Final Team Presentation

Category: Education

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EDU Computer Game ASACDWS:

EDU Computer Game ASACDWS By: Cameron Hetzler , Devonte Dereef, Henry Flint, Nathaniel Lane, and Chandler Corriher


Outline Objective Ideas The Plan Construction Process What we learned

What is it we must do:

What is it we must do Create an educational computer game using 3 rd party software Incorporate some STEM concept Interaction required at least once every 10 seconds Are you not entertained for at least 5 minutes?

Slide4: Example of C#

Our Ideas and the Chosen One:

Our Ideas and the Chosen One Core programmer sought to focus on projectile motion What types of sound do we need? What kind of images should be used? Level design? Include air resistance? What about different types of projectiles?

Plan of Action:

Plan of Action Create the foundation for the game Everybody gathers their individual pieces of the puzzle for the game Proceed to level design Input selected levels into game Combine sound, images, etc


Our Game

The Building Process & Testing:

The Building Process & Testing

What We Learned:

What We Learned Increased ability to code and manipulate game development software Greater communication and leadership skills Ability to designate and separate the power and tasks among group members Dissection of a problem and figuring out a solution that will solve it

Works Cited:

Works Cited Daum , Moritz M. and Horst Krist . “Dynamic action in virtual environments: Constraints on the accessibility of action knowledge in children and adults.” The Quarterly Journal of Experimental Psychology 62:2 (2009) 335-51. Print. Krist , Horst; Fieburg , Edgar L; Wilkening , Friedich . “Intuitive Physics in Action and Judgement: The Development of Knowledge about Projectile Motion.” Journal of Experimental Psychology : Learning, Memory, and Cognition 19:4 (1993) 952-66. Print. White, Peter A. “Judgements about the relation between force and trajectory variables in verbally described ballistic projectile motion.” The Quaterly Journal of Experimental Psychology 66:5 (2013) 876-894. Print

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