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Transcript of Gsvw Integration Plan Portal
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GSVW Integration Plan for an Education
INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME ENGINE IN THE
SCIENCE AND ENGLISH BASED CLASSROOM
Eric Jacobs
James Madison University
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Table of Contents
INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME ENGINE IN THE SCIENCE AND
ENGLISH BASED CLASSROOM 4
INTRODUCTION4
WHAT IS PORTAL? 4
A RATIONALE FOR PORTAL IN EDUCATION 4
SUPPORT 6
CHALLENGES 6
FUNDING 6
TIME 6
RESOURCES 7
CULTURAL SUPPORT 7
GAMING LITERACY 7
CURRICULUM ALIGNMENT 7
PHYSICS CURRICULUM BRIEF 8
ENGLISH CURRICULUM BRIEF 8
STRATEGY OF DEPLOYMENT BRIEF 9
INITIATION 9
PLANNING 9
EXECUTION 10
MONITORING 10
CLOSING 10
AUDIENCE 10
UNITS OF LEARNING 11
PHYSICS CURRICULUM 11
ENGLISH CURRICULUM 11
SAMPLE UNIT AND LESSONS 13
SYSTEM REQUIREMENTS 13
EVALUATION 14
APPENDICES 15
APPENDIX A - UNIT PLAN OF STORY AND STRUCTURE 15
INTRODUCTION 15
ESSENTIAL QUESTIONS 15
GOALS AND OBJECTIVES 15
OUTCOMES 16
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APPENDIX B – LESSON 1 17
APPENDIX C – LESSON 2 19
APPENDIX D – LESSON 3 21
APPENDIX E – RUBRICS 22
REFERENCES 23
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INTEGRATION PLAN FOR THE PORTAL PHYSICS GAME
ENGINE IN THE SCIENCE AND ENGLISH BASED
CLASSROOM
The following is a plan for integrating the curriculum of a game
design software called Portal using its principles of physics and the
elements of game and puzzle design. In addition, the English curriculum
may use this in conjunction with or as a supplement to the science-based
curriculum in establishing story, setting, and how games perform as a text.
INTRODUCTION
What is Portal?
The game company Valve has made a highly regarded puzzle
game called Portal. In the game, the player is tasked with using a portal
„gun‟ to shoot two different portals in the game environment and
subsequently using these portals to travel in the game space. The game
uses a physics engine to simulate real world physics and how it can bemanipulated with the added twist of using the portal device in the game.
The player faces increasingly challenging levels that are short and take
place in specific chambers. The primary goal in the game is to make it to
from point A to point B while navigating dangerous and difficult
environments in the game. The primary challenge of the game is to use
the environment to one‟s advantage while traversing the space to
complete the level.
A Rationale for Portal in Education
Seeing the value in using the game in educational settings, Valve
has opened up their game-making engine to educators for use in
creating new and innovative levels in the game environment. Using the
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same engine as the makers of Portal, educators will be able to provide
the opportunity for students to access the program using a provided
account and their school computer.
As the game uses an advanced physics engine, students andteachers alike with have the opportunity to develop their own level design
in the game environment. The game design software requires no coding
knowledge and acts as a „WYSIWYG‟ (what you see is what you get) type
design.
With this being said, students can become creators of stimulating
puzzles that help develop skills such as collaboration, innovation,
creativity, and problem solving skills. By using the level design editor students will be required to think about physics in a new way and show
their learning through using the program in the physics curriculum and
context. However, physics is not the only curriculum that this software can
be used for. The English curriculum can also provide a depth of story and
setting that can contribute to the physics students creating the game. This
English based curriculum can support the students and also double as an
alternate discipline for students making the game levels. Thus, a highlycollaborative and deeply engaging learning environment can be
established with physics principles and an English based component for
students to work within.
This will be a hands-on curriculum that is highly collaborative. With
this in mind, the students will be able to engage, create, innovate, and
literally construct their own learning in a supportive environment. Thus, the
much of the learning will be in the hands of the students but with
perceived engagement anticipated to be high as well as strong support
and guidance by instructors, this can be a successful and effective
learning tool.
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Support
Also provided is the support of the Valve community (registered
educators) in which the Portal website provides the necessary training
and support for educators and students alike. A wiki for students isavailable to post content. A forum on the site will act as a real-time
support for questions and answers. Finally, actual verified lesson plans from
real educators in the school systems are available on the site for free
download and instructional use for teachers to use.
Challenges
Funding
One of the great things about this initiative is that funding is not
needed to deploy and integrate into the educational setting. The only
possible funding that may be required is for the professional development
for the expert teachers to teach others in their setting about this game
environment.
Time
Time is one factor that must be accounted for. Most likely this
integration is suitable for a STEM setting or if it is deployed into the general
setting, a block schedule is much more adequate for curriculum
development. However, for schools using the 1-hour schedule it is
important to develop the curriculum accordingly and with ample time
and resources. Therefore, the instructor must allow for a learning curve of
the software, time to develop storylines, and to allow for general
innovative methods in a creative game space for students to work in.
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Resources
Resources play a large role in this integration as well. Mostly,
computers are the main usage of any resource in this plan. Instructors
must find the appropriate allotment of computers and lab space for students. This may pose challenges if the instructor monopolizes set times
in the lab as other teachers and student may require time as well.
Cultural Support
Education of administration, students and quite possibly the
community may be required for this unique integration of curriculum to
work effectively and successfully. Administrators must be in full support
and convinced of the value of gaming, games as text, and tangential
learning tapped from these games. Students will need clear and defined
objectives and goals in making a rationale for using this curriculum. Finally,
if need be, the community may need education on the value of this
method of learning and its environment. By getting the community on
board, it may be easier for students to be supported and engaged at
home as well.
Gaming Literacy
Finally, gaming literacy may pose a challenge for students who
aren‟t adept at gaming but who are still taking the class. This literacy must
be taught and will scaffold upon new knowledge as students become
better at overcoming this learning curve in the educational context.
CURRICULUM ALIGNMENT
As described briefly above, the use of the Portal game design
engine will benefit the science and English based curriculum in this plan.
Both curriculums will work in tandem developing physics based puzzles
with a specific story and setting being applied. Thus, the story will affect
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the puzzles in some ways and vice-versa, depending upon the direction
the students will take.
Physics Curriculum Brief
The physics course will be based upon physics principles such as
gravity, friction, mass, air resistance, and air periodicity. With these
concepts as the basis for the curriculum, physics will play a strong part in
how students will design levels, play levels and test themselves. Student
designers will create innovative levels using different concepts learned
and apply them to the level creation.
The wiki function and forum sections on the Portal website will allow
students to work collaboratively and individual in creating solutions,
posing problems and answer questions in support of their own work. This
level of collaboration and writing process serves to enhance their skills as
a traditional student would albeit in a unique setting.
English Curriculum Brief
The English based curriculum consists of how one can use the level
design of the game engine to support the game as a narrative and lend
the gameplay itself to an effective storyline. Conceptual skills include
creative writing and story arc, the writing process, the effect of setting on
a visual space, vocabulary, and plot functionality. Students will create
levels or work collaboratively with the physics class in creating, evaluating
and deploying functional levels and creating meaning within the game
space through story.
The use of the writing process and iterations writing pieces will be
incorporated using the wiki function on the Portal website. Using the wiki
will function in two ways. First, students will engage in a highly
collaborative process of writing about their progress, solutions, and other
innovative pieces relating specifically to their work in using the game
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engine. Also, the wiki and forum sections will allow for collaborative and
individual user input in their own game designs and storylines for the
writing portion of the class.
Strategy of Deployment Brief
Initiation
Compose a list of clear, workable outcomes for this plan. The scope
of the project must be defined well. Ambiguities such as the outcomes or
where students should be in their learning should be defined through
proper evaluation. Variables such as time, resources, training, and supportneed clarification and detailed outlining.
Education of administration from principals to relevant personnel in
the central office is paramount. Getting the administration to support the
integration of this program is essential.
Education of students and community such as Q&A sessions, surveys
and gauging general interest for the class is valuable in turning traditional
cultural perception toward a favorable one in terms of games in theclassroom.
Planning
Professional development of student mentors will be appropriate for
help in supporting the role of the main instructor. In this way the student to
teacher ratio will be more evenly matched. Curriculum should also be well
developed including: alignment with current or relevant curriculum in
class, alignment with state/national standards and designed for
appropriate learning curves anticipated with the software.
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Execution
Deployment of the software program entails training of the general
student population in the class using the support of the student mentors.
Learning the program, its potential outcomes, objectives and rationale for the course is essential in getting students to buy into the content and
curriculum.
Monitoring
The monitoring will be done by the main instructor in terms of
progress within the software, and students‟ status in game design with
their projects. Student mentors will also add to the role of monitoring
progress by initiating and supporting conversations with students working
within their teams in accomplishing their goals.
Formative evaluations will be applied throughout the coursework
using rubrics in assessing ongoing work that applies to the curriculum
rather than isolated assignments. This will culminate in their final projects,
which is their formative work throughout their course.
Closing
Final evaluations by teachers and students will be conducted
through play testing, surveys where the instructor and students will analyze
the results and perform modifications of the work as needed.
AUDIENCE
The audience in this course would be secondary high school
students ranging from grades 10-12. These are the students most likely to
be mature and motivated enough to carry the loads of intensive
homework and classwork in this unique educational setting.
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UNITS OF LEARNING
The units of learning will consist of the following topics throughout
the course:
Physics curriculum
1. Core Curriculum
a. Gravity
a. Gravity in motion
b. Mass
c. Friction
a. Friction and mass
b. Air resistance
d. Periodicity
e. Velocity
a. Terminal velocity
b. Velocity and collision
2. Tangential Curriculum
a. Game design
a. Environment and setting
b. Problem solving/creating
b. Dimensions
c. Functional Fixedness
a. Innovative solutions to complex problems
English Curriculum
1. Core curriculum
a. Story arc and plot
i. 6 stages of plot
b. Setting
i. Narrative structure and environment
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c. Writing process
i. Collaborative writing
ii. Creative writing
iii.
The writing process1. Revisions
2. Peer review
3. Iterations
d. Inferences
i. Using game levels in stories and vice versa
e. Vocabulary
f.
Character i. Design
ii. Establishing character
1. Dialogue
2. Exposition
3. Tone
4. Perspective
5. Actions2. Tangential Learning
a. Game design
b. Game literacy
i. Games as a text
c. Psychological unrest
i. Human testing
d. Ethics of human testing
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SAMPLE UNIT AND LESSONS
For a detailed review of a sample unit refer to the appendices in this
document.
SYSTEM REQUIREMENTS
PC System Requirements
OS: Windows 7 / Vista / XP
Processor: 3.0 GHz P4, Dual Core 2.0 (or higher) or AMD64X2 (or
higher)
Memory: 1GB XP / 2GB Vista
Hard Disk Space: At least 7.6 GB of Space
Video: Video card must be 128 MB or more and should be a
DirectX 9-compatible with support for Pixel Shader 2.0b (ATI
Radeon X800 or higher / NVIDIA GeForce 7600 or higher / Intel
HD Graphics 2000 or higher).
Audio: DirectX 9.0c compatible
Mac System Requirements
OS: MAC OS X 10.6.7 or higher
Processor: Intel Core Duo Processor (2GHz or better)
Memory: 2GB
Hard Disk Space: At least 7.6 GB of Space
Input: A two button mouse is strongly recommended
Video: ATI Radeon 2400 or higher / NVIDIA 8600M or higher / Intel
HD Graphics 3000
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Evaluation
Evaluation in this course is on going and mostly formative. However,
a final summative evaluation consisting of several elements such as
instructor assessment, self-reflective surveys and play testing will serve as a
final evaluation. Each formative assessment is based on specific
milestones that the students reach and will also serve as goals in the
process. The objectives for each part of the curriculum are closely
assessed and clear for students to attempt in their achievements.
For the physics based curriculum, students are assessed mainly on
how innovative, challenging, and well designed the levels are in relation
to the essential concepts and themes aligned with the course. For the
English based curriculum rubrics will mainly be used and engagement will
be assessed through the use of the wiki function and for possible level
designs. As writing is a subjective field, the rubrics will serve as an attempt
to evaluate the student‟s writing ability in relation to the major and
essential themes and concepts being studied in the course.
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Appendices
Appendix A - Unit Plan of Story and Structure
Introduction
This unit will focus exclusively on story and structure in conjunction
with building levels in the Portal game engine. By focusing on several
essential questions and using objectives as a means of achieving goals,
students will focus on designing levels in the Portal world and constructing
a narrative to give the game and level design meaning.
This unit will function as a stand-alone unit but also be used as a
way to scaffold student learning as the students build on this knowledge
to reach their next objective in establishing tone and setting.
For this unit, it is assumed that students have already created a
collection of levels or are basing their work on the collection of levels
designed by the cooperative physics class doing the actual design. At this
point in time, the English based curriculum is basing their creative work on
previous iterations of levels already designed so that there is a framework
for plot to take place.
Essential questions
1. What elements of the story are most important?
2. How does story structure contribute to make a complete
narrative?
3. How does setting affect plot?
4.
How does a visual space create narrative meaning?
Goals and Objectives
1. Students will construct a story based on a game environment
using levels.
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2. Students will comprehend how narrative structure is formed
and defined.
3. Students will make inferences on how to create narrative
meaning from game level design.4. Students will analyze setting in relation to plot elements and
construction.
5. Students will collaborate in a creative space to construct
knowledge based on game design as a narrative text.
Outcomes
1. A first rough draft of a working story, developed by several
groups in the class, will be written by the end of the unit. As
this unit is a beginning one, students will be expected to
refine and develop the story further in the course.
2. Students will have actively contributed to the Portal wiki
online allowing for a deeply engaging and collaborative
space to write.
3. A basic plot will be worked out through several of the groups
in the class each developing the story with a rough but solid
framework.
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Appendix B – Lesson 1
*David Hunter from Bellevue Big Picture School in Bellevue, WA inspired
these lessons.
Objectives:
1. Students will comprehend how narrative structure is formed
and defined.
2. Students will make inferences on how to create narrative
meaning from game level design.
Introductory activity 15 minutes:
1. Students are provided with the following prompts to write in their journal.
a. What is a story?
b. Are all stories written down?
c. What is visual literacy?
d. What video games tell a great story?
2. Give 10 minutes writing and 5 minutes for discussion.
3. Define the objectives for the lesson clearly for all students.
Activity 35 minutes:
1. Review the basics of plot elements briefly with diagram of it on the
board.
2. Students will play the Portal levels for 25 minutes.
3. Using their notes on levels and the character, students should finish
their notes on the gameplay and how they see a story or a
backstory considering the environment.
Closing Activity 5 minutes:
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1. Discuss what was observed and what could be inferred about the
character in this type of setting in the game.
2. Homework is the following:
a. Brainstorm at least 10 questions. Examples are provided:
i. “How did the character get here?”
ii. “Who is this person?”
iii. “Why are these chambers here?”
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Appendix C – Lesson 2
Objectives:
1. Students will make inferences on how to create narrative
meaning from game level design.2. Students will analyze setting in relation to plot elements and
construction.
3. Students will construct a story based on a game environment
using levels.
Introduction 10 minutes:
Use the homework questions to reflect and analyze how the storyelement could be constructed.
“Where can your story go in this world?”
Activity 40 minutes:
Play the Portal levels for 20 minutes.
o Taking notes on setting and environmental design, focus
ideas on the „why‟ of this setting.
Using knowledge of plot structure and the student created levels,
students will free write for a total of 15 minutes in brainstorming ideas
of a story arc.
o Specifically, students are to outline a brief but obvious
framework of the first three elements of narrative structure.
These are: exposition, initial incident, and rising action.
o Focus on these three elements is essential in beginning the
writing process and constructing a narrative arc.
Closing;
Homework assigned for students to consider questions of conflict, visual
storytelling and resolution. An emphasis on completing the brainstorm on
the stages of plot is important. These are: climax, falling action, and
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resolution. Students are to brainstorm story ideas in how to deal with and
resolve conflict in the Portal setting.
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Appendix D – Lesson 3
Objective:
1. Students will collaborate in a creative space to construct
knowledge based on game design as a narrative text.2. Students will construct a story based on a game environment
using levels.
Introduction 10 minutes:
Review homework and discuss student responses in their story arcs.
Allow students who have similar story ideas to pair up and
collaborate on the project for the future.
Activity 40 minutes: Students will begin working on the wiki portion of the Portal site.
Using the wiki, they will begin to establish story arcs of their own by
writing the first introductions and initial incidents to their story arc.
Closing 5 minutes:
Ask and discuss with students about how they perceive the game
levels in relation to story. Have they found similar elements to other
literary stories?
Inform the students how they will be developing this narrative in
conjunction with playing the Portal levels in the game engine. As
they continue to play they will also garner an array of notes and
ideas relevant to their own stories.
Students will be assessed online through the wiki using the rubric
provided. However, it is assumed that as this is part of the initial
phase of writing the writing element is considered „rough‟ and
many more iterations and revisions are to follow throughout the
course.
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Appendix E – Rubrics
CATEGORY 4 3 2 1
Problem/Conflict It is very easy for
the reader to
understand the
problem the main
characters face
and why it is a
problem.
It is fairly easy for
the reader to
understand the
problem the
main characters
face and why it
is a problem.
It is fairly easy for
the reader to
understand the
problem the main
characters face
but it is not clear
why it is a
problem.
It is not clear what
problem the main
characters face.
Characters The main
characters are
named and
clearly described
in text as well as
pictures. Most
readers could
describe thecharacters
accurately.
The main
characters are
named and
described. Most
readers would
have some idea
of what the
characterslooked like.
The main
characters are
named. The
reader knows
very little about
the characters.
It is hard to tell
who the main
characters are.
Organization The story is very
well organized.
One idea or
scene follows
another in a
logical sequence
with clear
transitions.
The story is pretty
well organized.
One idea or
scene may seem
out of place.
Clear transitions
are used.
The story is a little
hard to follow.
The transitions are
sometimes not
clear.
Ideas and scenes
seem to be
randomly
arranged.
Writing ProcessStudent devotes
a lot of time and
effort to the
writing process
(prewriting,
drafting,
reviewing, and
editing). Works
hard to make the
story wonderful.
Student devotes
sufficient time
and effort to the
writing process
(prewriting,
drafting,
reviewing, and
editing). Works
and gets the job
done.
Student devotes
some time and
effort to the
writing process
but was not very
thorough. Does
enough to get by.
Student devotes
little time and
effort to the
writing process.
Doesn\'t seem to
care.
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References
Colby, R. S., & Colby, R. (2008). A Pedagogy of Play: Integrating Computer
Games into the Writing Classroom. Computers and Composition, 25, 300-
312.
Hunter, D. (2012) Influence of Setting on Characters in Portal 2. Retrieved
from http://www.teachwithportals.com/wp-
content/uploads/2012/07/Influence-of-Setting-on-Characters_final.pdf
Lieberman, M. (2010). Four Way to Teach with Video Games. Currents in
Electronic Literacy. Retrieved from
http://currents.dwrl.utexas.edu/2010/lieberman_four-ways-to-teach-with-
video-games
Prensky, M. (2007). Students as Designers and Creators of Educational
Computer Games. Retrieved from
http://www.marcprensky.com/writing/Prensky-
Students_as_Game_Creators-.pdf
Squire, K. 2005. Changing the game: What happens when video games
enter the classroom?. Innovate 1 (6).
http://www.innovateonline.info/index.php?view=article&id=82 (accessed
April 24, 2008).
Student Mentors Teach Game Design [Video file]. Retrieved from
http://www.edutopia.org/digital-generation-game-design-video
Van Eck, R. (2006). Digital Game Based Learning. Educause, March/April,
16-30.