1. A Game concept:

2. Bio-Blaster – Background Story
 The year is 3021. You are an advanced
microBot – the first of two to exist. You
serve a medical purpose; to explore and
protect human bodily systems to an extent
that their own bodies would not be able to.
 We are unsure if you are the best microBot
for the job. You will compete in a series of
tests to see if you are more competent than
our second generation microBot. If you
succeed, we will deploy you to explore and
save a human being.

3. Bio-Blaster – Background Story
 You will face challenging tasks and
almost certain destruction. Only strong
knowledge and quick actions will ensure
the survival of you, and your patient.
Good Luck.

4. What is it???
 Bio-Blaster is a videogame targeted to
students learning Anatomy and
Wellness(Grade 11 Bio Students in
Manitoba)
 It’s an interactive Sidescroller/Racer that
ensures students understand material
before advancing them further

5. Why this Topic
 Grade 11 Biology focuses greatly on human
anatomy.
 Sometimes this can come across dryly. At times,
it can be difficult to give a context to the
importance of understanding the different body
systems
 This game helps students learn the anatomy, but
also gain a more conceptual understanding of
how each system works, and what something
not working properly may look like, and what it
can do to the body

6. Bio-Blaster – Premise
 Players will first investigate each system
to learn their anatomy and function.
 After players have learned the
pathways, they will replay the levels now
having to destroy invaders, or things that
don’t belong with their “Bio-Blaster”.
After completing this task, players will
have successfully “defended” the
system.

7. Bio-Blaster – Premise
 After players have protected the body from
outside invaders in each system, they must
protect the body from itself.
 The players will monitor RNA/DNA
transcription and translation, and blast
away any pieces that don’t make sense
 This is currently featured as a bonus level,
but could be a great gateway into grade 12
biology.

8. Level Progression
 Students can pick the order in which they play
through the body systems
 Each system with contain 4 Levels
 Each level will require slightly more knowledge
of the system
 After players have “defended” a system, they
may move on to another – When all are
defended, they unlock the DNA synthesis
levels.

9. What a Selection Screen May 2/4
Respiratory
Select System to
Digestive System:
System: 4/4 Investigate
Look Like
Total Complete:7/16
Circulatory System 1/4 Nervous System 0/4

10. Level Progression – Level 1
 Level 1 -- Students learn pathways by first
“racing” through them. They simply must go
through the system in the correct, linear path
without crashing. They are asked to take note
of different landmarks. These landmarks
represent different body parts, and are
correctly identified on a mini map. This is the
“test” stage of the story where players race
against another(very slow and clumsy)
computer player that represents another
microBot competing for their job. They must
win the race to move on.

11. Current Location
LANDMARK:
Artery in
Leg, moving towards
foot

12. Level Progression – Level 2
 Level 2 -- This time, players are randomly stopped
and asked to identify where they are in the body at
different sections in the race. The race will not ask
the player the same parts every time. Further, the
mini map location will not be displayed. Students
may have to replay level one to relearn the body
parts.
 The players continue in the race by identifying where
they are, or solving a fun, but time consuming
puzzle. The computer player will be fairly adequate
at answering the questions and will likely defeat the
human player if they can’t identify at least three
quarters of the body parts. Once again, they must
win the race to move on to the next level.

13. Level Progression – Level 2
 Healthy body cells will be shown doing
correct functions during level 2 races.
Info about these cells can be accessed
by shooting them with “an acquire ray”
After doing so, players may read about
the structure after the race

14. The Acquire Ray in
action…
Information about WHITE BLOOD
CELLS acquired and added to
database. You may view the entry at
anytime.

15. Level Progression – Level 3
 This level will be similar to level 2,
however students will be asked about
the healthy cells as well.
 Players may need to replay level two to
acquire more info with their “acquire ray”
 Additionally, the computer player will be
quicker

16. Level Progression – Level 4
 In this final level, players will have to
race through the level while also blasting
any invaders that don’t belong in the
system. They will also have to blast
body cells that are functioning
incorrectly. Which cells are functioning
incorrectly will be random. Players will
still be questioned on the system as they
race.

17. Level Progression – Level 4
 The player(and computer player), will do
countless laps of the system until they
have destroyed all of the things that do
not belong. The player must finish
before the computer player to be
successful. In the story, this will be the
player’s “final test” to see if they are
ready for a real patient.

18. Finally get to
blast some
stuff…

19. Level Progression – Level 4
 Additionally, a diagram will be displayed
showing the signs and symptoms that the
human is experiencing. As the player
moves through the system eliminating
things that shouldn’t be there, the diagram
will show the human getting healthier.
 The signs and symptoms will correspond to
what is going on in the game. This will give
students a better understanding of what
effects a microscopic disease, or condition
can have on the visible body.

20. Level Progression – Level 4
 After completing the final level, players
will be given information on the foreign
bodies and misbehaving cells. Once
again, this will correspond to real life
conditions. The data will be
“corrupted”, and some info will be
missing. The students will have to fill in
the missing data(do research on the
conditions), and submit it to the teacher.

21. The Levels, SLOs, and Bloom’s
taxonomy
 The game is applicable to almost every unit taken in
Grade 11 Biology. Further, it progresses through the
levels in a way that is consistent with Blooms
Taxonomy.
 Students first remember and understand the different
anatomy of the systems, they then must apply their
knowledge to progress. Later they analyze the
systems and evaluate which pieces to “Bio-Blast”.
 The following slides demonstrate how the SLOs
covered in the game demonstrate this. These are
only a portion of SLOs that fit this framework

22. The Levels, SLOs, and Bloom’s
taxonomy
Remembering (Level 1):
 B11-2-01: Identify major structures and functions
of the human digestive system from a diagram,
model, or specimen. (GLO: D1)
 B11-2-04: Identify sites of chemical digestion
along the alimentary canal, as well as the type
of nutrient being digested. (GLO: D1)
 B11-3-07: Identify the materials transported
between cells and capillaries. (GLO: D1)

23. The Levels, SLOs, and Bloom’s
taxonomy
Remembering (Level 1):
 B11-3-14: Identify major structures and functions of the
human respiratory system from a diagram, model, or
specimen.
 B11-4-04: Identify structures of the human urinary system
from a diagram,model, or specimen, and describe the
function of each
 B11-5-05: Describe the major organization of the nervous
system.
 B11-5-06: Identify the functional regions of the brain.

24. The Levels, SLOs, and Bloom’s
taxonomy
Applying and Analyzing (Levels 2 and 3):
 B11-1-06: Identify life processes that individual cells,
as well as complex organisms, need to manage.
 B11-1-08: Identify factors that influence movement of
substances across a membrane, recognizing that
movement of these substances is important for the
internal balance of the cell.
 B11-2-03: Identify functions of secretions along the
digestive tract.
Include: to lubricate and to protect
 B11-4-02: Describe the roles of the major excretory
structures in eliminating wastes and helping the
body maintain homeostasis

25. The Levels, SLOs, and Bloom’s
taxonomy
Applying and Analyzing (Levels 2 and 3):
 B11-2-06: Describe the processes of absorption that take
place at various sites along the alimentary canal. (GLO:
D1)
 B11-2-08: Describe the functions of each of the six basic
types of nutrients
 B11-3-02: Compare the characteristics of blood
components in terms of appearance, origin, numbers,
relative size, and function in the body.
 B11-4-01: Identify the primary metabolic wastes produced
in the human body and the source of each.
 B11-4-02: Describe the roles of the major excretory
structures in eliminating wastes and helping the body
maintain homeostasis.

26. The Levels, SLOs, and Bloom’s
taxonomy
Evaluating (Level 4):
 B11-2-11: Investigate and describe conditions/disorders
that affect the digestive process.
 B11-2-12: Use the decision-making process to investigate
an issue related to digestion
and nutrition.
 B11-3-16: Investigate and describe conditions/disorders
associated with transportation and/or respiration in the
human body.
 B11-4-08: Investigate and describe issues related to
kidney failure and treatment options available.
 B11-5-11: Investigate and describe conditions/disorders
that affect protection and/or control in the human body.

27. The Levels, SLOs, and Bloom’s
taxonomy
 It should be noted that each level
also reinforces what has been done
previously
 The game has the potential to be
modified to include many more
learning outcomes

28. DNA/RNA Levels

29. DNA/RNA Levels
After Players have completed the
systems, they will unlock bonus levels
that look at mutations with transcription
and translation. This is a gateway into
grade 12 biology, and could be greatly
expanded on.

30. DNA/RNA Levels
The players will be given
a tutorial on how
nucleobases pair up
during transcription and
translation.
Afterwards, the players
will play a “score attack”
game where they try to
eliminate incorrect bases.
The game goes on and
speeds up until the player
makes a mistake. High
Scores are recorded.

31. DNA/RNA Levels
To make the game more
authentic, the bases will
code for real life proteins,
and any errors will be
ones that can occur in
real life.

32. Additional Features
 An in game store where players can buy more features for
the game using their points earned in the game. These
may include new colours for their microBot, new songs,
faster engines, or artifacts(videos, memos, notes) from
famous biologists
 A “versus” mode where players play against each other
on whichever level and system they would like
 “Identify mode”, where players are given the description of
something in that system, and must race to shoot the item
with the acquire ray. Each correct answer is worth 1 point.
The first to 5 points wins.

33. Last Notes
 I am interested in designing a game similar
to “Bio-Blaster” for future use. Any
feedback on the idea, or suggestions for a
platform would be greatly appreciated
 Clearly, my graphic skills need to improve.
If you can suggest any E-books or software
that may be fun to play around with(and
are not too expensive), please let me know.

34. Thanks!
Images created, or used from Wikipedia
Commons appropriately.