Flow of Activities
Activity Examine existing digital solutions
Who’s the game for and what’s its purpose?
Australian Curriculum Alignment
- Investigating and defining (ACTDIP027)
What's this about?
It is very important to clearly state the intention of the game, namely what it is required to do (functional requirements) as well as identify if there are any constraints or factors that should influence the nature of the game or how it is developed. An important aspect of this process is developing empathy for the user. What possible constraints (usability) might the user have? Are there any accessibility needs such as having both sound and images to indicate an action (social constraint)? Are there any technical constraints such as a game requiring a specific input device to issue instructions such as a 3D mouse or a Gamepad (technical constraint)? Also user preference is important in this process, for example the users might prefer touch screen over device inputs.
At this level students are required to decompose a problem. For example for an adventure game it could mean identifying for each character their characteristics, actions, settings and sequences. Decomposition is about isolating the key elements and then teasing out features of each. This allows identification of patterns, relationships and anomalies.
Once these aspects are understood, the process then moves on the identification and design of algorithms that represent a complete, logically structured set of instructions that are needed to solve the problem as well as factors contributing to user experience.
Examining existing digital solutions enable students to identify features that may be transferable to new but similar digital solutions.
Look for cross-curricula opportunities when designing an app. For example, make links to History: What would a smartphone contain from someone in ancient times? [contacts, maps, notes, SMS, photos etc]
Learning tasks
- Students can begin this process by researching and reviewing a range of existing games or apps:
- For game design: see what makes them fun to play and identify elements that are less engaging.
- For Mobile Apps: Look for common element such as: Login-ins, Welcome page, Navigation, Graphic user interface.
- As a result of their investigation students identify features that may be of use in their digital solution. Model ways to record ideas such as sticky notes, a checklist or table to record details of their game or app research.
- Set the task of identifying what a digital game or mobile app for a particular audience needs to do (functional requirement). For example:
- Digital game: a word game that rewards the selection of the correct word or a maths game that rewards selection of a particular shape. A more complex requirement is a game that allows multiple users to work with multiple options.
- Mobile app: a school map that shows the location of buildings and rooms with a navigation path.
- Using an organisation chart template such as Smart Art or a mindmap students can break the problem down into sub elements for example in game design show the relationship between characters, movements, collisions and scoring.
- Students should identify at least one constraint on the solution and investigate how that constraint is handled with existing games or apps.
- Use different approaches to organise collaborative groups so students have to work with a diverse range of students with different skills, abilities and backgrounds. Implement strategies to help students work effectively. Support and guide students with the planning and project management.
- Note: Students could find three or four existing solutions to a problem, such as recycling games or spelling or maths games. They could select one of these and respond to the above requirements, with adjustments. For example, for a spelling game the question could be:
- Who is the audience for this game? (age group, year level, reading level etc).
- Why does the problem exist (students are spelling common words incorrectly and they don’t know common rules, or they find spelling boring or difficult).
- A solution that allows students to select the correct word in response to the spoken word would help improve spelling.
- Use a table template with column headings that match the guided questions. Alternatively, students create a mindmap that shows the questions and answers.
- Once the problem is defined the next process is to design a solution.
Supporting Resources
Assessment
Suggested approaches may include
- One constraint on the solution.
- List of two or three functional requirements of the solution.
Assessment Resources
Activity Designing a solution
How can I represent my design of the solution?
Australian Curriculum Alignment
What's this about?
An algorithm is a logical step-by-step process for stating how to create a digital solution. Algorithms are generally written as a flowchart or in pseudocode. Note: There is not an expectation that both algorithm techniques are used when designing one solution.
A flow chart is a common way to visually represent an algorithm. Another relevant approach particular for games and apps is to do a storyboard which often focuses on the onscreen actions.
Pseudocode is a way of describing a set of instructions that does not have to use specific syntax. At the level students use structured English to express these instructions, for example using ‘while’ and ‘endwhile’ when describing a ‘while loop’.
When designing how the solution is created students need to refer back to any constraints identified when defining the problem, such as social and technical ones. The design of the user interface (drawing on design principles such as contrast, space and balance, and repetition) and consideration of these constraints is referred to as user experience.
Learning tasks
- Students use their functional requirements as the basis for developing an algorithm and the user interface.
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At this level, students generate two or three different design ideas (ideas as to how the game/app will operate and look). These are just broad ideas with not a lot of detail. This process draws on creative thinking skills (Critical and Creative Thinking general capability) and students use their functional requirements to judge what idea best meets these requirements.
This might involve students undertaking interviews of the target audience to support the user-centred design process. They may offer screen options or initial design ideas to gauge what users like and dislike. This helps students select the best design idea for further development.
- A paper prototype can be used in the design process to map out ideas for example what’s on screen, the logic behind transitioning between screens and how various elements may work together as a system. The paper prototype can inform algorithm development.
- Use the algorithm to identify parts of the program that involve branching (where decisions by the user are enabled), iteration (where loops and repeat functions have reduced the script length and detail) and other functions that might have been suggested for example the use of variables.
- Students describe their algorithmic steps to others, and have other students interpret their algorithms and give feedback to improve accuracy and clarity of their instructions. Raising questions about the sequence helps students articulate their programing intentions.
Supporting Resources
Gliffy
Flow chart software
Functions
Logo is a graphical programming language to move a ‘turtle’. This website offers a comprehensive range of tasks for students to develop skills in designing instructions to create geometric shapes from simple to complex.
Mockflow
Wireframe user interface design tool.
What is paper prototyping?
A range of ideas for prototyping
Using paper prototyping to redesign Microsoft Office 365 apps
See how students have used Paper Prototyping to describe changes to interfaces for three collaborative tools.
Assessment
Suggested approaches may include
- Two design ideas
- One example of each of branching and iteration in the algorithm (diagrammatic or structured English)
Assessment Resources
Activity Programming a solution
How can I code my solution?
Australian Curriculum Alignment
- Producing and implementing (ACTDIP030)
What's this about?
It can be expected that students at this level may be transitioning from block-based visual programming languages to general-purpose (text-based) languages. Note: General-purposes languages allow students to solve more complex problems as they are not restricted by the functionality of visual programming languages.
Some block-based visual programming languages such as the app Tynker, provide the equivalent programming instructions in a text-based language.
Python and Java are programming languages commonly used in schools.
At this level, students begin to test their solutions and make changes to the program if needed. It is a good idea for students to plan what tests they will conduct before they start coding (expected/actual results). For example, students might test if the allowed number of repeated actions in their game is the same as they planned or if a navigation path takes them to the destination stated in the design.
Learning tasks
- Students could explore similarities/differences and discuss the advantages/disadvantages of both categories of programming languages (visual/text).
- Students could undertake various online courses and modules to increase and further develop their programing skills and knowledge.
- For students transitioning between visual and text-based programming provide an opportunity to create a game using Scratch, Pyonkee, Tynker or similar programming language.
- Once familiar with a range of coding commands and ways to manipulate data, students could implement their game or mobile app design to meet their particular purpose and audience. Students should test some limited features of their solutions to make any changes, if needed. They might like to pair with a student and each complete one test of their partner’s solution.
Supporting Resources
Coding Ground
Various text based programming languages with online development environments for students to explore and compare with block based languages.
PyGame in a day
As a general purpose programming language, python has a number of libraries that can be used for different purposes. PyGame is a free and open source python library that makes it easier to make multimedia applications like games.
Introduction to PyGame and Python 3
PyGame can be a great starting place to learning Python. This course makes sure to cover all the basics of PyGame and Python 3.
Swift Playgrounds app
Swift Playgrounds is a free app for iPad that includes guided lessons to help students master Swift code. Learn to Code 3 enables students to place and manipulate images and text in a blank playground to create simple interactive playgrounds.
Swift Playgrounds
Swift Playgrounds is a free iPad app from Apple that makes learning and experimenting with code interactive.
Coding bat
This site provides a range of exercises to practice coding and to build coding confidence in Java and Python.
Codecademy
This site provides tutorials on web design tools.
Grok learning resources
Grok provides online interactive programming courses for individuals or classrooms.
Visual to text coding lesson sequence
This lesson sequence provides a bridge between visual coding (eg. Scratch) and General Purpose Programming languages (eg. Python or JavaScript).
MIT App Inventor
Students can create apps and test these on mobile devices.
AppLab
Students can create apps and switch between block (visual) and text based programming.
Lesson Ideas
DT Challenge 7/8 Python – Chatbot
Write programs to solve problems with code and create word games.
Tutorial Python
In the Australian Curriculum: Digital Technologies, students are required to study a general-purpose programming language at Years 7 and 8, such as Python. This tutorial is designed for educators who would like to learn how to use Python.
Assessment
Suggested approaches may include
- A mini report (table/verbal/digital) for two tests outlining:
- What is being tested in the solution
- What are the expected results
- What were the actual results
- What changes were made, if needed
Assessment Resources
Activity Evaluate
Have I met the user’s needs?
Australian Curriculum Alignment
- Evaluating (ACTDIP031)
What's this about?
The process of evaluating involves judging if the digital game met its purpose. Evaluating involves using criteria to make that judgement, and at this level, students can determine the value of their game/app based on criteria related to one or more of the following: the stated requirements, innovativeness, sustainability and risks. For example, students might evaluate their games on:
- how well they meet user needs
- how innovative their solutions are compared to existing games
- how sustainable their solution will be for different users, purposes, and technology improvements
- if there were any social/ethical risks with their games such as exclusion, bullying, links to inappropriate websites.
Learning tasks
- Students evaluate their solutions on the basis of how well they meet user needs, how innovative their solution is compared to existing solutions, and how sustainable their solution will be for different users, purposes, and technology improvements. It is often easier for students to frame these criteria as questions. This guides their evaluation and also focuses attention quite specifically on the functional requirements. For example:
- Was it easy to log on to the app?
- Could you change an action if you made a mistake?
- Is an action shown as an image as well as a noise? For example, clapping when a score was shown onscreen.
- Are answers/responses displayed on the screen quickly enough?
- Are the button/icons big enough so you can easily select the correct target?
- Was there something different about this game/app that you had never seen before?
Supporting Resources
Lesson Ideas
Assessment
Suggested approaches may include
- Demonstration of solution to a small group of students who rate key features on a scale.
- Demonstration of solution to a small group of students who each identify one feature that they thought was innovative or interesting.
- In pairs each student uses each other’s solution and answers three evaluation questions.
- Each student explains how their solution met one functional requirement and one constraint.