Slide 1: Games Unit
Sly Cooper and the Thievius Raccoonus
Casadi Rasmusen, Le’Ona Wallace, Danielle Jones, Sharmarke Hashi
Slide 2: Work plan
Our plan for this game was to play the game and get and understanding of it, start the walkthrough, and add pictures along the way.
Slide 3: Game description
Summary--Sly Cooper is running around getting the thievius Raccoonus, a family book. With Bentley and Murray. Why you chose it--Because it was the first game we came up with. What you expect-not as interesting as it was. Have you played it before?Only Casadi had played it before, no one else had.
Slide 4: Walkthrough
Collect coins to get lucky charms and lives. Lucky charms allow you to take hits.
Slide 5: Walkthrough
collect all the clues on the levels to unlock vaults. The vaults have pages from the Thievius Raccoonus
Slide 6: Walkthrough
Break into police HQ. Then into Carmelite’s office.
Slide 7: Walkthrough
Open the safe and get the file. Escape police HQ.
Slide 8: Walkthrough
Climb the ladder. Go through spot lights.
Slide 9: Walkthrough
Jump through the water And sing on the hook over the gate.
Slide 10: Walkthrough
Hop over the wheels Through the spot lights and to the key
Slide 11: Walkthrough
Get the treasure key Open the tunnel and go through to next place.
Slide 12: Rubric
In the Point of View - Awareness of Audience -- 4. The game is for every one but more for younger people so the game is pretty easy to get a handle on. The game tells you how to do the actions you need to be able to perform, but a challenge is finding all the clues on a level (which would be almost imposable if you did not get a lay out of the hide outs connected to the Binocucom that shows you where the clues are hiding). and as you get farther in to the game you are able too do more things as you unlock vaults.
Slide 13: Rubric
Voice - Consistency category -- 4 We could easily hear the characters as they talked throughout out the game. And understand them or it would be explained again in a way any one can understand. And the voices fit the characters pretty well.
Slide 14: Rubric
Images -- 4 All the levels are different and have a different fell to them in the atmosphere and environment. There is a stormy island, a swamp, a Chinese feeling place, a volcano, and a city. Each is very different from one another.
Slide 15: Rubric
Point of View - Purpose -- 4 The main purpose is established Early in the game and maintains a clear focus on the ultimate goal. the main goal is to retrieve the Thievius Raccoonus back from The Fiendish Five.
Slide 16: Rubric
Soundtrack - Emotion -- 2 Music is ok, and not distracting, but it does not add much to the story. it is manly background sounds and very light music behind that so it is not completely quiet at any time.
Slide 17: Rubric
Economy -- 3 The story composition is typically good, though it seems to drag somewhat or need slightly more detail in one or two sections. All in all it is a good story line.
Slide 18: Rubric
Dramatic Question -- 2 The question is will he get the book back. Realization barely differs from the expectation. He get the Thievius Raccoonus back from braking and entering, and in the end confronting each of the Fiendish Five, and beating them in a battle.
Slide 19: Rubric
Engagement --3 The game is good, but there are games we like better. Some parts can get a little dull but other wise it is very engaging.
Slide 20: Rubric
complexity -- 2 This game is not very complex. the only desions you make is what level to play next in the set of levels.
Slide 21: Rubric
Rules -- 3 The rules in this game are easy to figure out and allow me to a number of different solutions for the problems the game presents but they were quite predictable. along with Bentley telling how to do some thing if you seam to have trouble.
Slide 22: Rubric
Usability -- 3 The interface of this game was a little clunky. We had to practice a few times to learn to play and be successful. We were not able to start playing and dominating right away, but fast enough.
Slide 23: Learning Roles
Code Breaker: Danielle How do I crack this code? There was not any codes to crack and if there was the game itself did them for me. This game was more of defeating levels to go on to the next by just playing around with the character, seeing what is best to defeat that level How do I solve the difficult problems? This game did not have any difficult problems to solve, atleast not in the first 2 levels. And if i had to rate this gameon any type of difficulty it would have to be when we had to find the clues to move on to the next level.
Slide 24: Learning Roles
Participant: Le’Ona 1. What does this game mean to you? Well after playing this game I am now more interested in playing Sly Cooper, and beating the entire game. So it doesn't mean that much to me, but it is an interesting game. 2. How do you relate to it – how do I make sense of it compared to the rest of the world. Because of the game you can't really realate to it -in some ways you can in many ways you can't- for example the main point of the game is for Sly to steal. Even though what he is doing could be justifed because he is actually taking back whats his, he's still stealing.
Slide 25: Learning Roles
User: Sharmarke what i do with this game is that i look for strategies to beat level's quicker and use clues to find the stolen book recording the journeys and skills of all the ancestors of the Cooper line. the straregies i should use to make sense of it is do different method's to get to level's quicker. i can purposefully navigate it and solve the puzzles by listling to bently's andivce's, and useing the tool's i have.
Slide 26: Learning Roles
Analyst: Casadi What does this text do to me? In the game sly cooper, sly cooper is a thief and has the police following him. Although he steals, he mostly steals from criminals. So what he is doing is something like robin hood, but with out giving to the poor. Along the way the he also put the criminals in front of the police so they are sent to jail. he is sending people to jail that need to be put away, and he get back what is his which o.k. but the stealing is not so good. And it should not give any one justification on stealing. Are there issues of equality in this game? The game has pretty good equality since it is of animals. What are the politics and assumptions? The police and robbers has a little politics value in it, but not much.
Slide 27: Group Contributions
Le’Ona Wallace For this project I brought the game system a help analyze level 1, and found pictures The only thing I would do differently is make more time to play game.
Slide 28: Group Contributions
Casadi Rasmusen I did a good job bring knowledge of the game to the group. And knowing what pictures were best to used. I would have more time to play the game, and have everyone play the game.
Slide 29: Group Contribautions
Sharmarke Hashi What I did was that I played the game and took notes. What I would do different is that I would want to have more time to play the game.
Slide 30: Group Contributions
Danielle Jones I took notes on the game as it was being played, and I also help find pictures. I would make it so that the groups have more time to play the game.
Slide 31: Reflection
As a group we thought the game was about an 8 on scale of 1 – 10 because the game was more for children then teens. Some of us played the game so there wasn’t much to learn, and the unit itself wasn’t much of an learning experience. Yes it was a learning experience working in a group because you got to see, and understand what other people thought on the game. As a group we thought the unit was not worth much. But it dose have potential.
Slide 32: Bibliography
Hashi, Sharmarke. Home page. 29 Jan. 2008 <http://sharmarke1.blogspot.com/>. Jones, Danielle. Home page. 29 Jan. 2008 <http://truefriendfake.blogspot.com/>. Rasmusen, Casadi. Home page. 29 Jan. 2008 <http://cras1001.blogspot.com/>. Wallace, Le'Ona. Home page. 29 Jan. 2008 <http://shortybw18.blogspot.com/>. Blog wire. 29 Jan. 2008 <http://blog.wired.com/photos/ uncategorized/2007/05/ 25/slycooper_2.jpg>.
