GAM-203-C: GAMES DEVELOPMENT (age 11-14)

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Duration: 8 hrs
Lectures: 9
Level: Advanced

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    General Information

    1. Each class is 60 minutes.
    2. Class days: On Saturday’s.
    3. Course schedule and timing will be decided once the class is complete.
    4. Minimum 5 participants to run one class.
    5. Maximum 10 participants in each class.

    Prerequisites

    1. Fair knowledge of English Speaking Course Description.
    2. GAM-201-A: Game development (11-14)
    3. GAM-202-B: Game development (11-14)

    Course Description In the world of animations and games, there are many concepts and coding experience that candidates need to acquire. In this course, we will start with simple, primitive shapes and building up to more sophisticated sprite. Students become familiar with the programming concepts and the design process, then learn how these simpler constructs can be combined to create more complex programs. Students will develop their own projects where they can practice design, testing, and debugging the code. Course Aim In this course, students learn about images and animations. This include dealing with variables, sprite, sprite movement, conditions, and keyboard input. Moreover, they will learn about functions, collision detection, velocity, and complex sprite movement. During the lessons, they will learn how to design and make their own game. Course Objective The student will:

    • Learn about graphic animation concepts such as primitive, sprites, collision detection, etc…
    • Learn about programming concepts such as variables, conditions, and functions.
    • Learn how to define the main parts of his planned game.

    Building Games

    1
    Collision Detection
    In this lesson, the class learns about collision detection on the computer. Working in pairs, they explore how a computer could use math, along with the sprite location and size properties, to detect whether two sprites are touching. They then use the isTouching() block to create different effects when sprites collide, and practice using the block to model various interactions.
    2
    Mini-Project – Side Scroller
    Students use what they have learned about collision detection and setting velocity to create simple side scroller games. After looking at a sample side scroller game, they brainstorm what sort of side scroller they would like to make, then use a structured process to program the game.
    3
    Complex Sprite Movement
    The class learns to combine the velocity properties of sprites with the counter pattern to create more complex sprite movement. After reviewing the two concepts, they explore various scenarios in which velocity is used in the counter pattern, and observe the different types of movement that result. In particular, students learn how to simulate gravity. They then reflect on how they were able to get new behaviors by combining blocks and patterns that they already knew.
    4
    Collisions
    In this lesson, the class programs their sprites to interact in new ways. After a brief review of how they used the isTouching block, students brainstorm other ways that two sprites could interact. They then use isTouching to make one sprite push another across the screen before practicing with the four collision blocks (collide, displace, bounce, and bounceOff).
    5
    Mini-Project – Flyer Game
    Students use what they have learned about simulating gravity and the different types of collisions to create simple flyer games. After looking at a sample flyer game, they brainstorm what sort of flyer they would like, then use a structured process to program the game in Code Studio.
    6
    Functions
    This lesson covers functions as a way for students to organize their code, make it more readable, and remove repeated blocks of code. The class learns that higher level or more abstract steps make it easier to understand and reason about steps, then begins to create functions in Game Lab.
    7
    The Game Design Process
    This lesson introduces the process that students will use to design games for the remainder of the unit. This process is centered around a project guide that asks students to define their sprites, variables, and functions before they begin programming their game. They walk through this process in a series of levels. At the end of the lesson, students have an opportunity to make improvements to the game to make it their own.
    8
    Using the Game Design Process
    In this multi-day lesson, the class uses the problem solving process from Unit 1 to create a platform jumper game. After looking at a sample game, they define what their games will look like and use a structured process to build them. Finally, the class reflects on how the games could be improved, and implements those changes.
    9
    Project – Design a Game
    Students plan and build original games using the project guide from the previous two lessons. Working individually or in pairs, they plan, develop, and give feedback on the games. After incorporating the peer feedback, students share out their completed games.

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    GAM-203-C: GAMES DEVELOPMENT (age 11-14)
    Price:
    $130
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