Technologies · Year 5

Active learning ideas

Level Design and Progression

Active learning works for level design because students must experience the consequences of their choices firsthand. When they sketch a sequence, build a prototype, or watch peers struggle, they feel how difficulty curves and rewards shape motivation.

• ACARA Content Descriptions
• AC9TDI6P06

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 30 min · Pairs

Brainstorming: Progression Flowcharts

Pairs draw flowcharts mapping 5-7 levels, noting new challenges, skills practiced, and rewards per level. Start with core mechanic, add one element each level. Share and vote on strongest ideas as a class.

Explain how level design guides player experience and learning.

Facilitation Tip

During Progression Flowcharts, give each group a large sheet of paper and colored markers so they can visually map skill growth across levels.

What to look for

Students exchange their level designs (sketches or digital prototypes). Using a checklist, they evaluate: Does Level 2 introduce a new mechanic? Is Level 3 noticeably harder than Level 2? Is there a clear reward for completing Level 3? They provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Collaborative Problem-Solving
• 50 min · Small Groups

Prototyping: Block-Based Level Builds

Small groups use Scratch or similar to build 3 prototype levels with rising difficulty. Include obstacles, timers, and collectibles. Export and share for class testing.

Design a series of game levels with increasing complexity.

Facilitation Tip

When running Block-Based Level Builds, circulate with a timer to push students to finish a rough draft before refining, mirroring real production constraints.

What to look for

Present students with a short description of a game level scenario (e.g., 'A player must jump over three moving platforms to reach a treasure chest'). Ask them to write one sentence explaining how the number of platforms or their speed affects the difficulty and one sentence about a potential reward for success.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 45 min · Whole Class

Playtesting: Feedback Circuits

Whole class rotates through stations testing peers' levels. Use checklists for difficulty curve, fun factor, and clarity. Provide written feedback, then revise one level based on top comments.

Evaluate the balance of challenge and reward in a game level.

Facilitation Tip

For Feedback Circuits, assign specific roles to playtesters: one tracks frustration, another notes clarity, and a third records glitches.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing a game where players must collect five items. How would you arrange the placement of these items across three levels to make the game progressively more challenging and rewarding?' Encourage students to share ideas about obstacles, enemy placement, or time limits.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Collaborative Problem-Solving
• 40 min · Individual

Iteration: Level Refinement Rounds

Individuals refine their best level using feedback data. Adjust pacing, add hints, retest with a partner. Present final versions in a class showcase.

Explain how level design guides player experience and learning.

Facilitation Tip

During Level Refinement Rounds, require students to submit a before-and-after document explaining their changes, forcing metacognitive analysis.

What to look for

Students exchange their level designs (sketches or digital prototypes). Using a checklist, they evaluate: Does Level 2 introduce a new mechanic? Is Level 3 noticeably harder than Level 2? Is there a clear reward for completing Level 3? They provide one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach this topic through cycles of design, testing, and reflection. Avoid lectures on difficulty curves; instead, let students discover balance by failing and iterating. Research shows that rapid prototyping followed by structured feedback leads to deeper understanding of pacing and player psychology than abstract planning alone.

Successful learning looks like students who can explain why one level introduces a new mechanic while another reinforces earlier skills. They should adjust designs based on feedback and articulate how progression balances challenge and reward.

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Watch Out for These Misconceptions

• During Brainstorming: Progression Flowcharts, some students may believe levels only get harder by adding more enemies or speed.

  Use the flowchart activity to guide students to map skill layers instead. Have them draft a Level 1 that teaches one mechanic, Level 2 that combines it with a new one, and Level 3 that adds risk or complexity.

• During Prototyping: Block-Based Level Builds, students may assume all players progress at the same pace through levels.

  In the prototyping phase, ask students to add optional challenges or checkpoints. Then have them observe peers to see where players get stuck or rush through, and adjust accordingly.

• During Iteration: Level Refinement Rounds, students might believe progression means strictly linear levels only.

  During refinement, require students to sketch at least one branching path or optional area in their revised level, using their existing prototype as a starting point.

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Methods used in this brief

• Collaborative Problem-Solving