Document with pilot findings
Deliverable D9.1
Final version
Supported by:
Page 0 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
COLOPHON
Final version (20100210)
Report written by consortium member Erik KNOL (Qeam)
E-mail: [email protected]
Internet: www.EnerCities.eu
The sole responsibility for the content of this document lies with the authors. It does not necessarily reflect the opinion of the
European Communities. The European Commission is not responsible for any use that may be made of the information
contained therein.
Copyright © 2010 EnerCities consortium
All rights reserved.
Page 1 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
CONTENT
1.
Introduction .................................................................................................................................................... 3
1.1.
Focus of this document ........................................................................................................................ 3
1.2.
Focus of the project EnerCities ............................................................................................................ 3
2.
Pre-pilot findings ........................................................................................................................................... 4
3.
Pilot findings .................................................................................................................................................. 5
4.
Other beta players .......................................................................................................................................... 9
Appendix 1: pre-pilot questionnaire ...................................................................................................................... 11
Appendix 2: pilot questionnaire ............................................................................................................................ 12
Appendix 3: screenshot example online pilot questionnaire ................................................................................. 13
Appendix 4: screenshot / instruction pre-pilot version of EnerCities game .......................................................... 14
Appendix 5: screenshot pilot version of EnerCities game .................................................................................... 16
Appendix 6: pilot questinnaire results ................................................................................................................... 17
Appendix 7: two student’s reviews ....................................................................................................................... 20
Page 2 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
1. INTRODUCTION
1.1.
Focus of this document
This document (deliverable D9.1) describes the findings of the pre-pilot and pilot of the project
EnerCities. The document not only focuses on WP9-related topics; it also reflects on aspects that are
related to WP6 (which has linkages with WP3, WP4 and WP5). Therefore this document is able to
describe interesting findings related to the upgrade of the game and educational toolkit (WP6), the
coming rollout (WP7) and the analysis (WP9). Based on these findings the roadmap of the game
development was sharpened, the rollout of EnerCities was further defined and the analysis approach
defined. The purpose of this document is to offer a project-internal reference.
During Q3 and Q4 of 2009 the EnerCities game was tested by external actors (youngster and others)
via various stages and channels. The first stage (so-called pre-pilot) was the testing of a draft version
of the game among a limited set of students in a few education institutes participating in the
consortium. The primary focus of the pre-pilot was to test the basics of the EnerCities game.
The second stage was a pilot of the game in an educational setting with the help of students and
teachers. This pilot was based on a second draft version of the game. The pilot was accompanied with
an online pilot questionnaire.
In parallel the game was tested by a large number of testers, with various backgrounds. Examples:
teachers, IT specialists, gaming experts, youngsters, energy specialists. These testers have contributed
to the game development and education toolkit development via the online community facility.
1.2.
Focus of the project EnerCities
Project EnerCities offers a game-based learning platform (serious game) where young people in
Europe can experience energy-related implications (e.g. energy consumption, energy savings,
renewable energy, energy & environment).
Serious gaming is the application of gaming technology in combination with learning methodologies
to solutions of problems and/or regarding challenges faced by businesses, education institutes and
other organizations. Serious games include games used for educational, persuasive, political, or health
purposes.
The heart of the platform will be group competitions to create and expand virtual cities dealing with
pollution, energy shortages, energy reduction plans, renewable energy projects etc. The platform is
attractive for youngsters: advanced on energy topics, teamwork-oriented, competition-based and
community-driven.
Education programmes are integrated with the game-based learning platform via a to be developed
education toolbox. This integration will be piloted in 5 education institutions (located in various
countries in Europe). European rollout of the platform - accompanied with an education toolbox - is
facilitated among 50 education institutions. Events are organized to share experiences.
The project makes youngsters via competition aware of energy-related implications and will have the
ability to change their energy attitudes and behaviour. Education institutions will have state-of-the-art
Page 3 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
and attractive learning tools to upgrade their education programmes. The duration of the project is 36
months in order to maximize the rollout and the usage of the project’s infrastructure.
2. PRE-PILOT FINDINGS
Goal
Main purpose of the pre-pilot was to test the game fundaments, in order to sharpen the development
roadmap of the game (and related toolboxes). For example: attractiveness of the game (including look
and feel) and the complexity of the game elements.
Process
The pre-pilot was active during the summer months of 2009. The following education institutes
performed the pre-pilot with the aid of tens of students:
-
ROC Nijmegen
-
LMC
-
Akademie Klausenhof
The pre-pilot was accompanied with a paper-based pre-pilot questionnaire (see appendix 1). The
questionnaire had a qualitative approach in order to get in-depth responses on the game.
The students tested a version of the game that was not quite advanced yet: single level, no full set of
buildings to be used within the game, no advanced energy sources, limited in-game support messages,
only English interface, non-balanced parameters regarding the game elements (see appendix 4). The
manual had limited information for the teachers and/or students. This version of the game needed
support from consortium members to explain the purpose of the game and the logic to start playing the
game.
Discussion and conclusions
Although the pre-pilot version of the game was not advanced (as compared to the pilot version) it
seemed that students did not dislike the game. In general, students indicated the following:
-
Add instructions / manuals (including information about effects of certain buildings; including
explanations about the game icons)
-
The graphics are perceived as nice (the cartoony style). More animations would be nice. A bit
more colours. Dramatic events in the game. Music / sound / voice. More fun.
-
Longer duration of the game.
-
More space to build buildings; more buildings / elements would be nice.
-
First stage: a little map; next stage: a bigger map.
-
More information about the construction of the scores.
Page 4 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
-
Before the teacher start the game in the classroom, he/she should speak about global warming and
the gameplay.
The pre-pilot students indicated a mixed image of the energy learning effects of this version of the
game. Some students indicate that they got more insight about the role of energy and environmentally
aware actions for more enviromental friendly cities and societies (“keep the balance”; “learn to control
energy in a city”). Others indicate that they already had insights regarding the role of energy in our
society or they have no interest in topics related energy.
Overall, the pre-pilot gave fundamental insights how youngsters / student perceive the game and its
related educational setting / ambitions. Based on the pre-pilots results the roadmap of the game was
sharpened and brought the game development to the next phase.
3. PILOT FINDINGS
Goal
Main purpose of the pilot was to test more in-depth the game and its potential role in lessons.
Additionally, students were more in-depth confronted with themes like energy polices, renewable
energy and energy saving.
Process
The pilot of EnerCities was held in the autumn of 2009 and ended with a workshop at Klausenhof
Akademie (consortium partner) in Hamminkeln (Germany). All education institutes in the consortium
were involved in the pilot. The table below gives an overview of the involved teachers and students
based on so-called teacher codes and questionnaire involvement (see below). Besides these numbers,
40 additional students from the 5 schools were actively testing the game (not using the so-called
teacher codes due to practical reasons during lessons).
Number of
Number of active
teachers
pilot students
ROC Nijmegen
4
21
LMC
3
36
LU Velenje
3
12
KEK
2
19
Akademi Klausenhof
3
13
Education institute
The pilot was accompanied with an online pilot questionnaire (see appendix 2; including screenshot:
see appendix 3). The questionnaire had a qualitative approach in order to get in-depth responses on the
game and on some topics a more quantitative approach.
Additionally, consortium partner LMC asked some of their pilot students to write an official review of
the EnerCities game as it could be posted in a game magazine. Due to this very specific approach
Page 5 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
(“writing a game review”) students were forced to reflect on the game in a critical way (e.g. game
concept, game play, implementation aspects, educational aspects). These reviews gave valuable
insight for the game development. The appendix 7 shows nice examples.
The students tested a version of the game, which had advanced complexities but did not contain all
elements, which were defined in the roadmap (e.g. energy saving options, in-game manuals, music,
fully balanced parameterisation of the game elements) (see appendix 5). Nevertheless, this version
contains game levels (which lowers the barriers substantially for first-time players to start and learn
playing the game), more advanced energy sources, more building types, advanced animated graphics,
less bugs to trick the game and to gain high-scores etc. This version had an English interface. This
version of the game needed support from consortium members to explain the purpose of the game and
the logic to start playing the game.
The pilot phase was ended with an workshop in Germany, giving all the consortium members the
opportunity to see youngsters playing the game in class room, to have discussions with students about
the game and its characteristics and to elaborate on the overall findings and rollout suggestions.
Discussion
Regarding the online questionnaire, in total 76 students from the mentioned 5 schools submitted
successfully their questionnaire. The distribution of these students (respondents) across the 5
consortium countries is shown in the following figure.
Respondents distribution
25
21
19
20
17
15
13
10
6
5
0
1
2
3
4
5
1 = DE; 2 = GR; 3 = NL; 4 = SL; 5 = UK
In general, the students liked the strategic nature of the game. Students were aware of the need for
balancing multiple parameters (e.g. economy, energy, environment) in the game. For some students
the goal of the game was unclear. The questionnaire, the observations of teachers and the workshop
showed that students need additional information about the pilot version of the game, its goals and its
logic1.
In general, the students found the game ‘fun’ to play. The game offered a good challenge (not too easy
and not too difficult). Only a few students enjoyed the game in relationship with other (commercial)
1
In the pilot version of the game, there was a manual. Nevertheless, the pilot version was not fully equipped with supporting tools as defined
in the development roadmap of the game.
Page 6 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
games they play. This indicates that perception management of EnerCities is very important.
EnerCities is from game complexity perspective and game options perspective not comparable with
commercial games like SimCity or Travian. Due to its strategic character, it is not comparable with the
popular shoot’m up games. Thirdly, EnerCities may not be compared with low budget / low
complexity “flash games” available on the internet.
Regarding the positioning of EnerCities it should take into account the following: it is not a flash
game; it is an online game (browser based; no local installation needed); it is a limited strategic game
about city building and energy.
Some
interesting
quotes:
“Didn’t like [it since you] don't have enough time to think and take the right decisions.”
“I liked the game as it has to do with environment and it problems. I didn't like that is gaming over
very soon.”
“I like it because I think that is a very good idea and has to do with a crucial matter which is the
protection of the environment and planet. But it was quite childishness.”
“I like that it shows how is the world that we are living in and how it can be changed if we will do
some strategic movements.”
“I think it is a very nice game. Just after level 4 it is a bit boring, because there are no new things to
add. It is nice to play this now and then.”
“The act of balancing responsibilities is true to life and gives the user an idea of what it is like running
a government.”
Approximately, two third of students will recommend their friends to have a look at the game and play
it. This is an important aspect, since the rollout success of EnerCities will be strongly based on wordof-mouth communication (via the internet / within the school) of students (and teachers). The
questionnaire indicates that a launch of the EnerCities on the internet (e.g. social network like
Facebook) could support the dissemination activities positively.
For almost all students it was nice to have lessons based on or supported by the game. The pilot
indicated that the game gives the teacher substantial opportunities and moments to facilitate lessons on
energy, energy saving and renewable energy. Not only positive game results, but also negative game
results (e.g. very polluting city with no renewable energy sources) give the teacher input to explain
energy in our society. The ‘pause button’ within the game is very functional during lessons. It gives
the teacher time to elaborate on the game results so far and the choices for the coming ‘years’ in the
game. The quality of the lesson on energy, energy saving and renewable energy with the game
depends on the teacher’s ability to use the game as an interactive / programmable / scenario instrument
in the classroom.
Students had substantial suggestions to improve the game as it was presented to them during the pilot.
The development roadmap already included many of these suggestions. Nevertheless, it helped the
consortium so prioritise certain developments. Some useful suggestions were: chat to other people;
play game with other people; more game levels; longer duration of the game; bigger area to expand
city development; different / more buildings; unexpected situations (e.g. rioting people); music.
Page 7 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
The principle of the game is to develop a city taking into account several elements. It could be said
that most of these elements in the game have a macro character. The game version during the pilot did
not contain (yet) game elements directly linked to energy saving and energy efficiency. In principle,
elements on energy saving and energy efficiency have macro and micro characteristics. In other
words: energy saving and energy efficiency could have more clear linkages with the ‘real world’ of
youngsters, than for example policy on renewable energy or other energy sources. E.g. turning of
lights in their house; installing LED lights in their school; roof insulation and window insulation in
their house etc.
Without having much micro elements in the pilot version of the game, it seemed that students could
make a link between the game setting (macro focus) and their own micro energy setting (at home). On
the question ‘What did you find-out about energy saving and ‘green energy' after the game?’2 large
numbers of the students were able to elaborate on energy and energy saving. Nevertheless, students
were also critical on the learning aspects of the game.
Some
interesting
quotes:
“The game is really fun and it also has many lessons to teach us.”
“I think that is very important to make our planet better in order to live in a better environment
tomorrow. It's good to learn about those concepts.”
“After playing the game I found out that saving energy is helpful to all of us.”
“I can not change anything, but WE could. So we have to work together.”
“I don’t feel that I have learned something new about energy saving and green energy, as the game is
quite generic. It refers to the way of constructing a city by using renewable energy in terms of
environmental and money costs, but does not give any information of how can we save energy our
daily life.”
“I did not learn something new from the game. It was just putting some buildings etc and than the
game ends.”
“I didn't learn anything about that, I already knew.”
It seemed that playing the game (in an educational setting) gave substantial numbers of students to be
more aware on energy and energy saving. The following figure gives the answer distribution on the
question “After playing the game, will you use less energy?” Approximately half of the students
indicates to use less energy. Although the consortium is not able to check these intentions, it looks
promising that students have that attitude towards less usage of energy.
2
Remark: the game was used during lessons.
Page 8 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
After playing the game, will you use less energy?
25
21
19
20
19
15
10
10
5
5
0
1
2
3
4
5
1 = no, use all energy I can ; 2 = no, use same amount; 3 = perhaps; 4 = yes, will try; 5 = yes, certainly
Teachers within the consortium indicated that - while playing the game on the so-called “leaderboard”
(mixture of a beamer and a touch screen) - the game’s pause button plays a very important in role
moderating the discussion with students about actions and related implications in the game and the
linkages with the “real life” world. The teacher can invite a group (few students) using the leaderboard
to play the game at the front of the class as a co-operative effort with quick fire questions. Via this
“pause mechanism” teachers and students are able to reflect what they have seen in the game.
4. OTHER BETA PLAYERS
Besides the pre-pilot and pilot with students, in Q4 2009 substantial numbers of so-called beta players
played the game. Mostly, these players tested the functional and technical aspects of the game.
Nevertheless, they also form an important reflection group regarding the concept of the game, the
content of the game, its education potentials and its awareness stimulating potentials. Beginning of
December 2009 700+ “beta members” were registered (including consortium members, teachers,
students and others). Others are invited specialist, invited persons with a general backgroud and a
variety of individuals checking out the platform.
Via the so-called “Social Issue Games” mailing list teachers and scholars gave - in relation to
EnerCities - feedback about their experiences with games in the class room, especially if you look to
the following distribution: 1. Percentage of time introducing the topic and the game; 2. Percentage of
time playing through the game3; and 3. Percentage of time debriefing and talking about lessons learnt.
Some relevant feedback:
-
Experiences from an UK school: “5%, 55% and 45% seems to work well. Recently we had a
teacher who wanted a ratio close to 50%, 25%, 25%. I think you should create the work flexible
enough to allow for teachers to engage with it the way they want to.”
-
Feedback from an USA actor: “In our work with a history game (Mission US) tested and used in
classrooms around the US, we found a very similar breakdown of time spent (10%, 50%, 40%).
We also found that students working in pairs was the optimum implementation. While an
experienced teacher might develop his or her own lesson plans and supporting materials, that’s
definitely not something you can count on.”
3
(best done 2 to a computer so discussion can be done)
Page 9 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
-
Remark from a person: “A huge component for classroom time is how text-dependent your game
is. What may seem like a half hour play-cycle (a reasonable classroom time-window), might
actually stretch to 45-60 minutes depending on the reading level of your students.”
IT-experts (mostly from the IT company Sogeti) tested the game substantially (perspectives: game
play, game content, software stability / bugs, logic of website and game etc) and posted remarks /
suggestions on the community platform.
Energy and sustainability experts (e.g. linked to the European Commission and Energy Agenda
Granada) played the game and gave fundamental remarks about the energy-related topics, educational
elements and game play aspects. One of the central remarks was the lack of energy saving in the
concept of the game (this was also a conclusion from the Akademie Klausenhof workshop). Energy
saving was a part of the roadmap, but in the pilot version of the game it was not available yet.
However, the suggestions of the energy experts gave strong directions how to embed several energy
savings aspects in the game (e.g. based on specific actions in the game called “improvements”).
Page 10 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 1: PRE-PILOT QUESTIONNAIRE
Game concept The game is a strategic game. It is not an action / shooting game. You have to make important decisions to
expand the city considering the well being of the inhabitants, its energy usage and the environment.
1.
What do you like about the concept of the game? What do you dislike?
2.
How much fun was it? Rate from 1 to 10. What would you add to the game to make it more fun?
3.
Would you play this game at home? Why? Why not?
4.
How easy was it? Rate from 1 to 10: What is your favourite building?
5.
Do you have additional remarks, suggestions or questions for us?
Look-and-feel of game The game look-and-feel is about the appearance of the game on the computer screen (e.g. colours,
pictograms, images, shapes, layout, buttons, boxes, and menus).
1.
What do you like about the look-and-feel of the game? What do you dislike? What would you change?
2.
How beautiful is the game? Rate from 1 to 10
3.
Do you have additional remarks, suggestions or questions for us?
Content of game The game is about using energy sources (dirty coal-based energy plant versus clean energy such as wind
energy or solar energy) in order to manage and expand your city. This we call the content of the game.
1.
What do you like about the content of the game? What do you dislike?
2.
Which parts / what content of the game is easy to understand? Which parts / what content of the game is difficult to
understand? What would you change to make it easier to understand?
3.
What information (manual, books, teacher support, help function) do you need in order to understand the game content
and to play the game?
4.
How can we make the content of the game more understandable?
5.
How can we make the content of the game more attractive for youngsters?
6.
Do you think the game is addictive? How can we make the game more addictive?
7.
Do you have additional remarks, suggestions or questions for us?
Learning effects The game should be nice to play. But the game also wants to stimulate learning of youngsters about energy
saving and renewable energy (e.g. wind energy, solar energy)
1.
What interests do you have in energy saving and renewable energy?
2.
What did you learn about energy saving and renewable energy by playing the game?
3.
Will the game influence your activities to save energy (for example: at home or at school or at your work place) or use
renewable energy (for example: at home)?
4.
How can we upgrade the game so that youngsters will learn more about energy saving and renewable energy by
playing the game?
5.
Do you have additional remarks, suggestions or questions for us?
Game in the classroom The game will be used in the classroom as an alternative for books about energy saving and
renewable energy.
1.
What suggestions do you have for a teacher to use the game in the classroom for lessons?
2.
What experiences do you have with (educational) game in the classroom?
3.
Do you have additional remarks, suggestions or questions for us?
Page 11 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 2: PILOT QUESTIONNAIRE
Game concept In EnerCities, you have to make important decisions to expand the city considering the well being of the
inhabitants, its energy usage and the environment.
1.
Do you like the strategic nature of the game? Why or why not?
2.
How much fun did you have playing the game? (1 – 5) What would you add to the game to make it more fun?
3.
Did you find the game 1) too easy 2) a good challenge 3) too hard
4.
How much did you enjoy playing this game compared to other games you play? (1 – 5)
5.
Would you recommend this game to your friends?
6.
If you have any additional comments or ideas, you can write them down here.
Look-and-feel of game The look-and-feel is about the appearance of the game: images, colors, animations, layout and
menu’s.
1.
What do you like about the look-and-feel of the game? What do you dislike? What would you change?
2.
Did you understand what all the buildings were for, and could you keep them apart?
3.
Did you find the game world: Easy to understand / Believable / Alive
4.
What did you think of Alex, your assistant? Did you like her, and was she helpful?
5.
If you have any additional comments or ideas, you can write them down here.
Content of game The game is about using energy sources (dirty coal-based energy plant versus clean energy such as wind
energy or solar energy) in order to manage and expand your city. This we call the content of the game.
1.
What do you like about the content of the game? What do you dislike? What about energy matters the most to you?
2.
Which part of the content of the game was easy to understand? Which part of the content of the game was difficult to
understand?
3.
What information (game manual, books, websites, teacher support) would be helpful for you to understand the game
content and to play the game?
4.
If you have any additional comments or ideas, you can write them down here.
Your energy usage Goal of the game is to make you aware of energy life style of our society & your specific energy usage.
1.
How do you feel about energy saving and ‘green energy’?
2.
What did you find-out about energy saving and ‘green energy' after the game?
3.
After playing the game, will you use less energy? [ scale 5]
[ ] yes, I certainly use less energy in future
[ ] yes, I will try to use less energy
[ ] perhaps, I use less energy if it’s no hassle
[ ] no, use the same amount as before
[ ] no, I use all the energy I need for my life
4.
Mention four areas where you could use less energy in your daily life?
5.
Any additional comments?
Game in the classroom You played a game in the classroom instead of traditional education.
1.
Was it nice to play the Enercities game in the classroom? [scale 1-5]
2.
If you have to organize lessons, what would be your teaching method? Rank the options: Play game / Watch video /
Teacher who teaches / Read & discuss books / Write essay
3.
Have you already played games before in the classroom? And if yes, what particular game was played? Please mention
title and topic of game
Page 12 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 3: SCREENSHOT EXAMPLE ONLINE PILOT QUESTIONNAIRE
Page 13 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 4: SCREENSHOT / INSTRUCTION PRE-PILOT VERSION OF ENERCITIES GAME
Page 14 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
Page 15 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 5: SCREENSHOT PILOT VERSION OF ENERCITIES GAME
Page 16 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 6: PILOT QUESTINNAIRE RESULTS
The following figures show the results of some qualitative questions.
Respondents distribution
25
21
19
20
17
15
13
10
6
5
0
1
2
3
4
5
1 = DE; 2 = GR; 3 = NL; 4 = SL; 5 = UK
How much fun did you have playing the game?
35
32
30
25
25
20
15
10
10
5
5
4
0
1
2
3
4
5
1 = no fun ; 5 = fun
What is the difficulty of the game?
60
49
50
40
30
20
18
10
6
0
1
2
3
1 = too easy ; 2 = good challenge ; 3 = too hard
Page 17 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
How much did you enjoy playing this game compared to other
(commercial) games you play?
30
28
25
21
20
17
15
9
10
5
1
0
1
2
3
4
5
1 = not ; 5 = enjoy
Would you recommend this game to your friends?
50
46
45
40
35
30
22
25
20
15
10
7
5
0
1
2
3
1 = yes ; 2 = no ; 3 = other / don't know
Compared to normal lessons, was it nice to play the Enercities
game in the classroom?
19
20
17
18
16
13
14
12
10
8
6
4
4
3
2
0
1
2
3
4
5
1 = not nice to play in class room ; 5 = nice to play in class room
Page 18 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
After playing the game, will you use less energy?
25
21
19
20
19
15
10
10
5
5
0
1
2
3
4
5
1 = no, use all energy I can ; 2 = no, use same amount; 3 = perhaps; 4 = yes, will try; 5 = yes, certainly
Page 19 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
APPENDIX 7: TWO STUDENT’S REVIEWS
EnerCities Beta Review
This game is very reminiscent of Sim City and the inspiration is very apparent in the way in which the game is played and
calculates how well a player is doing. It’s pretty simple to pick up and play and after one run through the currently available
levels the most effective way of managing building becomes quite straight forward.
It’s clear that the emphasis is on making the planet as eco-friendly as possible, whilst satisfying the residents as this is how
you will achieve the highest score. It’s obvious this is to show the benefits of being an eco-friendly society and how the
world can still survive and operate to the same potential if we were to replace parts of industry that uses fossil fuels.
Environment damaging facilities such as coal and nuclear power plants overall will end up damaging your end score, by
replacing these with eco-friendly facilities such as solar plants, wind turbines and hydro plants, residents will be happier at
the risk of a decrease in the economy and high energy.
The game looks great, the chosen art style works and there are some nice details on the buildings, the cars give the sense that
you’re actually creating a society and again gives it that Sim City feel.
I found the game to be slightly addictive, although repetitive due to the number of levels currently available. The concept,
although it is now considered generic, isn’t hugely popular in web-based games and it was nice to be re-introduced to some
of these gameplay mechanics. With the addition of more levels, and perhaps more choice on things to build and ways to
interact with the environment rather than just building the same buildings over and over again – this game could be quite a
successful and enjoyable browser-based strategy game.
Simplicity is good for the given objective of the game, although I found it too easy to work out the best way to achieve the
highest score – and this wasn’t through concentrating on the eco-friendly facilities until right at the end. I found that by
concentrating on building economy boosting facilities and using whichever power-source would take up the least room and
give me the most power (usually the nuclear plant) I could generate more money than I ever needed within a few minutes.
The game doesn’t seem to take into account the way you play the game, but rather it just takes into account the stats you have
when you ask to submit your score. So by having more money than you need before the end, it’s easy to replace all the ecodamaging facilities with the opposite and obtaining the maximum score possible, within a few seconds. Victory points are
awarded for having a booming economy, and although it wasn’t the intention of the developers for this play-style to be used,
I felt I was being rewarded for doing the opposite to what the game is obviously there to encourage.
Although the game is focussed on promoting a clean and healthy environment, I found that the games demand for more
parks, forests and wildlife reserves was too high, and they simply took up too much room and didn’t allow the space to
construct other essentials, such as stadiums and decent eco-friendly sources of energy. By the end of my first time through I
found that half of my given area was covered in wildlife reserves and the game was only just satisfied with what I had.
With a few fixes, and instructions on how to play the game for beginners, this game would be quite popular, although current
I feel like the developers have tried to tune it too much in the eco-friendly direction and have missed out on the fact that the
game mechanics can be used in the opposite way. Once the game has been balanced, more buildings ect. have been
introduced it will be quite an addictive game.
Page 20 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium
Page 21 out of 22 - Deliverable D9.1 - Final Version - EnerCities consortium