Roller Coaster Tycoon 1
Roller Coaster Tycoon:
A Learning Tool for High School Math Variables
Roller Coaster Tycoon 2
Table of Contents
Teaching Guide Overview ...................................................................................... 3
Roller Coaster Tycoon Description .................................................................................. 3
Using Roller Coaster Tycoon in the Classroom.................................................................. 4
The Advantages of Teaching with Games ......................................................................... 4
Grade Level Standards.................................................................................................... 5
Learning Objectives ....................................................................................................... 6
Where the Game fits into the Curriculum .......................................................................... 6
What Teachers Need to Know Before Beginning ............................................................... 7
Hardware Requirements ................................................................................................. 8
Lessons Overview .................................................................................................. 8
Lesson One ................................................................................................................... 9
Lesson One Learning Objectives ............................................................................................... 10
Lesson One Setup .................................................................................................................... 11
Lesson One Activity/Gameplay ................................................................................................. 11
Lesson One Follow-up/Debriefing ............................................................................................ 11
Lesson One Extensions ............................................................................................................. 12
Lesson Two ................................................................................................................ 12
Lesson Two Learning Objectives ............................................................................................... 14
Lesson Two Setup .................................................................................................................... 15
Lesson Two Activity/Gameplay ................................................................................................. 16
Lesson Two Follow-up/Debriefing ............................................................................................ 16
Lesson Two Extensions ............................................................................................................ 16
Appendices .......................................................................................................... 18
Appendix 1 ................................................................................................................. 18
Xbox Controls ......................................................................................................................... 18
Appendix 2 ................................................................................................................. 19
PC Controls ............................................................................................................................ 19
Roller Coaster Tycoon 3
Teaching Guide Overview
Ever wonder what it would be like to open your own theme
park, build your own roller coaster, or create your own “fantasy
world”? Well just as curious as you are, so are students. With
this teaching guide students get to experience what it is like to build and manage an
amusement park through the integration of the video game, Roller Coaster Tycoon, in
their classrooms. As they enjoy this experience, they will also stimulate their minds by
learning that different variables such as ride design, stall location, and guest demands
play key roles in “peep” satisfaction and park revenue. But just as important, the lessons
in this guide are fun, engaging, and take minimal preparation. So sit back and enjoy as
your students launch themselves into an educational world of rides and variables and link
the obvious gap between education and entertainment!
Roller Coaster Tycoon Description
Roller Coaster Tycoon was developed by
MicroProse and published by Hasbro Interactive
in 1999. It is rated E for everyone; however, it is
more suited for ages 10 and up due to its
complexity. It is both a simulation and strategy
video game that demands higher thinking of its single player since he or she must
construct and manage an amusement park. The game is available on PC, Xbox, and
(soon) mobile devices. There are several versions of this video game, but the focus of this
teaching guide will be the original Roller Coaster Tycoon.
Roller Coaster Tycoon 4
Using Roller Coaster Tycoon in the Classroom
Roller Coaster Tycoon will definitely give your students many ups and downs trying to
balance different variables and posing such questions as, are the rides too intense or break
down too often, are there enough food stalls, and are bathrooms properly placed. Thus,
students must weigh these and other such situations and reach a valid conclusion in order
to develop the most successful outcome. In so doing students will develop the ability to
recognize relationships between seemingly unrelated variables. It is this relationship
between variables that is critical in mastering statistics.
The Advantages of Teaching with Games
•
Entertaining and engaging.
•
“As they observe that each action creates a reaction, they become increasingly
motivated.” (Duplàa and Shirmohammadi, p. 2).
•
“…encouraging an emotional reaction and encouraging players to quickly
synthesize an alternative explanation” (Squire, p. 19).
•
Reinforces content through real life simulation.
•
“…video games and computer simulations offer an interesting context for
learning because they reinforce student motivation” (Duplàa and
Shirmohammadi, p. 2 ).
•
Hands-on, independent learning.
•
“…learning through performance requires active discovery, analysis,
Roller Coaster Tycoon 5
interpretation, problem‐ solving, memory, and physical activity and results in
the sort of extensive cognitive processing that deeply roots learning in a well‐
developed neural network” (Foreman, 2003).
Grade Level Standards
The following standards are foundational of both ISTE and Georgia education, and they
are addressed in the lessons and activities in this guide.
ISTE standards:
1.a - apply existing knowledge to generate new ideas, products, or processes.
1.c - use models and simulations to explore complex systems and issues
1.d - identify trends and forecast possibilities.
2.b - communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
2.d - contribute to project teams to produce original works or solve problems
3.d - process data and report results
4.a - identify and define authentic problems and significant questions for investigation.
4.c - collect and analyze data to identify solutions and/or make informed decisions
4.d - use multiple processes and diverse perspectives to explore alternative solutions.
Roller Coaster Tycoon 6
9-12 Math Standards:
MCC9-12.S-ID Interpreting Categorical and Quantitative Data
MCC9-12.S-IC Making Inferences and Justifying Conclusions
MCC9-12.S-CP Conditional Probability and the Rules of Probability
MCC9-12.S-MD Using Probability to Make Decisions
Learning Objectives
After successfully completing the lessons in this guide, students will be able to:

Students will understand variables and probability through the success or failure
of relationships created by them in the game.

Students will be able to identifying relationships between park design and its
success or failure in revenue and guest experience.

Students will use problem-solving skills to design and redesign their parks for
successful outcomes.

Students will make connections between real world and theory by implementing
their hypotheses in the game.
Where the Game fits into the Curriculum
Before introducing this teacher’s guide to your class, the students will need to have a
basic understanding of these following skills:

Intermediate mathematics

Knowledge of cause and effect and making inferences
Roller Coaster Tycoon 7

An understanding of variables and probability
Once these lessons are introduced, students will need to be able to assess the
interaction between variables such as in ride intensity and excitement and how these
variables improve or aggravate other variables such as guest experience and revenue.
After the students make their assessments, they must weigh these variables and deduce
probabilities in order to create a successful outcome.
What Teachers Need to Know Before Beginning
Before you can introduce these lessons to their students, you first need to have a basic
understanding of the game and the machine that the game will be played on so as to be
able to explain and illustrate how the game is played and how it links to the concepts
being taught as well as to be able to question, answer questions, and test students.
The following links aid you in understanding how the game and the game console works:
•
Game controls, set up, start up, modes and saving
https://www.youtube.com/watch?v=kB7gjm1mCQg
•
Game FAQs http://www.gamefaqs.com/pc/132866-rollercoaster-tycoon/faqs
Be sure to play the game for at least a few hours so that you are comfortable with the
game itself and its layout and can illustrate how the save/load procedures work and the
ins and outs of the menu and icons. Once you are comfortable enough with the game,
proceed with the lessons in this guide so that you are just as comfortable with the tasks
and will be able to explain, illustrate, and aid your students when presenting them.
When going through these lessons yourself, take note of any changes you would like to
Roller Coaster Tycoon 8
make or potential problems that these lessons may have. Once you are comfortable
with the console, game, and lessons you are ready to implement this guide.
Hardware Requirements

Copies of Roller Coaster Tycoon (one for every one or two students)

PC (one for every two students)

LCD projector for presentation to class

Writing materials
Lessons Overview
Students act as amusement park developers and
managers as they design, develop and control all
elements of the park’s function with the purpose of
maintaining and/or improving the experience of
guests (called “peeps”). To do so, students will
examine the interaction between variables (availability and placement of food and
facilities, ride intensity and excitement, prices of admission and rides) and how these
variables improve or aggravate guest experience, park revenue and popularity. For
example, not having a bathroom near an intense, nauseating ride will cause a vomit
covered path and a decrease in guest happiness). Also, the lessons will demand that
students weigh different variables and probabilities and use higher thinking problem
solving skills to create a successful outcome.
Roller Coaster Tycoon 9
Each lesson will take between three to five days to complete depending on the number of
game consoles available and the length of time to observe park and guest ratings. The
introduction to the unit should consist of a lesson overview and a tutorial of how to
operate the console and a basic run down of the game. This tutorial should only take a
half hour and should be accompanied be a controller reference guide (appendices 1 and
2). Upon completion of the tutorial students should move on to exploring the game and
follow along as the teacher demonstrates the start up of the game and a couple of
scenarios for the game. Given that there are numerous scenarios that players can do,
demonstrating two opposing ones should be sufficient for the students to attain a grasp of
how the game works and the options available to them. As you demonstrate each scenario
and upon completion, it is important that you point out the different variables and
probabilities that each poses.
The following days should be devoted to the lessons. Students should work in groups of
two with the class meeting as a whole at the end of each lesson to discuss their findings
and hypotheses. As the teacher, you should be available for issues that may arise,
questions students may have as well as posing questions to them, and as a guide when
needed.
Lesson One
In lesson one, students will first watch as the teacher illustrates how the game is started
and operated. The teacher will give examples of good and bad placements, how to build a
ride, and how to “tweak” different elements to improve experience with emphasis on
evaluating variables and making projections.
Roller Coaster Tycoon 10
Students will then pair up and discuss different theme park designs that will bring
positive ratings and profitability before moving on to creating their own theme park.
Before building their park, have students sketch their best park design illustrating where
paths, stalls, rides, and concessions will be located. Once completed, have students write
down their predictions of success or failure and why.
Next, students will spend ten minutes getting orientated with the game before moving on
to building their park. Once orientation is done, each group will build their park using
their sketch as a guide. The teacher should allow independent learning—trial and error—
and encourage students to collaborate and watch their park ratings. The teacher should
also allow thirty minutes for the groups to build their parks and record their highest and
lowest park ratings and what factors caused these ratings as well as what they did to
rectify low ratings.
Lesson One Learning Objectives
After successfully completing this lesson, students will be able to:

Students will understand variables and probability through the success or
failure of relationships created by them in the game.

Students will be able to identifying relationships between park design and
its success or failure in revenue and guest experience.

Students will use problem-solving skills to design and redesign their parks
for successful outcomes.
Roller Coaster Tycoon 11

Students will make connections between real world and theory by
implementing their hypotheses in the game.
Lesson One Setup

Review of variables and projection

Discussion on how variables and projection can be used in real life

Teacher uses LCD to introduce the game

Illustration of game controls, set up, startup, modes and how to save their
game.

Discuss lesson objective
Lesson One Activity/Gameplay

Teacher gives an overview of the lesson

Using the LCD, the teacher should visit
https://www.youtube.com/watch?v=kB7gjm1mCQg to illustrate how to
operate the game.

Teacher should divide students into groups of two

Distribute paper and pencils for notating ratings and reasoning
Lesson One Follow-up/Debriefing
Have each group save their game for Lesson 2 and move on to discuss
game experience and park ratings. Are there any common factors such as
concession and facility locations?
Roller Coaster Tycoon 12
To end the lesson, have each group create a blog that summarizes their lesson one
Roller Coaster Tycoon experience and what they have learned about the
importance of variables—placement and availability affecting ratings.
Lesson One Assessment

Sketch of park layout.

List of predictions of success or failures and reasoning.

Highest and lowest ratings and causes and changes made that impacted
ratings.

Blog URL.
Lesson One Extensions

Have each group present their Lesson One experience and blog to the
class.

Research the history of amusement parks in the United States, examining
closely the relationship between parks and the surrounding economy.

Visit the Roller Coaster Database at http://roller.coaster.net and examine
the statistics surrounding roller coasters using a graph to illustrate
findings.
Lesson Two
Students are asked to focus on roller coasters while keeping park layout in mind. Students
will build at least three roller coasters with different intensity ratings and notate any
increase and decrease in rating and what they did that affected their rating. The teacher
should advise the students that they have the option to use coaster cams to view force
Roller Coaster Tycoon 13
impact, the sandbox to test roller coasters before use, and to evaluate guest comments and
feedback after coaster development and use to ascertain “peep” satisfaction or
dissatisfaction. Students should be given forty-five minutes to create coasters and fifteen
minutes to update their group blog.
Example that teacher can show and discuss on projector or illustrate via game:
Figure 1 shows
undesirable ratings and
though the ride can be
opened its success is
low. The student must
evaluate the ride to find
which part of the track
can be modified to
increase its rating and improve ride experience.
Roller Coaster Tycoon 14
Figure 2 illustrates how
weighing variables and
using previous
knowledge or trial and
error can lead to a
better roller coaster
design and guest
experience.
Figures 1 and 3 exemplify the important relationship between variables—the slightest
change can tweak a ride and guest experience for better or worse.
Lesson Two Learning Objectives
After successfully completing this lesson, students will be able to:

Students will understand
variables and probability
through the success or
failure of relationships
created by them in the game.

Students will be able to
Roller Coaster Tycoon 15
identifying relationships between park design and its success or failure in
revenue and guest experience.

Students will use problem-solving skills to design and redesign their parks
for successful outcomes.

Students will make connections between real world and theory by
implementing their hypotheses in the game.
Lesson Two Setup

Review what students learned about the relationship of the differing
variables in park layout that result in better ratings

Discuss how these variables can be used in creating roller coasters and
project where to place paths and facilities around these coasters

Teacher uses LCD to show examples of different coaster ratings and how
they relate to ratings.

Discuss lesson objective and allotted time.
Roller Coaster Tycoon 16
Lesson Two Activity/Gameplay
This lesson is a continuation of Lesson One. Follow the same startup and setup
procedures as Lesson One. The teacher should give an overview of the lesson and
then divide the students into their original groups. Students should be given paper
and pencils to make notations of their different ratings and reasoning just as in
Lesson One.
Lesson Two Follow-up/Debriefing
Have each group save their game and move on to discussing their roller coaster
design experience and subsequent park ratings. Are there any common factors
such as intensity rating with high nausea rating or absence of a bathroom near a
high nausea-rated ride?
To end the lesson, have each group add to their existing blog with a summary of
their experience and what they have learned about the importance of variables
such as track and facility placements affecting ratings.
Lesson Two Assessment

Creation of at least three roller coasters with different intensity ratings

List of different rating and the group’s theory as to the reason for each
rating fluctuation.

Blog URL.
Lesson Two Extensions

Have each group present their blog and discuss experience with the class.
Roller Coaster Tycoon 17

Visit an amusement park and focus—layout and ride intensity/enjoyment.
Are there other variables that increase or decrease guest enjoyment and
profitability? This “live” experience will help students gain a better
understanding of variables.
Roller Coaster Tycoon 18
Appendices
Appendix 1
Xbox Controls
Roller Coaster Tycoon 19
Appendix 2
PC Controls