Week 4 Assignment #1

1. What gaming elements provide users the learning content and how? (Refer to the journal article
page 4).

Text: The game Pancake Panic has a 50 sec time limit per level, it gives you a score,

it has different game levels, it actively celebrate your victories, and provides helpful hints if
you need it.

Visual-graphic elements: The game is color-coded,  the homophones are inside each pancake,

as you match the homophones, the pancakes disappear, it celebrates success at the end of
each level, and the food bonus round is visually satisfying.

Audio elements:  the game has music, celebratory sounds, and explosive cudos. 

2. What is the goal of the game? The goal of the game is to match as many homophones as
possible before running out of time, finish each level, and then get to the bonus round where you
get to make breakfast orders..

3. What are the rules of playing this game? Each level must be completed in less than 50 seconds,
and all the homophones must be matched up before you can get to the next level.

4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a
fabricated or embedded in curriculum-related content?

Yes, this game does have a scenario design. It has a fabricated scenario design to promote a
student's playing motivation and match as many homophones as possible. The more the players
engage in the game, the more homophones they are learning (embedded in curriculum content).