One Prototyping Process for Creating an Instructional Game

The first step in the prototype development process is to brainstorm ideas with subject matter experts programming team members and instructional game designers. The brainstorming process should result in the integration of the right amount of content and process knowledge integrated into the game along with identification of the flow of the prototype, the “teachable” moments in the game and an understanding of what is technically possible from a programming perspective.  This includes developing the storyline for the game and creating any point or reward systems. As well as identifying in-game activities that most effectively teach the identified educational standards using a format indicated in the table below.

The result of the brainstorming process and alignment of concepts to be taught with game activities is the creation of a Game Design Document outlining the design of the game, assumptions upon which the game is based, and the specific activities which will be used to teach the standards. Based on the Game Design Document, the next step will be for an artist and an instructional game designer to create storyboards and concept art. The storyboards, including the concept art, will graphically demonstrate the flow and interactions of all the game-play of the prototype. The goal is to place the entire sequence of activities that will take place in the game on paper. The storyboarding process is so the team can easily explain the process to others who may not be able to visualize the game without artistic renderings of scenes from the game. I have found that a Game Design Document is helpful for the development team but people not involved with a game cannot really understand what will happen in the game to provide appropriate feedback until they see the storyboards and, importantly, concept art.  Then the feedback is more insightful and helpful to the team.

The completed storyboards and concept art should be shown to focus groups who can provide obtain feedback and reviews of the storyboards with comments framed by a series of questions the design team provides. If focused questions are not provided, the feedback may be scattered and not as helpful as it could be.

The questions should be related to impression of the game, how closely it matches instructional objectives, how trainers or teachers envision using the game and the anticipated obstacles to using the game.

Once feedback is obtained, the feedback should be incorporated into the design document and storyboards to create functional specifications. From those specifications the programming team can begin development.