creative technology -- the CTSG: game design in 7 steps

Anton Eliens

Creative Technology / University Twente
multimedia @ VU / Amsterdam

communication is the key to creativity

workshop game design -- in 7 rounds


  1. introduction -- getting to know eachother
  2. selection of game theme(s) -- the playground
  3. exercise(s) -- associative chaining
  4. visual style -- design & reference(s)
  5. narrative content -- story line(s)
  6. game mechanics -- play & score(s)
  7. wrap up(s) -- speak out!

assignment(s) / theme(s)


  1. urban -- (un)safety in urban environment(s)
  2. climate -- reduction of energy consumption
  3. fitness -- (social network) support for sport and fitness
  4. media -- prevention of information overload
  5. scenario(s) -- event(s) in public area(s)
  6. communication -- in private/public space(s)
  7. idea(s)? -- open call for additional theme(s)

structure


  1. create (y)our identity -- draw (y)our avatar
  2. invite the player(s) -- design game map / front portal
  3. invent game mechanic(s) -- sketch scenario(s)
  4. create challenge(s) -- define task(s) & score(s)

...
Fig 1. (a) student sketch(b) enhanced version

(pre)requisite(s)


superpower(s)


teleporting (2), flying/levitation (2), mind reading (2), create what you think, change materials, see ahead in time, shape shifting, invisibility (2), control the force of nature, healing

my superpower ... healing ... to deal with exponential epidemics, my scenario would be a world map with potential sources, and as a minigame I propose one to improve the skill of taking instant decisions of where to go ... and, indeed, practice healing

CTSG -- scenario(s)


  1. trophee collection game(s) -- fly & teleport
  2. conflict(s) -- cooperation and interaction
  3. virtual friend(s) -- act as intermediate in learning
  4. combat game(s) -- invisibility and self transformations
  5. social party game(s) -- sequence of confrontation(s)
  6. labyrinth(s) -- material transformations and parallel presence

...
Fig 2. (a) teleport(s)(b) control nature

scenario 1: trophee collection


(1) The character has the ability to fly and teleport. (2) He as some amount of energy which limits his abilities of teleport and flying. (3) The character should collect items using his superpowers, that will provide him clues to reach his destination. (4) The character has to fight with some bad guys, and finally (5) fight the main bad guy ...

scenario 2: conflict(s)


(1) The player earns points/credits by helping eachother to solve problems. (2) Credits can be used to be goodies or treats. of teleport and flying. (3) The player has to take care of blobs and keep them happy with goodies and treats.

scenario 3: virtual friend


I want a virtual friend with whom I can interact and play, but who can act in the same time as my personal assistant, and can collect knowledge for me, and get to know me and what I am interested in, so that s/he can act as an interface between the knowledge and me. You must however earn credits to keep your (virtual) friend happy ...

scenario 4: combat


(1) Superpowers involved are invisiblity and the power to change limbs/weaponry. (2) Turn-based fights, with possible avoidance (using stealth), confrontation using matching powers/weapons. (3) The mission is to find and detonate a bomb.

...
Fig 3. (a) power to create(b) transforming

divergencetransformconvergence
(1)experience...value analysis
(2)brainstorming......
(3)......dependency graphs
(4)......requirements

creativity technique(s)


criteria


In this paper we have reported on our experiences with a series of workshops in game design. Despite the promotional nature of these workshops, the material presented here should be of use to instructors who wish to set up similar workshops. As a tool to focus on topics of societal relevance, the format of the workshop allows instructors to get to know their students and motivate them, using the superpower metaphor, to become personally involved in the various aspects of game design.

ACKNOWLEDGEMENT(S)

 Thanks to Marek van de Watering for his support in setting up the workshop in it's initial stages and to Timen Olthof for administering the experimental setting at VU, and his contribution of actual scenarios. Also thanks to the students at VU who participated in the experimental re-enactment of the workshops, and above all to the students Creative Technology, for (continually) providing the inspiration and motivation, and ultimately the workforce, for the CTSG.

[Remediation] Bolter J.D and Grusin R. (2000),
Remediation -- Understanding New Media, MIT Press
[Creativity] Eliens A. (1979),
Creativity: reflection and involvement, Ninth Int Conf of Aesthetics, Dubrovnic, August 1979
[VULife] Eliens A. and S.V. Bhikharie (2006),
Game @ VU -- developing a masterclass for high-school students using the Half-life 2 SDK, In: Proc. GAME'ON-NA'2006, Monterey, USA
[SecondLife] Eliens A. Feldberg F., Konijn E., Compter E. (2007a) ,
VU @ Second Life -- creating a (virtual) community of learners, In Proc. EUROMEDIA 2007, Delft, Netherlands
[Climate] Eliens A., van de Watering M., Huurdeman H.,
Bhikharie S.V., Lemmers H., Vellinga P. (2007b), Clima Futura @ VU -- communicating (unconvenient) science, In Proc. GAME-ON 07, Bologna, Italy
[Replay] Eliens A. and Ruttkay Z. (2008),
Record, Replay & Reflect -- a framework for understanding (serious) game play, In Proc. Euromedia 09, Brugge, Belgium
[Math] Eliens A. and Ruttkay Z. (2009),
Math game(s) -- an alternative (approach) to teaching math?, In Proc. GAME-ON 2009, Dusseldorf, Germany
[Design] Jones J.C. (1092),
Design Methods, Wiley (2nd edn)
[Art] Munari B. (1966),
Design as Art, Penguin