(project) G A M E S D E S I G N
Aug 27 '18 - Dec 9'18 (W1 - W15)
Jaslyn Tjhai (0333039)
Games Design
Project
W E E K 1
August 27 2018
On the first week of class, Mr. Kannan briefed us on what we're going to be doing for the semester. Below is the module outline for this module.
Mr. Kannan then showed us some of our seniors' works and asked each of us on what we think about the games. Mr. Kannan then asked us to discuss together on what can be improved from the game play that we just watched. After discussing with the whole class, we came up with a few points which we thought are essential in order to create a good game.
- Color scheme
- Purpose of the game
- Challenges in the game
- Interactivity
- Rewards
- Sound effects
The color scheme that we saw from one of the game was quite dull. The character of the game, instead of being highlighted, was kind of blended with the background. Mr. Kannan then explained that it is necessary to highlight some of the necessary things inside the game to make it noticeable.
One of the games that we watched was also quite boring because there was not much purpose in the game. The character was just constantly attacking a monster that doesn't fight back, collects coins, and continues to move forward. From our observation, the game that we watched lacked a sense of purpose where there's no story from the game itself. We then discussed about how it would be better for the game to have a background story which can be shown by either comic strips, videos, or game itself.
Another thing we noticed is that there's not much interactivity from the game we watched where the character just keep on moving forward, seeming to know what he needed to do. After our discussion, we came up with the conclusion that the game would be much better if there were some other non-playable character that could communicate with the main character itself. Mr. Kannan also added that each NPC should also be shown clearly, such as their roles, etc. The rewards from reaching the goal should also make sense and make the players feel like they've accomplished something.
Sound effects are also essential in games design to ensure the game is interesting throughout and to kind of bring the vibe and atmosphere for the players when they're playing the game.
W E E K 2
September 3 2018
On the second week of class, Mr. Kannan showed us a google sheet containing our timeline that was proposed by him and Mr. Razif for us to have a clear layout on when what needs to be done. Then Mr. Kannan showed us a sample prototype of a game design that we have to make for our game design. He asked us to just use simple shapes and make sure the infographics/legends are clear. He then moved on to explain a few things that we should take not of in games design.
The first thing Mr. Kannan explained about was the level of details on our games design, then we started discussing about 2D games design and 3D games design and the elements that are there.- 2D: sprite sheets, texture sheets, and materials (optional). Both texture and sprite sheets should always have equal dimensions, ex: 2x2 px, 4x4 px, etc.
- 3D: texture sheets, poly counts, materials
Then Mr. Kannan explain about the field of view (fov), how there's always a depth, having foreground, middle ground, background, etc. We were then asked to gather around the window and identify what we see at the very end compared to what we see nearest to the window. What are a few things that are similar and different from the trees nearest to us and the trees that are the furthest. Where the similarities include the silhouette while the differences are the colors, level of details, etc. Mr. Kannan also explained how things that are far are covered by haze/fog.
We started talking about why people play games where Mr. Kannan asked us that question. We came up with the a few answers, likely for entertainment purposes, to kill time, to have fun, to relieve stress, and etc. which Mr. Kannan then tell us it's to escape or something called escapeism.
The last discussion before class end is when Mr. Kannan showed us a level from the game Ori, and asked us to identify what elements are considered priorities.
- Priority 1: the game cannot be completed without these elements
- Priority 2: supports the game play
- Priority 3: nice to have
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| Fig. 1.a. Sample level from the game Ori |
From the picture, we identified a few elements:
- platforms
- character
- items
- HUD (heads up display)
- depth of field
- environment/background
- level of details
- portals
- rewards
- obstacles
- checkpoints
- power up
Things classified as priority 1 are:
- platforms
- characters
- checkpoints
- obstacles (depending on how it's defined)
Things classified as priority 2 are:
- items
- HUD
- rewards (but I personally think this is considered as priority 3)
Things classified as priority 3 are:
- power ups
- depth of field
- portals
- level of details, and
- background
A few other key things that I learned during class:
- Cut Scene: shows and narrates a game's objective (what you're going to do in that particular act)
- HUD: heads up display
- LOD: level of details
- FOV: field of view
Notes from lecture.
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| Fig. 1.b. Notes from lecture |
September 5 2018
On Mr. Razif's class, he gave us a pack of cards and we were divided into 3 groups. He gave us an activity where we were asked to design a game using the cards. We can use some of the card games that we played before as reference and change the rules here and there and eventually create a game of our own. Me and my group mates aren't very familiar with card games so we were thinking about a few card games that we played before and tried to take a few elements from the game to create our own game.
The first group created a game where two cards will be placed in the middle. The rest of the cards will be evenly distributed among all the players. The rule is to place either a number higher or lower than the number on the cards that are placed on the table but only the player placing the card will know what number they decided to put out. Once they place the card, they will have to announce their card number. Other players will have to guess whether or not the player is bluffing or if they're saying the truth. If they're caught bluffing, they will take all the cards on the table. If they're caught saying the truth, the player who called out bluff will have to take all the cards on the table. In order to win the game, players must try to finish their cards.
The second group created a game where there's two levels to their game. The players were first distributed all the cards equally and they're not allowed to look at their cards. Winner of the game is determined by who finish their cards first.
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| Fig. 1.b. Group 1 game simulation |
- Level 1: Each player will have to start counting numbers from 1-12 and repeat all throughout the game. If a player mentioned a number and the card that they put out in front of them is the same, everyone should place their hand on the card. The last person to do so will have to keep all the cards on the table.
- Level 2: Each player will have to say the color of the card, starting from red then black. If the cards placed in front has the same color as mentioned, players can only place their hand on the card if the number is even (2,4,6,...).
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| Fig. 1.c. Group 2 game discussion |
The third group (my group) created a game where to win the game, the player will have to collect 3-5 points. Each point is represented by 3 cards of the same symbol and they will have to place the card out for people to see that they have the same symbol in order to acquire 1 point. The flow of the game is, a player will have two moves, where the first move is always to draw a card from another player's cards, while the second move has options. The first option is to either place out their points (if they have the same symbol) or to draw a card from the deck. While the card joker has a special power where if a player present that card, they will be able to steal a point from a player.
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| Fig. 1.d. Group 3 game discussion |
Mr. Razif said that the game flow that we created is there, it's just that there's not really a challenge or drive for players to win the game and to make the game more interesting. So that's something that we were asked to work on (if ever).
Then Mr. Razif started explaining why we have this activity which is to let us experience the process of creating a game, where we gather inspirations from games that existed and somehow turn it around or get a few elements from the games that we thought of. Where as in the real world, some people also create games in that flow where they just reverse certain rules of games and any other way they can think of. An example he told us was that Super Mario is a game where the character runs on a platform. So to make a game interested, why not try to reverse that fact, instead of staying on the platform, players aren't allowed to touch the platform, and that's why Flappybird came out.
Overall it's a very good exercise that we had in class because not only we get to experience creating and designing the game, as well as having fun along the way, we can also learn something from it.
P R O G R E S S
For games design, initially I had two ideas but I decided to go for my first idea.
Idea 1: A boy spends his day walking his pet when his pet ran away chasing a butterfly. He then sets on a journey to find his pet.
Idea 2: A witch went to deliver packages when she met countless of monsters along the way. (Inspired by Kiki's Delivery Service)
I started doing sketches on how I wanted my characters to look in the game. The art style that I decided to go for is hand drawn, illustrative and watercolor-ish style.
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| Fig. 2.a. Art style moodboard |
I got the art style inspiration from a short film titled A Song for Rain.
I also tried to look for character references on Pinterest and begin sketching out my character.
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| Fig. 2.b. Character references |
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| Fig. 2.c. Sketches for my character |
After sketching out my character, I tried to think about the game flow, stages, obstacles, and other characters for me to have an idea how the game play will be like.
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| Fig. 2.d. Notes on game flow |
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| Fig. 2.e. Additional sketches |
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| Fig. 2.f. First draft on characters |
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| Fig. 2.g. Moodboards |
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| Fig. 2.h. Greyboxes |
Below are the greybox that I redesigned.
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| Fig. 2.i. Greybox for City of Farm |
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| Fig. 2.j. Greybox for City of Flowers |
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| Fig. 2.k. Greybox for City of Sea |
Throughout the whole semester, I changed my characters and environment numerous times as I'm always undecided on things and needed to redo in order for me to think and plan carefully which can be a good and also a bad thing. This is how my games changed.
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| Fig. 2.l. Changes 1 |
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| Fig. 2.m. Changes 2 |
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| Fig. 2.n. Final change in characters |
Gameplay
E X E R C I S E S O N U N I T Y
September 12 2018
On the third week, we finally tried to use Unity where Mr. Razif explained and introduce Unity to us. We first create a new project then tried creating cubes and using components such as rigidbody, physics, to give some kind of characteristics to the object. Then we moved on to coding. Mr. Razif explained coding for the game initialization and during the game, where we can check whether or not the codes are working in the console section. In Unity, the coding for each object is called scripts (#C script).
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| Fig. 3.a. Codings as a start |
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| Fig. 3.b. Results on console from the coding |
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| Fig. 3.c. Using integers |
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| Fig. 3.d. Using integers |
A few other things that Mr. Razif explained to us include:
modulus, not equal sign ( ! = ), larger or smaller ( > , < ), if and else (to check on conditions).
Today is more on understanding Unity instead of directly diving in to movements. Mr. Razif also introduced us to animation a little bit.
modulus, not equal sign ( ! = ), larger or smaller ( > , < ), if and else (to check on conditions).
Today is more on understanding Unity instead of directly diving in to movements. Mr. Razif also introduced us to animation a little bit.
September 26 2018
On the fifth week, we learned more on unity where we tried to create a character and try making it move using our consoles. We also tried making it jump and learn about the basic of coin collection concept, adding effects, etc.
REFLECTION
This module was very challenging for me as we need to create all the assets of the games and code it while also trying our best to perform in our other modules. I was really disappointed at myself as well because I wasn't able to execute my plan for this module as planned during the beginning of the semester and that the outcome of my project is far from what I expected. However, I do learn a few things from this module itself such as the basic thing that's required in order to develop a game and etc.
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