The students play the game, and realise that the bullets do not move in the way that
they want them to move, and Emily says, “but we need to make that [the bullet]
bounce”. The students have drawn the movement of the bullet, described it in their
writing and talk, and traced it on the computer screen with their fingers. However,
this is the first time that Emily has used the word “bounce” in the process of
designing the game. Her specification of the movement in this way may be brought
forth by the classification of movement in the Toontalk environment, one of which is
‘bouncing’. As Emily discusses the behaviour ‘bounce’ she re-names the object
“ball”. The student’s engagement with the mode of speech forces her into Iexicalising
the general notion of ‘movement’; and this brings forth a change in the semantic field
that then selects the object of discussion.
The Design of ‘Bounce’
The remainder of this chapter focuses on how the students’ concept of ‘bounce’
develops through their interaction with the resources of Toontalk, each other and the
researcher.
In session two of the game-design, the students program the bouncing movement of
the bullets. The session consists of six framed activities, punctuated by the students
playing the game.
Frames of activity in Session Two of game-design
Play game
• Plan the movement of the bullets and the position of the sticks.
• Make the sticks and position them on the game.
• Read the bounce anima-gadget.
• Attach the bounce behaviour to the sticks.
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