Multimedia Activities

Design an Adventure


How does it work?

Children can be introduced to the reasons why a simulation or model acts or responds in the way it does. This can be achieved through using appropriate simulations and adventures, then asking the following kinds of questions. Looking at one of the simulation / adventure programs the children used in previous years.
  • Why will the computer not accept some words?
  • Why is the same answer given to different questions or instructions?
  • How will the computer respond if I type .......?
  • What will happen if.....?
  • How will the adventure / simulation be completed?

Creating Your Own Adventure

One way of developing projects (which could be language, geography or history based) is by involving children in the creation of their model or adventure. There are specific programs available for this, but the children can also use authoring programs which allow pages, boxes, pictures, sounds, and a variety of media to be linked in any way the children would like.

The Design Process

Story Outline

In a group the children should plan an outline of their adventure. The story or description should include a beginning and an obvious ending. It can be fact or fiction.


Scene 1

Scene 2

Scene 3









 Planning scenes


Ask the children to select parts of their story or description and to produce scenes or situations on the computer. They could direct the user towards each scene. This is best achieved by drawing a plan of the locality where the adventure will take place. It should illustrate graphically the scene and setting for each story.

Make a flow chart

The next step is to design a flow chart. This is the crucial step in the process: the flow chart provides a working plan for the children when working on the computer. It also allows the teacher to check on how he adventure is organised (this is not always clear on the computer). The flow chart should provide:

  • information on how each scene is linked to the others
  • the result of a correct response by the user.
  • the result of an incorrect response by the user.

 Designing the scenes

The children can now begin to design each scene in detail.

They could include a description, a picture, or a problem to solve. They could also include conditions for entering the scene and conditions for presenting the problem.

Scenes can be developed in any order. They need not all have been completed before they are entered on to the computer.

On To the Computer! 

The children should key in their ideas one scene at a time so that different groups can take turns to work on the computer. They should key in their description of the scene and provide problems, then link them to the next scene and add pictures.

Introduce the completed adventure

When the scenes are completed the children could add an interesting introduction. This should be left until the story-line has been finalised, in case it has changed in the course of redrafting  scenes. The introduction is an important element in capturing the audience’s attention: whoever reads the introduction should want to play the game!

 Extension Activities

The children can

  • design a title screen using a graphics program
  • design an icon with which to load their project
  • scan photographs or art work to use in their stories
  • evaluate each others’ work through testing each other’s programs
  • design an overlay for an overlay keyboard depicting a map or plan of scenes from their stories.