frame: “My choice of Game Type fit my narrative because _______ .”)
 END OF UNIT REFLECTION

What was your greatest success in this unit?

● My greatest success in this unit is learning how to make a game. I learn how to code on the website scratch. Even though i didn’t finish
and made my game perfect, i learned a lots during this unit.

What was your biggest challenge during this unit?

● My biggest challenge is coding the obstacle because they have to be in different position every time and non stoping. I tried to find a way
to do it but the easiest is to write the code for every one of them.
(sentence starter: “My greatest success/challenge was _____ because _____ .”)

Statement DIfferent forms of communication can impact how effectively on idea is expressed.
of
Inquiry

How did learning to combine NARRATIVE and GAMES help you understand stories better?

1: the game help showing more details in the 2: the game can give the audience the feeling 3: when the game and narrative combine
narrative. of them in the story because of visual. together the story became more interesting.

How did creating a game change the way you expressed the ideas in your narrative?

After creating a game i got more ideas on how to describe the action a character have and the things around. And i can write my story
more exciting and interesting.

What are the three most important skills you used during this unit? Explain:

● I learn about the researching skill, i ● I also learn communication skills. I ● I learn how to set goal and make
learn research about the good learn how to tell a story through the changes in my game. I get feedback
example. game by the character movement and from user and improve.
the setting in the game
 This unit we worked on the ATL SKILLS of INFORMATION LITERACY and GOAL SETTING. Which one was the hardest? Why?

In this unit, i think the most challenging skill is goal setting skill, because i set myself a goal but sometime i mess up and couldn’t follow my goal
properly.
(sentence starter: “This unit I found the skill of ______ to be most challenging because ______ .”)

What did you learn about COMMUNICATION this unit?

I learn how to tell a story through a game and try to connect them together in different representation.

What one change you would make to this unit?

I will manage my time better next time because i don’t have enough time to finish my game and improve it better.