12
Video Game Design Foundations Video Game Design Foundations
Content Connected Content Connected
Formative Assessment Formative Assessment
Review Your Knowledge
These questions provide an
opportunity to measure your
knowledge of the content
presented in the chapter.
Included are vocabulary
questions.
Apply Your STEM
Knowledge
This section challenges you
to apply the knowledge you
have gained in the chapter
and previous chapters to
cross-curricular activities.
End-of-Chapter Activities End-of-Chapter Activities
Working in Teams
These activities require you to work
collaboratively with a team to apply
skills and knowledge in the content
presented in the chapter.
Gamer Portfolio
An important part of searching for
a job in the video game design fi eld
is having a portfolio of your work
to show to employers or for college
admissions. The Gamer Portfolio
feature guides you through starting to
build a portfolio.
College and Career Readiness
These activities provide real-world
literacy skills in the areas of reading,
writing, speaking, listening, and
career and technical education to
help prepare you for life beyond high
school.
Event Prep
The Event Prep features provide
guidance for preparing for Career
and Technical Student Organization
(CTSO) competitions.
375
Chapter 10
Global
Economy and
Supply
Chain Chapter 10 Global Economy and Supply Chain
Social
Studies Social Studies
6. For the two job locations you identifi ed in #5, research the cultural
activities, city life, population, cost of living, and major industries. Create
a two-minute PowerPoint presentation to list the details of your job choice.
Showcase each city and your conclusions.
In teams, research, debate, and form a group opinion on each of the Level
Up! activities in this chapter. Prepare a PowerPoint presentation of ten slides
(fi ve to seven minutes) to present to the class explaining the group’s opinions
for each Level Up! activity. Include text, pictures, video, and slide
transitions as appropriate to help explain your
positions.animations,
You have collected documents that show your skills and talents.
However,,
some skills and talents are not shown effectively using only documents. Do
you have a special talent in an area such as art, music, or design? you
taken part in volunteer activities? Create a video to showcase your talents and
activities. For example, create a video that shows your completed works.
If you are a musician, create a video with segments from your
you have taken part a volunteer or service activity, create a video that tells
viewers about it. Be sure you have permission from people to include them in
your video.
1. Place the video fi le in an appropriate subfolder for your e-portfolio.
2. Print a few screen shots from the video. Create a document that describes
the video. State that the video will be made available on request provide
a link to it online. Place the information in the container for your print
portfolio.
Visit the G-W Learning mobile site to complete the chapter
pretest and posttest and to practice vocabulary using e-fl ash
cards. If you do not have a smartphone, visit the G-W
companion website to access these features.
G-W Learning mobile site: www.m.g-wlearning.com
G-W Learning companion website: www.g-wlearning.com
Working in
Teams Working in Teams
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376
ideo
G
Foundations
Video Game Design Foundations
Problem-Solving Practices.
The ability to read and interpret
information is an important w
orkplace skill. Presume you work
for a video game design studio. The company is considering a
new game on historical simulation of technology advances, but
wants you to evaluate and interpret some research on historical
technologies. You will need to locate three reliable sources of the
latest information on historical technologies. Read and interpret
the information. Then write a report summarizing your fi ndings
in an organized manner.
Reading.
Many argue that of video games is the cause of signifi
cant loss
of r
evenue for video game design companies. What do you think? Research
the available statistics on piracy. Do you believe that the numbers provided
represent a signifi
cant problem? What ethical issues does this bring to light?
As needed, meaning of the print and use visual and
contextual support to confi
understanding. Use support from classmates and
your teacher as needed to help in comprehension of the material. Write a paper
on your stance on these issues. Be sure to include trustworthy sources.
Writing.
Using the Internet, research the advice that experts have for video
game designer
s entering the job market. Is the advice different if you intend to
work outside of the United States? Make sure to look at, among other sources,
newspaper and magazine articles, scholarly reports, and public addresses from
prominent fi
gures in the fi eld. Write a report in which you cite the sources that
you used and the strengths and weaknesses of each. Be sure to consider the
background and point of view of the sources that you fi
nd, as well as any bias
that the author may bring to the issue.
Many Career and Technical Student Organizations (CTSOs) competitions
offer events that include a community service project. This project is usually
carried out by the entire CTSO chapter and will take several months to
complete. There will be two parts of the event: written and oral. The chapter
will designate several members to represent the team at the competitive event.
To prepare for the community service event:
1. Read the guidelines provided by your organization. Make certain that you
ask any questions about points you do not understand. It is important you
follow each specifi
c item as it is outlined in the competition rules.
2. As a team, select a theme for your chapter’s community service project.
3. Decide which roles are needed for the team. There may be one person who
is the captain, one person who is the secretary, and other roles that will be
necessary to create the plan. Ask your instructor for guidance in assigning
roles to team members.
4. Identify your target audience, which may include business, school, and
community groups.
Cotllegellsand
Career
Readiness
College and Career Readiness
Event Prep:
Community
Service
Project
Event Prep: Community Service Project
College
and Career
Readiness
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46
Video Game Design Foundations Video Game Design Foundations
47
Chapter 1 My Role on the Team Chapter 1 My Role on the Team
On a separate sheet of paper or in a word processing document, match the
following terms with the defi nition that fi ts best.
A. responsibility
B. game designer
C. technical writing
D. level designer
E. game writer
F. dependability
G. user interface
designer
H. internal producer
I. art designer
J. narrative writing
1. Creates the visual elements and assets of the game.
2. Creating a story.
3. Ability to be relied on and trusted.
4. Responsible for ensuring the design objectives required by the production
group are achieved by the design group.
5. Establishes the rules of the game, fi nalizes the design documents, and
ensures the game will work as envisioned.
6. Creates character depth and interaction.
7. Creates the controls used by the player to interact with the game.
8. Ability to make sure an assigned task is successfully completed.
9. Creating documents that give directions for the steps and processes needed
in design.
10. Interprets the design documents to create a game world and interactions for
a single game level.
On a separate sheet of paper or in a word processing document, answer each of
the following questions.
11. In your own words, defi ne the term lifelong learner.
12. What is the dynamic of a team?
13. How is constructive criticism helpful?
14. Write a brief, one-sentence summary of the difference between hard skills
and soft skills.
15. In what three areas of math should a video game designer have strong skills?
16. Why would someone wanting to become a video game designer need to
learn how to use spreadsheets?
17. If the background in a video game is dark, what colors may be best to use
for the characters and tools used by the character? Why?
18. How does technical writing differ from narrative writing?
19. What is the purpose of a storyboard?
20. How can you use active listening to improve communication?
21. You and a teammate differ on the design of a fl ying character. You want the
character to have a fl ying cape. Your teammate wants to have the character
fl y using rocket boots. In the end, the character is designed with foldout
rocket wings. How could this solution be described?
Review Your Knowledge Review Your Knowledge
22. List four personal strengths that employers look for.
23. Describe why you think video game design is not a democracy.
24. What is an interdisciplinary team?
25. What role does the creative director play on the video game design team?
26. List ten jobs that may be members of a video game design team.
27. Defi ne physics engine.
28. What is the purpose of design documents?
29. What term describes two colors with the highest contrast?
30. Describe the shape and features of an interface that would enhance the
immersion for each of the following games: musical-instrument game, fl ight
simulator, dancing game, and driving game.
Social Studies Social Studies
1. David was a boy working in a machine shop building parts to marine
engines at the age of 13. One day he asked his boss, Mrs. Abram, why
did she become a machinist? Mrs. Abram spoke frankly to David, and
the two had a conversation on how she learned the machinist trade back
in World War II when the nation needed women to work the factories
while the men were at war. At the end of the conversation, Mrs. Abram
asked David to tell her on Friday, before he could get his paycheck, what
the most important part to an engine was. David was a good machinist
and knew every part of an engine. He thought about every part and how
it worked.
• • The pistons go up and down to create movement from the burning fuel.
• • The rods connected the pistons to the crankshaft to change the
direction of movement.
• • The crankshaft turned to create the rotation needed to spin the
propeller.
• • The spark plugs were needed to ignite the fuel to start the movement.
• • The cams opened the valves to let the engine breathe in air and closed
to seal the ignition.
The list went on and on until David had listed every part of the engine and
could not determine what one part was the most important.
On Friday, David went to pick up his paycheck. Mrs. Abram asked David
if he had the answer. David replied, “I was really hoping you forgot about
that. I thought about that all week and I could not fi gure out which part
was the most important.”
Apply Your STEM Knowledge Apply Your STEM Knowledge