Student Projects

Student drawing videogame schematic diagram on chalkboard

Students worked for one week to design and build videogames in the Unity game engine that included full body gesture interactions through the Microsoft Kinect controller. (Image by H. Sharon Lin, MIT OpenCourseWare.)

In this workshop, students deliver two videogames:

Short Project

Students form teams of two to three and collaborate to develop their first videogame.

Long Project

After the demo of their first project, students either choose to stay in the same team or swtich to a different team to further develop the short project into a bigger game; alternatively, they can form a new team of three to four and design a new game.

Group brainstorming

A group thinking of game ideas. This is the early planning stage of “Jedi Ball,” a mind controlled bowling game. (Image by H. Sharon Lin, MIT OpenCourseWare.)

Overview

Students form groups of three to four and work for twenty hours on a long project. We help facilitate this by discussing techniques for collaborative design, guiding the class in an improv activity, lead a brainstorming activity for the whole class to help students identify collaborators, allow students ample time to self-organize into teams. Students then have twenty hours of class time to develop an idea for a videogame, to create the game, and to prepare to present about their game in front of external visitors. The capstone of the class is a final five-minute presentation that each group must give about their game in front of the entire class and external visitors.

The following project demonstrations are courtesy of the participants, including MIT students, and used with permission.

 

Long Project: Introduction

In this video, instructor Kyle Keane provides some context about the student projects and presentations, including how long teams had to build their games and what information they should cover in the presentations.

 

Long Project 1: Cats Cradle

A student team presents their final game, Cat’s Cradle. In it, the user controls two hedgehogs carrying a cat through a maze without falling over.

 

Long Project 2: Mini World

A student team presents their final game, Cube Constructor. For the final project, the user can build with more than cubes. The game has additional features, including scenery items, and the user can also enter the house and decorate the inside.

 

Long Project 3: Desert Racing

A student team presents their final game, where the user directs a cube traveling forward at a constant speed around obstacles toward a goal at the end.

 

Long Project 4: Jedi Ball

Student team presentation about their final game, JediBall. In it, the player rolls a ball down an alley and control it using their body motion (measured using the Microsoft Kinect). This video is unavailable due to copyright restrictions.

 

Long Project 5: Multiple Mini-games

A student team presents their final project, a collection of minigames. In the first one, the user controls a flying cooked chicken.

 

Long Project 6: Blackout Tetris

A student presents presents his final project, Blackout Tetris. In it, the player uses the game mechanics of Tetris to get rid of every piece on the screen. The width of the board can be modified leading to multiple different solutions.

 

Long Project 7: TotoGro

A student team presents their final game, TotoGro. Based on the popular movie “My Neighbor Totoro”, the player performs various gestures from the movie to grow a tree. This video is unavailable due to copyright restrictions.

 

Long Project 8: Zoo Escape

A student team presents their final game, Zoo Escape. Using Kinect, the player can choose to be one of four animals, and use its special abilities to escape the enclosure, find a key, and exit the zoo.

Godzilla model following a student

A group working on Goshzilla, a godzilla themed game, succeeds at making the character model mimic a person’s motions. (Image by H. Sharon Lin, MIT OpenCourseWare.)

Overview

Students form groups of two to three and work for six hours on a small project. We help facilitate this by discussing techniques for collaborative design, guiding the class in an improv activity, lead a brainstorming activity for the whole class to help students identify collaborators, allow students ample time to self-organize into teams. Students then have six hours of class time to develop an idea for a small videogame, to create the game, to discover if they like their teammates, and to learn about all the technical skills that will be needed on a team to succeed. Each group does a short presentation for the entire class and talks about their game, but most importantly talks about what they learned.

The following project demonstrations are courtesy of the participants, including MIT students, and used with permission 

 

Short Project: Introduction

In this video, instructors provide some context about the student projects and presentations, including how long teams had to build their games and what information they should cover in the presentations.

Short Project 1: Antisocial

Student team presentation about their video game “Antisocial.” This game is about street harassment and non-verbal communication designed to educate players about the complexities and variety of undesired socialization.

 

Short Project 2:  Bodypaint

Student team presentation about their videogame “Bodypaint”, a game that allows a player to use their body’s motions to create images on the screen.

 

Short Project 3: Goshzilla

Student team presentation about their videogame “Goshzilla”, a game that allows a player to play as an unintentionally destructive monster that is trying to carefully move through a city, but often breaking buildings and smashing cars by accident.

 

Short Project 4: Jedi Ball

Student team presentation about their videogame “Jedi Ball”, a game that allows a player to roll a ball down an alley and control it using their body motion (measured using the Microsoft Kinect). This video is not available due to copyright restrictions.

Short Project 5: Cube Constructor

Student team presentation about their videogame “Cube Constructor”, a game similar to Minecraft where you place cubes in a freestyle virtual world, which allows the player to switch to paint mode to change the color of previously placed cubes.

 

Short Project 6: Car Racing

Student team presentation about their videogame “Car Racing”, a game where the player controlled a car as it drove down a complex sloping track – there were complications with the gravity in the virtual environment that led to some fun laughter.

 

Short Project 7: Downhill Skiing

Student team presentation about their videogame “Downhill Skiing”, a game where the player controlled a downhill skier by helping them avoid trees.

Short Project 8: TotoGro

A student team presents their videogame, TotoGro. Based on the popular movie “My Neighbor Totoro”, the player performs gestures to make a tree grow. This video is unavailable due to copyright restrictions.

Course Info

As Taught In
January IAP 2017
Learning Resource Types
Demonstration Videos
Tutorial Videos
Projects with Examples
Lecture Videos
Instructor Insights