In this online course, students will learn how to design, develop and create their very own online video game. In 27 lectures, 2 Sections and over 5 hours of content that follow, students will gain the ability to create multi-layered scenes with unique features such as draggable objects, collectables, physics alterations and high score screens.
We will take students on a journey that will start with the basics and quickly move into techniques and knowledge that experts typically use with no prior programming knowledge required!
Additionally, we will be available at any time to answer questions you may have and will respond within 1 business day. We want you to have all the tools at your disposal so any help you may need is our goal!
All video lectures and game assets are download-enabled so you will have everything at your disposal regardless of internet speed or portability to create your very own unique game!
Why learn Video Game Design?
This course enables students and future developers to have the mathematical prowess to develop their own games. Often, hopeful hobbyists assume that in game design, simple drag and drop is all it takes. In reality, there are many algebraic and geometric principles one will need to create a truly exciting game experience. In navigating through the world of game design, you will be enhancing those skills through a real-world avenue!
With this noted, it is clear that the curriculum would also be ideal for any mathematics teachers looking to diversity their lesson plans!
Why take our course?
In our unique video game design curriculum, we do not teach through a "click here, then click here" strategy as other courses do. We will in fact show you the how and why of game design and take you from a beginning game designer to an expert within our 5 hours of content.
After you have created "Backyard Shenanigans", it will not stop there! We have designed this curriculum to grant all of our students the skills to create anything their minds can imagine!
Become a part of the Youth Learning Center Video Game Design community today and take your first step into a larger world of Video Game Design!
In this video, will do a brief overview of what the finished prototype will look like after section one has been completed. We will examine a "preview" of the game and showcase the draggable functions of the ball. Additionally, we will look at the walls created to act as barriers so the ball cannot leave the screen and describe the rate of gravity and how it will effect the game.
In this video, we will examine the Gamesalad interface. We will look at the various screens (home, scenes,logic interface) and describe the toolbars and how they function.
In this video, we will go through how to crete new actors and gravity. We will create barriers around the scene and ensure they do not adhere to our gravitational rate of 800
In this video, we will examine how to import images (in this case, the "red ball with line" actor) into our prototype and how to program them to collide with the walls we created in the previous video.
In this video, we will ber exploring the basics of programming in Gamesalad. Though the finished prototype will feature a draggable object, this video will introduce programming in the form of a ball that moves with the arrow keys. Once the basics of programming are understood, this actor will be removed and the draggable actor will be created.
In this video, we will begin programming the draggable ball. We will begin with a basic if/then statement that will not yet perform the desired result, but will take us one step closer to a finished draggable actor.
This video will provide us with the second step of programming the draggable ball actor. It will also introduce "Attributes" as properties of actors and will explain how to create new "real number attributes" within the Logic Interface.
In this video, we will finish the programming of the draggable ball and test to ensure it works. For additional info, please consult the description below or message me directly. Happy designing!
In this final video of section 1, we will review the steps we took to finish the prototype and briefly discuss the step for section 2.
In this first video of section 2, we will show what the finished product will look like after we have converted the prototype from section 1.
In this video, we will begin to take the prototype we have created and make it into a finished product. We will be altering the scene size, ensuring the "redballwithline" can then maneuver through the scene while controlling the camera.
Additionally, we will start the limited drag programming by placing a marker at a 150 position on the X axis within the scene to show us, approximately, where the porch will be and ultimately have a place where the ball can be dragged. Outside of this mark (the ending position of the porch) the ball will no longer be able to drag with the mouse.
In this video, we will be importing images into the scene. We will begin by placing the house in the scene and matching the position of the marker to the edge of the porch (230 pixels on the Y axis).
In this video, we will be programming the ball to ONLY have a drag ability when the ball is less than a 230 pixel position in the scene. This will ensure that when the game is played, the player will only be able to drag the ball in the left portion of the scene i.e. on the porch.
In this video, we will be changing the game's platform to "Legacy Web Game" and altering the camera size to fit the new scene size. Additionally, we will be importing the garage image and ensuring that the "wall" actors line up with the edges of the house and garage.
In this video, we will be preparing for future videos in terms of adding all of the attributes we will need. We will go into more detail on each one when we utilize it.
In this video, we will be importing our Background Actors and placing "display text actors" to display our score, jump number and ball number to keep track of the properties of the game.
In this video, we will be creating a "non-scrolable layer" to ensure that the score, jump, and ball number display text actors move with us as we travel throughout the scene.
In terms of our scrollable and non-scrollable layers, it is important that we enusre:
1) The "Background Layer" (non-scrollable) is located at the top of the layer listing in the scene toolbar
2) The actors (a) Jumps Display, (b) Collectable Display and (c) Ball # Display are ALL located in the background layer. This will ensure that they will not scroll as the scene moves.
3) Within the "Layer 1 Layer" (scrollable), the redballwithline, house, garage and 230 marker actors are listed first. This will place those on the front of the scrollable layer and thus will no place them behind the background.
4) Once this is accomplished, the ball will look as if it is in front of the background and the porch pillar will be in front of that, ensuring that it looks as if the ball is being thrown off the porch.
In this video, we will be starting the programming that ensures our ball actor will be reset once the velocity equals zero. this will allow us to restrict the number of ball allotted later on so that the player only has three balls to work with to finish the level. The idea here is that we have a set number of balls to reach the highest score possible.
Here, we will finish the reset ball programming and test to ensure that it works correctly. It is important that we reset the ball actor back to (X) 150 and (Y) 50 to ensure it resets back to its original place at the begining of the scene.
In this video, we will learn how to change from our non-scrollable layer to our scrollable layer in order to import new images. This will be important because often (in the creation of this game and of future games you will make) the layers will alternate and when testing you will find that object meant to be "scrollable" will be placed on the incorrect layer.
Here, we will learn a fundamental aspect of game design, using somewhat illogical programming to get our result. What we are trying to accomplish here is to have our clothes fall when we hit them, but you will find that because these clothes are "non-moveable", no matter what we do, they will not fall. To circumnavigate this, we will need to destroy the existing clothes and spawn new clothing in front of it that IS subject to gravity. When playing the game, the player will no notice the difference, but you have completed this function is a unique way!
In this video, we will be programming our clothes to fall and in turn increase our score. To do so, we input a simple if/then statement on the wall actor that states any time an actor from the "falling clothes" tag category, our score integer attribute will increase by 1. Additionally, we will be making simple adjustments to the properties of the ball that will cap the amount of speed it can have at any given time (1000).
Here, we will take advantage of our non-scrollable layers to add the Right and Left Jump buttons to give our ball a little boost if it slows down. The "R" and "L" button will be placed on either side of the screen, again, on our non-scrollable layer so that it follows our character!
Here, we will go over how to program our ball to bounce when it hits the trampoline and slow down when it hits the pool. This will add a variety of game mechanics to make the game either easier or more difficult.
This video will briefly go over how to reset our game when we have no balls left. This will add an additional game function that only allows us to have 3 balls to work with to try to collect as many collectables as possible.
In this video, we will learn how to create a main menu and game over scene and alter the bounciness of the wall and ball to further the functionality of the game.
In this video, adding sounds and general polishing are addressed. We often add sounds to stationary object such as the house because we know that because that actor will not be destroy or moved, the programming will be exhibited constantly. Additionally, we have added "overlap" rules to the walls to create the "ping" sound and an "overlap" function to the trampoline and pool to ensure that the bounce and water drop sounds play when the ball hits them.
Additionally, the concept of general customizing and polishing will be addressed. I will explain how you can customize your game by increasing scene size and adding level goals.
In this video we will conclude and talk about all of the functions we have created. Be proud! You have just gone from a beginner to an expert in 6 hours!
Culver Stockton College, Canton, Missouri 2004-2008
Bachelor’s of Fine Arts in Studio Art
Bachelor’s of Science in Art Education
Missouri Art Teaching Certification, Grades K-12
Toon Boom Studio Certified Instructor 2012-present
CPR, First Aid, AED 2013-present
Youth Learning Center St. Louis, MO 2009-present
YLC Charter School Committee St. Louis, MO 2013-present
The Turner Center St. Louis, MO 2009
Art DimensionsSt. Louis, MO
Solo ExhibitionsSt. Louis, MO
“Municipalities Occur” at Labeebee’s 2011
“STLPaints?” at the Vino Gallery 2011
“Somewhere Beyond Normal” at All Along Press 2010
“This is Air Only” at Concrete Ocean 2010
“Shiny Means It’s Done” at the Saint Louis Artists Guild 2009
Art Dimensions Member of the Year 2009; Inducted into Culver Stockton Hall of Excellence 2008; Taste of Saint Louis Best in Show 2008; Taste of Saint Louis Art Wars Champion 2007
The Youth Learning Center is a non-profit organization located in St. Louis, Missouri that focuses on STEAM education for students in 1st through 8th grade and beyond. STEAM stands for Science, Technology, Engineering, Art and Mathematics. Through our standards-aligned curriculum and programs, we teach children video game design, computer animation, robotics, science, digital painting, interactive media and much more. The YLC has been offering our programs in the after school and summer school setting for over ten years with proven success.
Johnathan Lloyd Book
St Louis MO – firstname.lastname@example.org
Personal Summary and Objectives
I have a strong academic career combined with exemplary and extensive knowledge of the educational system. I am passionate about the lives of all students and hope to create life long learners within and outside of my classroom. As you will see, my qualifications display extensive experience in urban settings and a strong determination of effect change in students’ lives.
Youth Learning Center-St Louis – St Louis, MO:
Integrated Mathematics Teacher
·Work closely with underprivileged students within communities of need grade levels 4th through 8th
·Extensive experience with curriculum development and integration of state core curricular facets to Video Game Design
·Primary curricular developer
·Member of Youth Learning Center Charter School Committee dealing with behavioral issues and PBIS creation and implementation
·Experience working in areas across St Louis including Charter Schools such as JAMA Charter School in Old North City St Louis
·Became Member of Missouri Accreditation of Programs for Children and Youth
Living Diversity, LLC – St Louis, MO:
·Curricular coordinator for the Transformative Youth Program
·Involved in training and hiring members of TYP workshops
·Involved with development of program and grant proposal applications
·Working closely with members of the advocacy community of organizations within St Louis
The University of Western Ontario, Canada
BA Specialization in Sociology
·Area of focus includes demographic analysis and interactionary theory
·4 year degree obtained in 3 year enrollment period
The University of Missouri-St Louis
Masters of Elementary Education (pending)
·GPA of 4.0
·Taken courses in a variety of subject areas including character education, social justice and advocacy
·Experience with the writing of grant proposals and striving toward becoming published in the realm of literacy and community relevancy
Doctoral Candidate: Character Education and Democratic School Governance, Currently Enrolled
·Currently generating doctoral thesis regarding public school education and granting curricular autonomy to individual schools to increase effectiveness of youth educational tendencies with regard to specific subject areas as well as character education