# User:Hickman/Internship/Game Descriptions

**Summer 2008 Internship**

## Concentration (Game 1)

**Description**

This game will consist of three different concentration games. Concentration with numbers, words, and pictures.

Child is asked to play a game of Concentration on the computer: a set of “playing cards” (all numbers, no face cards) is laid out in a standard grid (same for each child) and is shown to the child for 5-10 seconds. Then all cards are “flipped” face down. As in the regular card game Concentration, the child turns over pairs of cards trying to find matches. (The computer does not play.) As pairs are located, a checklist to the side indicates that they have been “found,” but the cards are not removed from the grid and are left face down. A game ends when all matches have been found. Score is based on the number of moves (total cards turned over) required to find all the matched pairs.

**The Series:**

- 4x4 grid—16 cards numbered 1-8; 8 pairs (best score, 16)
- 6x6 grid—36 cards numbered 1-18; 18 pairs (best score, 36)
- 8x8 grid—64 cards numbered 1-32; 32 pairs (best score, 64)

**Instructions**

“Have you ever played Concentration with playing cards? You are going to play a game a lot like that using this computer, except that no one will be playing against you. First you will be shown the cards in the grid before they are flipped over. Look at them carefully. After they have been turned over, click on a card to turn it over. Try to find a match by turning over another card. Try to turn over as few cards as possible as you try to find all the pairs. The computer will keep track of the number of cards you have turned over; it will also tell you which pairs you have found. Remember, when you find a pair, it will not be removed, so try to remember where it is so you don’t turn those cards over again!”

**Rubric**

Score is the total number of cards turned over to find all the pairs.

**Notes**

## Solve a Mystery Task (Game 3)

**Description**

A computer game in which the child is asked to solve a mystery. A case is presented (under development) on the initial screen. A child then selects and collects information via the following screens:

- Clues—a note found on the floor; a message on an answering machine; a notation on a calendar, a diary entry, a letter/note from a friend.
- Interviews with witnesses—child selects witnesses to question; child selects questions to ask them and listens to/reads their answers.
- Interviews with suspects—child selects suspects to question; child selects questions to ask them and listens to/reads their answers.
- Case Review Screen—collects the information that the child has gathered; child has to organize/eliminate information.
- Solve the Case Screen—child fingers the perpetrator of the crime and selects reasons for his/her conclusion (motive, opportunity, ability).

**Rubric**

Number of steps taken to solve the case; time?

Reasoning - what clues they classify as relevant or irrelevant

If they have enough information to solve the case or jump in to solve it without all the information

Correct solution

**Notes**

- Flow chart of screens
- Drag clues to a second pane on the side representing clue is important
- Define steps - clicks, clues used, important screens visited

## Word Mastermind Task (Game 2)

**Description**

A computer game in which the child must guess a series of 4-, 5-, and 6-letter words, given the first or first and second letters (and a clue?).For each guess, the computer indicates:

- which letters guessed are in the word;
- which letters guessed are in the word and in the correct place.

**Instructions**

“We’re going to play a word game that’s similar to Hangman. I have a secret word. I will show you 1 or 2 letters of that word, and tell you how many letters it has in all, then you try to figure out what the word is. For each guess, I will tell you which letters you have guessed that are in the word, and which letters you have guessed that are in the word and in the correct place.”

**Rubric**

How many moves it takes to discover the correct word; how far they get through the series (?).

**Notes**

- Do not represent correct letters in a line (misleading) - representation of correct letters do not represent which letters are correct or wrong

## 3D Maze Task

**Instructions**

Ask the child to find his/her way through a Museum Basement filled with different-sized boxes which they can move. 3-D and changing perspectives possible. There are holes in the floor to push boxes into temporarily, or ladders to climb over boxes or get a different view. You are lost in the labyrinthine basement of a museum. You need to find your way out before nightfall. You may move boxes as you need to or climb on ladders to get a different view of the maze. Small boxes hold stone carvings; larger crates carry dino bones.

**Rubric**

How long it takes and # of moves.

Java 3D Game Engine is needed (research required)

- http://irrlicht.sourceforge.net/
- https://jge.dev.java.net/
- http://en.wikipedia.org/wiki/List_of_game_engines

## Numbers on Mars Task (Throw Away)

**Description**

Child is asked to create the journey of a set of numbers (1-8) who need to find their way across Mars and arrive at their destination with their group intact.

**Objectives:**

Child needs to create at least 3 obstacles for the numbers (e.g. The Subtraction Wall ----------------, which subtracts one from every number that crosses it!). Child needs to show how the numbers work together or use their numeric properties (the fact that they are odd or even, their numeric values, operators +, -, x, or division/fractions) or their physical properties (straight lines, curves, etc) to overcome the obstacles. “Martian Exploration Team M.a.RS– numbers 1, 2, 3, 4, 5, 6, 7 and 8– has lost its Mars-Rover vehicle to a sneaky sandpit. Now these p-lucky numbers must travel overland to their Space Station. The way is treacherous, full of number-eating creatures and numeracy-defying obstacles. What are three obstacles that they encounter? And how do these dexterous, quick-witted digits over come them?”

**Rubric**

Accuracy- does the child create three valid obstacles and three workable solutions

Ability- creativity of the obstacles, creativity of the solutions

This project needs more detail. I am not exactly sure what you are looking for and have left comments on the user story page. Feel free to edit the wiki page and leave any comments.