{"id":28,"date":"2025-03-15T15:34:29","date_gmt":"2025-03-15T15:34:29","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-game-design\/"},"modified":"2026-06-16T17:11:01","modified_gmt":"2026-06-16T17:11:01","slug":"lesson-game-design","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-game-design\/","title":{"raw":"Lesson: Game Design","rendered":"Lesson: Game Design"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students learn the elements of game design and make a prototype game, then give feedback on other students' games.\r\n<\/span>\r\n\r\n<strong>Grade range: <\/strong>7-8<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/game-elements\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/game-design-analysis\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 631px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 76.3833px\"><\/td>\r\n<td style=\"width: 201.933px\"><strong>One class period (60 minutes)<\/strong><\/td>\r\n<td style=\"width: 191.883px\"><strong>Two or three class periods (120-180 minutes)<\/strong><\/td>\r\n<td style=\"width: 118.567px\">Extended Unit <strong>\r\n<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 76.3833px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 201.933px\">&nbsp;\r\n\r\nGame Elements\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 191.883px\">&nbsp;\r\n\r\nGame Elements\r\n\r\nGame Design\r\n\r\nDesigning Games\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 118.567px\">Game Elements\r\n\r\nGame Design\r\n\r\nDesigning Games\r\n\r\nMaking Games<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n\r\nWatch the Instant Expert video on teaching game design below:\r\n\r\n[h5p id=\"9\"]\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/game-design-instant-expert-video\/\">Select this link to access a video description for people who are blind or low-vision.<\/a>\r\n\r\nThe interactive video includes knowledge-check questions. If you would rather watch the video without the questions, view <a href=\"https:\/\/youtu.be\/-N3QJiDOQhM\">this version.<\/a>\r\n\r\n&nbsp;\r\n<ul>\r\n \t<li>If possible, bring a variety of board games for students to play during the <em>Game Elements <\/em>activity, or have students bring games.<\/li>\r\n \t<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nNote that the board game <em>Risk <\/em>is used as an example in the game analysis. If there is a significant number of students who are not familiar with it, have them access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/how-to-play-risk\/\">How to Play Risk<\/a> or play it for the class.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions:\r\n<ul>\r\n \t<li>Media works such as games were made by people who made choices that affect the final work<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Different media forms have different rules of notice that media creators use to draw and direct attention.<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use:\r\n<ul>\r\n \t<li>Games have rules and structures that govern how they work and are meant to be played<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: The basic elements of game design, including goals, core dynamics, game mechanics, components, rules, and spaces<\/li>\r\n \t<li>Making and remixing: The iterative process of game design, including prototyping, playtesting, and receiving feedback<\/li>\r\n<\/ul>\r\nKey vocabulary: Goal, core dynamic, game mechanics, components, rules, spaces, prototype, playtesting, iterate\r\n\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Create a media work<\/li>\r\n \t<li>Understand: Analyze games in terms of their design and mechanics<\/li>\r\n \t<li>Engage: Give informed and effective feedback on peers' media work<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn about the basic elements of game design, the game development process, and key terms like goal, core dynamic, game mechanics, components, rules, spaces, prototype, playtesting, and iterate.<\/li>\r\n \t<li>We will think about how media creators make choices and follow industry rules and guidelines that influence how audiences interact with and understand their work.<\/li>\r\n \t<li>We will create a game, analyze the effects game rules and design have on our playing experience, and playtest and provide feedback on our classmates\u2019 projects.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts.\r\n\r\nA2.5 Media, Audience, and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production.\r\n\r\nA2.6 Innovation and Design\r\n\r\nselect and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D:Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\nclassify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives\r\n\r\n<strong>D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\nproduce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD3.2 Publishing and Presenting Texts\r\n\r\npublish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message\r\n\r\nD3.3 Reflecting on Learning\r\n\r\nevaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, analyze how their texts address various topics, and suggest steps for future improvement as a text creator\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students learn the elements of game design and make a prototype game, then give feedback on other students&#8217; games.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: <\/strong>7-8<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/game-elements\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/game-design-analysis\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 631px\">\n<tbody>\n<tr>\n<td style=\"width: 76.3833px\"><\/td>\n<td style=\"width: 201.933px\"><strong>One class period (60 minutes)<\/strong><\/td>\n<td style=\"width: 191.883px\"><strong>Two or three class periods (120-180 minutes)<\/strong><\/td>\n<td style=\"width: 118.567px\">Extended Unit <strong><br \/>\n<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 76.3833px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 201.933px\">&nbsp;<\/p>\n<p>Game Elements<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 191.883px\">&nbsp;<\/p>\n<p>Game Elements<\/p>\n<p>Game Design<\/p>\n<p>Designing Games<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 118.567px\">Game Elements<\/p>\n<p>Game Design<\/p>\n<p>Designing Games<\/p>\n<p>Making Games<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Watch the Instant Expert video on teaching game design below:<\/p>\n<div id=\"h5p-9\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-9\" class=\"h5p-iframe\" data-content-id=\"9\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Teaching Game Design\"><\/iframe><\/div>\n<\/div>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/game-design-instant-expert-video\/\">Select this link to access a video description for people who are blind or low-vision.<\/a><\/p>\n<p>The interactive video includes knowledge-check questions. If you would rather watch the video without the questions, view <a href=\"https:\/\/youtu.be\/-N3QJiDOQhM\">this version.<\/a><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>If possible, bring a variety of board games for students to play during the <em>Game Elements <\/em>activity, or have students bring games.<\/li>\n<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Note that the board game <em>Risk <\/em>is used as an example in the game analysis. If there is a significant number of students who are not familiar with it, have them access the student chapter <a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/how-to-play-risk\/\">How to Play Risk<\/a> or play it for the class.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions:<\/p>\n<ul>\n<li>Media works such as games were made by people who made choices that affect the final work<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Different media forms have different rules of notice that media creators use to draw and direct attention.<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use:<\/p>\n<ul>\n<li>Games have rules and structures that govern how they work and are meant to be played<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: The basic elements of game design, including goals, core dynamics, game mechanics, components, rules, and spaces<\/li>\n<li>Making and remixing: The iterative process of game design, including prototyping, playtesting, and receiving feedback<\/li>\n<\/ul>\n<p>Key vocabulary: Goal, core dynamic, game mechanics, components, rules, spaces, prototype, playtesting, iterate<\/p>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Create a media work<\/li>\n<li>Understand: Analyze games in terms of their design and mechanics<\/li>\n<li>Engage: Give informed and effective feedback on peers&#8217; media work<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn about the basic elements of game design, the game development process, and key terms like goal, core dynamic, game mechanics, components, rules, spaces, prototype, playtesting, and iterate.<\/li>\n<li>We will think about how media creators make choices and follow industry rules and guidelines that influence how audiences interact with and understand their work.<\/li>\n<li>We will create a game, analyze the effects game rules and design have on our playing experience, and playtest and provide feedback on our classmates\u2019 projects.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts.<\/p>\n<p>A2.5 Media, Audience, and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production.<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D:Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p>classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives<\/p>\n<p><strong>D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p>produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D3.2 Publishing and Presenting Texts<\/p>\n<p>publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message<\/p>\n<p>D3.3 Reflecting on Learning<\/p>\n<p>evaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, analyze how their texts address various topics, and suggest steps for future improvement as a text creator<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":2,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-28","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":6,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions"}],"predecessor-version":[{"id":629,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions\/629"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}