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Grade Level:
7th - 9th Grade
Time Required:
2.5 Hours
Group Size:
5 - 6 Groups
Subject Areas:
Biology Mathematics Game Design Psychology Computer Science

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Practice: Design of Memory Game

Contributed by:Edbox Team

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memorygame0628_practice

In this game courseware, students will use image editing software and Edbox game editing tool to create images and edit games. They will also display and share the games they made through presentations.

During the design of the Memory Game, students will encounter many of the problems a real world game designer faces. To create Memory Game, students must use their game design knowledge to support and explain the issues of their own game design. Students will learn that to design a good game, it must be tested, analyzed, redesigned, and optimized.

After this practice, students should be able to achieve the following objectives:
1. Understand the features of Edbox;
2. Apply knowledge related to the design process of Memory Game;
3. Use any common image editing software to create images;
4. Create a game using the Edbox editing tool

Every group needs the following items:

1. Computer (one for each student);
2. Edbox software;
3. Presentation software;
4. Image editing software;
5. Memory Game;
6. Mobile phone (students must bring their own to this practice);
7. [Memory Game] Evaluation Form (4~5 sheets for each group);
8. [Card Pattern Design] Presentation Template (one for each group);
9. [Memory Game] Presentation Template (one for each group)
10. A proper tool for picture editing with user guide.

[Memory Game] Evaluation form
[Card pattern design] Presentation Template
[Memory Game] Presentation Template

Students need to have prior knowledge of computer science, presentation slides editing, and common image editing software (such as Photoshop).

(Introduce Edbox so that students will have a basic understanding of Edbox).
Edbox is a gaming experience, learning and creation platform. On the platform, the users can play games, create games, learn knowledge related to game creation, communicate and share games, resources and experiences of game creation.

Edbox has the following advantages: First, the platform provides multiple game editing templates for users, and it is compatible with a variety of game editing tools, such as H5, Unity. Second Edbox provides a lot of materials for game editing, such as 3D models, characters, terrain, special effects and audio, etc. It also supports users to import sources in multiple formats, such as JPG, PNG, etc. In addition, the game editing template provided by Edbox uses form-based game element editing, which can quickly edit and generate games, and support the release of the game being made. Fourth, other than providing editing templates for game creation, modules such as "Library" and "Course Center" assist those who want to learn game creation knowledge, and provide self-learning resources on the Edbox platform. Fifth, it supports PC and mobile resources interoperability. It is able to support the export of works and share them quickly. Meanwhile, the platform also integrates social functions, supports fast sharing of games and friends can create games together. (Next, the teacher will conduct live demonstration or organize students to watch a video that educates them how to use Edbox and Memory Game editing template, so that the students would know how to use the software)
 

Activity I: Design and production of card patterns.

Before the activity:
1. Display card pattern design and game requirements;
2. Briefly introduce functions relevant to image editing software.
3. Distribute [card pattern design] Presentation Template.

With students:
1. Divide the class into groups of 5 or 6 students;
2. Let the group discuss and share design ideas through brainstorming, and come to an agreement on their design;
3. Students in the group work together to search for pictures using the internet, make use of image editing tools, and conduct image layout and fill up the contents according to the picture and template requirements before completing a slide presentation of their work. The whole activity takes 30 minutes;
4. Let each group show their completed card patterns and layout of the cards, and share the card pattern design and layout concept.

Activity II: Design and production of Memory Game

Before the activity:
1. Outline the implementation process of the Memory Game creation;
2. Briefly introduce the operation steps of Edbox software and game editing template;
3. Display requirements for the creation of Memory Game;
4. Distribute [Memory Game] Presentation Template;
5. Explain the scoring criteria of their group's game to the class, and distribute [Memory Game] evaluation form.

With students:
1. Divide the class into groups of 5 or 6 students
2. Let the groups share and discuss design ideas through brainstorming, and come to an agreement on the design;
3. Students in the group work together to search for pictures through the internet, make use of image editing tools, and use Edbox's Memory Game editing template for game creation, launch the game, complete a slide presentation of their work. The whole activity takes 45 minutes;
4. Complete the first draft of the game, organize all the students of each group to experience the game of other groups. Each group will collect comments and suggestions of students who played the games before discussing the game iteration program based on the comments and suggestions. The whole activity takes 15 minutes;
5. Let each group demonstrate their completed Memory Game share their game design concepts and issues encountered during the creation of the game, the evaluation of other groups, iterative solutions, and what they learned during the process. The presentation of each group is 5 minutes;
6. Each group makes use of [Memory Game] evaluation form to rate the games based on their sharing experiences and user experiences while playing the game;
7. Teachers will collect the worksheets, calculate and release the scores of each group;
8. The teacher will comment on the games made by the students. 

1. Instantaneous memory: It is also known as "sensory memory" and is a type of memory system that stimulates short-term memory caused by the sensory organ that usually refers to a time of about one second; 
2. Short-term memory: After the external stimulus is presented in a short time of 5~20 seconds, and no more than 1 minute without retelling;
3. Long-term memory: After the external stimulus is presented in a short time, keep the memory for over 1 minute; 
4. Permanent memory: Refers to long-term memory that can be retained for many years, even a lifetime, and turned into permanent memory.
5. Working memory: It is a memory system with limited capacity for temporary processing and storage of information. 
6. Phonological loop: Responsible for storing and processing sound and voice information.
7. visuospatial sketchpad: A temporary storage system that integrates visual and spatial information;
8. CES (Central Executive System): Responsible for coordinating activities between subsystems and maintaining contact with long-term memory;
9. visuospatial working memory: A secondary system in the working memory model, responsible for maintaining and manipulating visual and spatial information during the individual's information processing;
10. Attention: The ability of a person's mental activity to point to and focus on something;
11. Visual discrimination: Refers to the ability of distinguishing one object from another, including the ability to seek similarities and differences;
12. Levels: The game is divided into several parts according to the increase in difficulty, called stage or level;
13. Flow state: When the capacity of the person performing the task is balanced with the difficulty of the task they are facing, they will enter a satisfactory maximum state of production, known as the Flow state in psychology;
14. Display game experience data: Give players an emotional reward for success or the emotional blow for failure through text information, actions and sounds, clearly telling them whether they did well or not, or when they won or lost. When the player completes a level, give him/her a report, such as a score summary, task summary or some text.

After the activity:

Presentation: Each group will nominate a member to present their Memory Game. Use the "Memory Game" evaluation form to assess their game. This evaluation form also serves as the basis for discussion within the group or class. Ask students the following questions:

1. Which game do you like the most and why?
2. Which game has the most creative card design?
3. Which game has the most reasonable difficulty level design?
4. What issues did you encounter during the game creation process? How did you resolve the issues?
5. What comments and suggestions did students from other groups propose after they experienced your game? What do you think of these comments and suggestions?
6. What did you learn from the game design and creation process?
7. What steps and techniques did you use throughout the whole game design and creation process? (Answer: brainstorming, modeling, simulation, testing, analysis, redesign, optimization, etc.)

If students do not know how to edit images with PS, you can reconsider using the image-editing function in PowerPoint or other image editing software, and provide a brief explanation and an operation demonstration of related functions.

1. For students in the lower grades, the psychology and game design concepts requirements in the course can be reduced, so that students can explore this series of knowledge concepts in the process of designing and creating games (e.g. Flow state, phonological loop, visuospatial sketchpad, central executive system, visual-spatial working memory, feedback, levels). The influencing factors of game difficulty can also be learned through teaching activities such as the design of card patterns and the setting of time, so that students in the lower grades can understand the factors influencing game difficulty.

2. For students in the higher grades, you can increase the detailed explanation of flow theory and the corresponding case demonstration, so that students can use the flow theory to design and verify the rationality of the difficulty design between levels.

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