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Title: GRE冒险探案集
Type: 教育类游戏应用
Date: 2020.5
Intro:在玩冒险游戏的同时学习语言
玩这个游戏：
https://ruthsonggame.github.io/final/
另一个单词学习原型游戏请见这里：
https://ruthsonggame.github.io/final/vocablearning/
英语学习教案请见这里：
简介
改编自阿加莎克里斯蒂的波洛探案故事，随着大侦探一起学习单词及解题技巧，同时有小游戏强化词根词缀记忆。更有分支剧情可以解锁哦。
概念
使用任务教学法；
重视语言中的输入和输出；
完美还原原著情节；
分支剧情选择，边玩游戏边学语言
观看预告片
将难记的单词嵌入到情节和对话中，这样印象就深刻多了！
完美还原了原著故事！
改编自阿加莎克里斯蒂的波洛探案故事，随着大侦探一起学习单词及解题技巧，同时有小游戏强化词根词缀记忆。更有分支剧情可以解锁哦。
故事背景：
“门哈拉的诅咒”：不论是谁打扰了这位法老的安宁，死神之翼就会降临在他头上！
卡纳冯勋爵、约翰·威拉德爵士和来自纽约的布雷纳先生在一次大收获之后又发现了一位鲜为人知的法老的陵墓。门哈拉的陵墓之门在封闭了几千之后被打开，俗人们打扰了法老的安息，势必会受到惩罚，而且那将是极为恐怖的惩罚。
厄运开始一个个的降临到考古队成员的头上。首先是威拉德爵士死于心脏破裂，之后是布雷纳先生死于急性血液中毒，不久布雷纳的一个侄子在纽约开枪自杀。死亡的阴影笼罩着这些人，谁也不知道下一个倒霉蛋会是谁？或许，谁也逃不掉，一个也不剩！
波洛受一位焦虑的母亲之托来到埃及，保护她的儿子免受她丈夫同样的命运。当然，波洛还要面对的是延续了几千年的诅咒。然而死亡还在进行！就连波洛也看到阿努比斯神的影子，当天晚上波洛中毒了！
在和死神的赛跑中，你能赢吗？
剧情模式 (输入环节)
在语言学习中，这部分对应的是“输入”这个环节。玩家将会在互动场景中遇到很多生词，并且由侦探的助理——一个地道的英国人耐心解释给他听，词根词缀的概念也会在故事中比较自然地出现，例如以下对话中：
Poirot: I am the best detective in the world!
Hastings: My friend, you are overselling yourself again!
Poirot: Selling what? I don’t get it.
Hastings: It’s the combination of “over” and “sell”, only in a figurative way!
Poirot: Simple enough!
在多数情况中，目标单词和释义会在对话中成对出现，这样玩家就不用通过点击的方式查看释义了，游戏流程也能更加顺畅。不过，在之后的小游戏中，玩家会有更多机会复习这些单词。
玩法
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
minigame1
The learner shall put the roots and affixes together, and make one word complete. Although not all words can be learned in this way, it would be helpful to make learners more familiar with the origin of a word, and extend such a skill when learning other words. It could be especially useful to those European language speakers.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
Specially, some options of "word fragments" are added to be distractions. For example, the word prefixes de/di, hyper/hypo, pre/per/pro are always the confusing ones. Those distractions are expected to make the game more challenging.
minigame2
In minigame2, the learner is required to match the target word with its synonym or simple definition, in a timed mode. He shall flip the card, memorize the location of each word/synonym and match them to earn the points. The pictorial glosses are shown on the “definition card” to help recall the knowledge from previous part. This part is deemed to enhance the process of input.
minigame3
Minigame3 is a revisit of the previous scenes; however, by giving the correct answer, the learner will have the chance to unlock hidden secrets of the case and thus facilitate the investigation. The learner is required to fill in the blanks with a synonym of the target words and makes the sentence logically correct.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Note that not all sentences are solved by filling with synonyms; in some other cases, you shall put the antonyms or other related words to make the sentence meaningful or “balanced”.
Final battle!
In the final battle, the player shall battle with the killer. He has to make the correct guess about the killer; furthermore, the correct deduction also has to be made.
开发日志
flowchart
This shows the whole workflow of the development
initial UI
Compared to the initial plan, there are some minor changes in the finish: mini-game1/2 are purely training games for vocab learning; while mini-game3 (scene memory) is closely related to the main plot, and the learner can get some key clues of the case from the deduction process, so I decided to put it towards the end of the game.
mini game 1 prototype
In the final product, I decided not to use the real person picture, but to use cartoon ones instead
word matching game
The feature of this mini game is matching words with their definitions (with picture) in a timed mode.
mini game 3 prototype
technical issue1
One technical issue is the interface between Fungus scenes and other parts of the game. First, to jump to the main scene after one plot scene is finished, the Invoke Event command needs to be set in the flowchart window. Secondly, variables can be created within the Fungus scene, but in order to manipulate a global variable, Fungus needs to invoke it and call it back after calculating. In this way, the scores earned outside can be passed to the Fungus scenes.
technical issue2
playtest1
Playtest#1 is mainly about mini-game1. Mini-game1 incorporates the core rationale of my game, and it was also the first playable part of my game. The players were expected to know how to proceed with the game without additional explanation and understand how etymology (the structure of a word) works through this mini-game.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
playtest2
The development of the plot scenes was running through the whole development period. The first two chapters were included in this playtest. Before they play the game, I provided them a list of the target words, and asked them to read them beforehand.
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
flowchart
This shows the whole workflow of the development
initial UI
Compared to the initial plan, there are some minor changes in the finish: mini-game1/2 are purely training games for vocab learning; while mini-game3 (scene memory) is closely related to the main plot, and the learner can get some key clues of the case from the deduction process, so I decided to put it towards the end of the game.
mini game 1 prototype
In the final product, I decided not to use the real person picture, but to use cartoon ones instead
word matching game
The feature of this mini game is matching words with their definitions (with picture) in a timed mode.
mini game 3 prototype
technical issue1
One technical issue is the interface between Fungus scenes and other parts of the game. First, to jump to the main scene after one plot scene is finished, the Invoke Event command needs to be set in the flowchart window. Secondly, variables can be created within the Fungus scene, but in order to manipulate a global variable, Fungus needs to invoke it and call it back after calculating. In this way, the scores earned outside can be passed to the Fungus scenes.
technical issue2
playtest1
Playtest#1 is mainly about mini-game1. Mini-game1 incorporates the core rationale of my game, and it was also the first playable part of my game. The players were expected to know how to proceed with the game without additional explanation and understand how etymology (the structure of a word) works through this mini-game.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
playtest2
The development of the plot scenes was running through the whole development period. The first two chapters were included in this playtest. Before they play the game, I provided them a list of the target words, and asked them to read them beforehand.
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
flowchart
This shows the whole workflow of the development
initial UI
Compared to the initial plan, there are some minor changes in the finish: mini-game1/2 are purely training games for vocab learning; while mini-game3 (scene memory) is closely related to the main plot, and the learner can get some key clues of the case from the deduction process, so I decided to put it towards the end of the game.
mini game 1 prototype
In the final product, I decided not to use the real person picture, but to use cartoon ones instead
word matching game
The feature of this mini game is matching words with their definitions (with picture) in a timed mode.
mini game 3 prototype
technical issue1
One technical issue is the interface between Fungus scenes and other parts of the game. First, to jump to the main scene after one plot scene is finished, the Invoke Event command needs to be set in the flowchart window. Secondly, variables can be created within the Fungus scene, but in order to manipulate a global variable, Fungus needs to invoke it and call it back after calculating. In this way, the scores earned outside can be passed to the Fungus scenes.
technical issue2
playtest1
Playtest#1 is mainly about mini-game1. Mini-game1 incorporates the core rationale of my game, and it was also the first playable part of my game. The players were expected to know how to proceed with the game without additional explanation and understand how etymology (the structure of a word) works through this mini-game.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
playtest2
The development of the plot scenes was running through the whole development period. The first two chapters were included in this playtest. Before they play the game, I provided them a list of the target words, and asked them to read them beforehand.
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
flowchart
This shows the whole workflow of the development
initial UI
Compared to the initial plan, there are some minor changes in the finish: mini-game1/2 are purely training games for vocab learning; while mini-game3 (scene memory) is closely related to the main plot, and the learner can get some key clues of the case from the deduction process, so I decided to put it towards the end of the game.
mini game 1 prototype
In the final product, I decided not to use the real person picture, but to use cartoon ones instead
word matching game
The feature of this mini game is matching words with their definitions (with picture) in a timed mode.
mini game 3 prototype
technical issue1
One technical issue is the interface between Fungus scenes and other parts of the game. First, to jump to the main scene after one plot scene is finished, the Invoke Event command needs to be set in the flowchart window. Secondly, variables can be created within the Fungus scene, but in order to manipulate a global variable, Fungus needs to invoke it and call it back after calculating. In this way, the scores earned outside can be passed to the Fungus scenes.
technical issue2
playtest1
Playtest#1 is mainly about mini-game1. Mini-game1 incorporates the core rationale of my game, and it was also the first playable part of my game. The players were expected to know how to proceed with the game without additional explanation and understand how etymology (the structure of a word) works through this mini-game.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
Improvements:
Remove the words that are hard to represent;
Add a quote from the dialogues for each word;
Add a "help" button that is clickable throughout the game;
Minor UI modification.
playtest2
The development of the plot scenes was running through the whole development period. The first two chapters were included in this playtest. Before they play the game, I provided them a list of the target words, and asked them to read them beforehand.
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
Improvements:
Plot scene is made by Fungus, and while it’s a good tool for narratives, I should intentionally add more playable stuff into the plot scenes. Here are a few things to do:
Remove the words that are hard to represent;
Try to show some of the words more than once;
Fix the branch design so that the player could feel more autonomy
查看完整开发日志
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