CHAPTER 1: INTRODUCTION

1.1 BACKGROUND
Educational games, also known as e-learning games, are explicitly designed with
educational purposes. All types of games can be used in an educational environment.
Educational games are games that designed to teach people about certain subjects,
expand concepts, reinforce development, understand an historical event or culture, or
assist them in learning a skill as they play. Educational games allow teenagers to
immerse themselves in real-life simulations, which supplement traditional educational
method.
1.2 PROBLEM STATEMENT
Most of the education games are just focused on the educational content, which is
one of the reasons why there are only a few of people get attracted to them.
1.3 AIM
To create character which is suitable for the education game.
1.4 OBJECTIVES
To design distinctive character for the education game.
1.5 SCOPES
1.5.1 TARGET AUDIENCE
Teenager (age range around 13-19)
1.5.2 DESIGN
The goal of the design is to attract more teenagers toward education game through
designed characters.
1.6 EXPECTED BENEFIT
Teenagers will be attracted and grew more interest towards education game.


1.7 RESEARCH QUESTION
How game characters can attract target audience?
1.8 HYPOTHESIS
The more special the character design, the more the target audience gets attracts to
them.
1.9 Limitation and delimitation
Students in Kota Damansara
The people who did the survey were students which are around 13-19 years old.
1.10 Software
Adobe Illustrator
Adobe Photoshop
Microsoft Office













CHAPTER 2: SOURCES OF INFORMATION
2.1 Sources of information
Primary
The primary source of information gathered was from people who did a survey to share their
opinion about the idea of designing an educational game and what kind of educational
content can apply in the game.
Secondary
Information is gathered from the internet. All the references links are shown in the appendix
pages.
2.2 Literature review
2.2.1 What kind of educational lessons that can be learnt from a video game?
Heick, T., Heick, T., Staff, T., Heick, T., Staff, T., Staff, T. and Staff, T. 2012. What Education Can
Learn From Video Games. [online] Available at: http://www.teachthought.com/learning/what-
education-can-learn-from-video-games/.
Heick and Heick et al., (2012) wrote an article about what education can learn from video games. In
the article, game is like a great book, if it was really cool, one might talk to others about the
experience. However, the game and the gamers performance was in a quiet bubble. In terms of
realistic social interaction, there was little compare to all media forms games which can communicate
to one another through both inspiration and allusion. Eventually, storylines in games can be
interdependent, for example, what you did in the game can affect what happened in the next. This
level of connectivity explained the power of digital media. In the game, players become authors,
making their digital avatars become main protagonists. In conclusion, consumers become self-aware
and self-directed producers.





2.2.2 Good character design
Design, T. and Gannon, S. 2013. Sean Gannon MA Games Design: The Pillars of Good
Character Design. [online] Available at:
http://sgannonmagamesdesign.blogspot.com/2013/10/the-pillars-of-good-character-
design.html
Design and Gannon (2013) wrote an article about the pillars of good character design. First,
a good character design primarily use limited colour palette which is around 2-3 colours in
their palette. You are free to use various different shades of the colours and some minor
details, but dont overuse them. Also, a good character design should reflect their context.
The same also applies to the games tone. For example, a grim and gritty character wont fit
into a wacky, cartoonish setting unless they are a parody. Next, remember not to make a
character too complex. Its often best to aim for simplicity when designing a character.
Besides those, originality in character design also very important. A good character has to be
unique. In other words, they cant look like someone elses character.












2.3 Research Method
Survey and case studies were done to endorse the proposal. Case studies were put together by
aid of secondary resource found in reference section. In addition, a survey was done among
30 participants with questions regarding their opinion about educational game.



















2.3.1 Case Study
Case study 1: Okami

Okami is an action-adventure genre of game. It is a well-made adventure based on Shinto
(ethnic religion) mythology. Thanks to the unique art style of the game, it certainly stands out.
The art styles of okami mostly based on Japanese sum-e ink wash painting. Also, the
characters in the game appears hand-drawn even they move around the 3D environment.
Most of the characters are designed to be simple, but with a recognisable silhouette. The
characters also have a great deal of symbolism as the figures and creatures from Shinto
mythology integrated into their design. For example, the main protagonist, Amaterasu,
appears as a white wolf with red markings, giving it a fierce yet majestic appearance, with the
flaming disk on its back representing its role as a sun goddess.
Screenshots:


Case study 2: Hetalia

Hetalia is a Japanese web comic with historical genre by Hiramuya Hidekazu. The main idea
of the series is to represent allegory of political and historic events as well as general cultural
comparisons. What makes this web comic series popular is the characters in the series are
personifications of countries, countries such as Italy and England, region such as Hong Kong,
and also the micro nations such as the Principality of Sealand (located in the North Sea).
Both positive and negative cultural stereotypes form part of each characters personality.
The main storyline of the series occur during World War II, but the vast majority of the series
take place during other historical events, holidays, or no specific time event. The series uses
light-hearted comedy to represent well-known events as well as less common historical and
cultural trivia.
Pictures:


2.3.2 Survey
A survey was done regarding the opinion about the educational game and how the target
audience think about the design concept of the educational game. The survey is attached in
the appendix. 30 participants had participated in the survey. Open-ended, close-ended, and
probes questions were used in the two paper surveys. The results of the surveys are shown in
chapter 3.


















CHAPTER 3: ANALYSIS
3.1 Method of Choice and Data Collection Summary and Analysis
3.1.1 Results
Paper survey 1
Questions 1:

Figure 3.1.1
Based on figure 3.1.1, there are 93% of people played games and 7% of people do not played
games. As the figure shown, it shows that playing games had become one of the daily habits.









93%
7%
Do you play games?
Yes
No
Question 2:

Figure 3.1.2
Based on the figure above, there are 50% of people seldom played games, 23% of people
often played games and 27% of people played games daily. This shows that no matter how
busy the people were, they will still find some free time to play games.

Question 3:

Figure 3.1.3
As the figure 3.1.3 shown, 48% of the people like to play adventure games, 34% of people
like to play action games, 12% of people like to play education games, 4% of people like to
play platform games and only 2% of people played other genre of games like role-playing,
fighting and rhythm games. This shows that every people have their own interest towards
certain genre of games.

50%
23%
27%
How long do you play games?
Seldom
Often
Daily
34%
48%
12%
4% 2%
What genre of game do you usually play?
Action
Adventure
Education
Platform
Others
Question 4:

Figure 3.1.4
Based on the figure 3.1.4, 63% of the people played educational game and 37% of the people
did not played educational game before.

Question 5:

Figure 3.1.5
As shown in the figure 3.1.5, there are 63% of people did not know about educational game
and only 37% of people know about educational game. This shows that people played the
game without knowing the genre.




63%
37%
Have you played educational game before?
Yes
No
37%
63%
According to the 4th question, do you
know about educational game, which is
also known as e-learning game?
Yes
No
Question 6:

Figure 3.1.6
In the figure 3.1.6, 48% of the people considered puzzle as educational game, 19% of the
people considered arcade as educational game, 19% of the people considered board as
educational game and 14% of the people considered platform as educational game. Most of
the people think that puzzle can considered as educational game.

Question 7:

Figure 3.1.7
Based on the figure 3.1.7, 26% of people think that science can be delivered by using
educational game, 22% of people think that math can be delivered by using educational game,
both 19% of people think that music and language can be delivered by using educational
game, 12% of people think that history can be delivered by using educational game and only
2% of people think that other content can be delivered by using educational game such as
general knowledge. Most of the people considered that science is the suitable content that can
be delivered by using educational game.
19%
19%
48%
14%
In your opinion, what kind of games you
considered as educational game?
Board
Arcade
Puzzle
Platform
19%
26%
22%
19%
12%
2%
What is the content that can be delivered
by using educational game?
Language
Science
Math
Music
History
Others
Question 8:

Figure 3.1.8
Based on figure 3.1.8, mostly 87% of the people think that educational game is an effective
method to deliver education and only 13% of the people think that educational game is not an
effective method to deliver education. Most of the people agreed that educational game is an
effective method to deliver education.

Question 9:

Figure 3.1.9
As shown in figure 3.1.9, it shows that 37% of people think they can have fun when learning
through educational game, 20% of people think that educational game can be easily absorb
and stimulate their mind, 30% of people are no comment about it and 13% of people have
other reasons such as following the trend of technology era, creative insights in delivering the
message of educational game and so on. Most of the people think educational game is an
effective method in delivering education because they can have fun when learning.

87%
13%
Do you think educational game is an
effective method to deliver education?
Yes
No
37%
20%
13%
30%
Why?
Having fun when
learning
Easily absorb and
stimulate
Others
No comment
3.1.2 Character Analysis
























CHAPTER 4: DESIGN
4.1 Design concept
Character design
Game layout
Game logo design
4.2 Sketches






















CHAPTER 5: CONCLUSION
5.1 Progress/ outcome
The aim is to create a new way to deliver educational content through educational game that
can stimulate and deliver educational content for teenagers.
The survey did raise the questions whether people were aware of educational games which
will let them learn through playing game and easy to gain knowledge and stimulate the mind
of teenagers.
Lastly, the idea of designing an educational game will give benefits to the teenagers who are
still in the study stage. And, finally teenagers can learn to gain more knowledge while have
fun playing the game.
5.2 Problem Encounter
There are many problems encounter during doing this project proposal and report. During
doing the paper survey, some of the people were not willing to do the survey. Some of them
skipped some questions and this caused that the result of survey are not totally accurate.
5.3 Planning















Paper Survey 1
Introduction
Thank you for agreeing to take part in this survey about creating an educational game. I will
be gaining your thoughts and opinions in order to better known on your perception towards
the game. This survey will only take 3 to 5 minutes to complete. Please answer all the
questions below. Thank you for your time.

1. Do you play games?
o Yes
o No

2. How long do you play games?
o Seldom
o Often
o Daily

3. What genre of game do you usually play?
o Action
o Adventure
o Education
o Platform
o Others, please specify: _____________________________

4. Have you played educational game before?
o Yes
o No

5. According to the 4
th
question, do you know about educational game, which is also
known as e-learning game?
o Yes
o No


6. I n your opinion, what kind of games you considered as educational game?
o Board
o Arcade
o Puzzle
o Platform
o Others, please specify: __________________________

7. What is the content that can be delivering by using educational game?
o Language
o Science
o Math
o Music
o History
o Others, please specify: __________________________

8. Do you think educational game is an effective method to deliver education?
o Yes
o No

9. Why?
_____________________________________________________________________
_____________________________________________________________________








References
1. Design, T. and Gannon, S. 2013. Sean Gannon MA Games Design: The Pillars of
Good Character Design. [online] Available at:
http://sgannonmagamesdesign.blogspot.com/2013/10/the-pillars-of-good-character-
design.html

2. Character..., H. and Gannon, S. 2013. Sean Gannon MA Games Design: How NOT to
design a Character.... [online] Available at:
http://sgannonmagamesdesign.blogspot.com/2013/10/how-not-to-design-
character.html

3. Okami, S. and Gannon, S. 2013. Sean Gannon MA Games Design: Style Case Study
#7: Okami. [online] Available at:
http://sgannonmagamesdesign.blogspot.com/2013/10/style-case-study-7-okami.html