During our reading of Persuasive Games, we have begun to think about how educational, political, and advertising games use procedures to persuade. In this project, you will have the opportunity to create your own persuasive game. You will also present your game to the class, explaining your group's issue and how your game sheds light on that issue.

In groups, you'll use the programming language Scratch to create a game that makes a procedural argument about an issue associated with your assigned section of the book. For instance, if your group was assigned the advertising section, you will make a game that uses procedural rhetoric as an advertising tool.

You will have ample class time to workshop your game (creating various versions, playtesting, revising the game, etc) and to work with your group members to build your game. Note that there are due dates for versions of the game. While there are not specific benchmarks for these versions, each version must be a playable version of the game. For instance, while version 1.0 will not incorporate all features and may only be a rough sketch of what you have planned, it must be a playable game.

Presentation
Throughout the game design process, you will also be crafting a 15-minute presentation about your game. You will be gathering information for the presentation and planning out how you will explain your game to the class. Early stages of this planning may be notes and an outline, but it should be progressing toward a 15-minute presentation that you will deliver on November 5.

Your group's presentation will explain the context of your game and the procedural arguments that your game makes. You may use any presentation software, but you should plan to incorporate visuals. All members of the group must speak during the final presentation, and you should be prepared to answer questions (as audience members for other group presentations, you should be also be prepared to ask questions).

DesignLab
During your work on this project, you must meet with the consultants at DesignLab at least once. The consultants at DesignLab can help you with both your game and your presentation by offering advice about how to best present your argument or explain your issue. Note that DesignLab is not a "help desk" and is not focused on providing answers to questions about software (these kinds of questions should be directed toward me and Brandee). Instead, DesignLab consultants are available to help you with creative development and planning.

When providing feedback, Brandee and I will be looking for the following:

Game
• Does your game make an effective and coherent procedural argument about your issue?
• Does your game provide sufficient context for the issue?
• Does your project demonstrate an understanding of the class readings and an application of their terms and concepts? You should be applying what you've learned in the Bogost readings and in our discussions about other games.
• Has your group effectively managed the project, allowing all group members to take part in all phases (research, writing, coding, testing, etc)?
• Has your group incorporated feedback from others in the class?
• Is your project free from grammatical errors and generally well designed?

Presentation
• Does your presentation explain how your game responds to your assigned chapter in Persuasive Games?
• Does your presentation provide sufficient context for someone who is not familiar with the issue or with your game?
• Does your presentation explain your game's procedural argument?
• Do all members of the group speak during the presentation?
• Does your presentation incorporate visuals in a way that helps the audience?
• Was your group prepared to answer questions about your issue and your game?
• Are your slides free from grammatical errors and generally well written?

The authors of 10 Print argue that creative computing allows us to explore the possibilities of a language, platform, or machine. Specifically, the 10 PRINT one-liner can be a useful way of understanding the various ways a certain computer language enables and constrains software design. In this project, your task will be to research a version of the 10 PRINT program. Versions of the program have been written in various languages and for various machines, and in group's you will be working to explain how your chosen version of 10 PRINT works and why that version of the program is interesting.

Each group will be assigned one of the "REM" chapters in 10 PRINT and will be tasked with writing a 1000-word paper and creating a 15-minute presentation. The paper will describe how your version of the program works while the presentation will focus on the significance of that version of the program and what it tells us about the language in which it's written.

For instance, if your group were to choose the Python version of 10 PRINT (this version of the program is not actually described in the text), that group's paper would offer a detailed account of how the program works and their presentation would explain what the Python version of 10 PRINT can tell us about the Python language.

Here are some things to consider as you work:

Paper
When describing how your version of the program works, you should model your discussion on pages 8-16 of the 10 PRINT text. Your explanation does not have to be as detailed as the one presented by the authors, but this section of the book offers a model for explaining how a program works.

Presentation
Your group's presentation will explain how your assigned version of 10 PRINT works, will cover some of the history of the computer language you are researching, and will explain what 10 PRINT tells us about the language in which it is written. This will require some research into the programming language you're discussing, and it may also mean attempting to write code in that language. In some cases, this will require using emulation software, much like the Frodo emulator I've used in class to emulate the Commodore 64.

You may use any presentation software you'd like for the presentation (Keynote, Powerpoint, Prezi, etc.), but you should plan to incorporate visuals. All members of the group must speak during the final presentation, and you should be prepared to answer questions (as audience members for other group presentations, you should be also be prepared to ask questions).

When providing feedback, Brandee and I will be looking for the following:

• Does your paper adequately explain your version of 10 PRINT?
• Does your presentation provide sufficient context for your assigned language? Does it provide some history of the language and how it's used?
• Does your presentation explain how your version of 10 PRINT sheds light on the language in which it is written?
• Do all members of the group speak during the presentation?
• Does your presentation incorporate visuals in a way that helps the audience?
• Was your group prepared to answer questions about your version of 10 PRINT?
• Are your paper and presentation free from grammatical errors and generally well written?

In our first two projects, we have considered code as writing, as an attempt to express ideas by way of procedures and processes. From videogames to various versions of the 10 PRINT one-liner, we have reimagined writing beyond the alphabetic. Code can be an expressive medium.

In this project, we will extend that line of thought into physical environments. By using the Arduino kits introduced during our workshop with Kevin Brock, we will design a responsive and interactive installation that asks an interactor to think differently about his or her body and about the physical space s/he is occupying. Your goal is to use the Arduino kit and a physical environment to communicate an idea. Previous projects asked you to build and study things that involve keyboard inputs and screen outputs. While a computer screen will be part of this new project, it will be coupled with the physical environment. The Arduino can accept various kinds of information (light, sound, a button push), and you will use those affordances to design a physical computing project that attempts to make us reflect on physical space and bodies.

Groups will choose some location on campus (indoors or outdoors) and make use of the physical environment to design an installation. The environment you choose is part of your installation, so you'll want to make use of it as much as possible. The choice of location will shape and constrain what you can or can't do with the project.

Like our previous projects, you will share your results in both a short paper and a presentation. Your paper will be short - a-500 word explanation that tells us what ideas you're trying to convey with your physical computing project. How are you asking an interactor to reimagine the physical space you've chosen? How are you asking that interactor to rethink how his or her body interacts with that space? These are the kinds of questions you should be answering in the 500-word paper.

In addition, your group will craft a 15-minute presentation. Presentations will need to show your project in action, either with video or images. You'll need to ask people to interact with your project, and you should document these interactions as well. You can use smart phones or any other type of equipment to document interactions. If you need access to equipment, let me know. Your presentation will need to do the following:

1) Explain the technical details of how the project works.
2) Explain the idea or ideas you're trying to convey with the project.
3) Demonstrate the project in action.
3) Discuss what you might change if given the chance to revise the project again.

As Brandee and I respond to projects, papers, and presentations, we'll be asking the following questions:

Projects

• Does your project take full advantage of the affordances of the Arduino board?
• Does the project successfully ask an interactor to reconsider bodies and physical space?
• Can an interactor make sense of the project in the course of interaction, without any explanation on the part of the designers.

Papers

• Does your paper clearly explain the idea your trying to convey with the project?
• Is the paper free of grammatical errors and generally well written?

Presentation

• Does your presentation show your project in action? Does it show us people interacting with it?
• Do all members of the group speak during the presentation?
• Does your presentation incorporate visuals in a way that helps the audience?
• Was your group prepared to answer questions about the project?
• Is it free from grammatical errors and generally well written?