Teaching Guide: Sentinel: 1

Using Sentinel: Descendants in Time to Enhance the 7th Grade Writing and Language Arts Curriculum

Eric Allen

Teaching Guide: Sentinel: 2

Table of Contents

Teaching Guide Overview.....................................................................................3Sentinel: D.I.T Description................................................................................................4Using Sentinel: D.I.T in the Classroom...............................................................................6The Advantages of Teaching with Games...........................................................................7Goals and Objectives........................................................................................................9Grade Level Standards and Content Area............................................................................9Where the Game fits into the Curriculum..........................................................................12What Teachers Need to Know Before Beginning...............................................................12Hardware Requirements..................................................................................................14

Minimum System Requirements................................................................................................14Recommended System Requirements.........................................................................................14

Lessons Overview.............................................................................................15Lesson One....................................................................................................................15

Lesson One Goals and Objectives.............................................................................................16Lesson One Setup...................................................................................................................16Lesson One Activity/Gameplay.................................................................................................17Lesson One Follow-up/Debriefing............................................................................................18

Lesson Two...................................................................................................................19Lesson Two Goals and Objectives............................................................................................19Lesson Two Setup...................................................................................................................20Lesson Two Activity/Gameplay.................................................................................................20Lesson Two Follow-up/Debriefing............................................................................................20Lesson Two Extensions............................................................................................................21

Teacher Resources...........................................................................................22References.........................................................................................................23Appendix 1: Student Handout:.............................................................................24

SENTINEL Descendants in Time is a puzzle-oriented, first-person, 3D adventure game based on the work of award-winning science fiction writer Terry Dowling. It rewards the player for logical, careful thought rather than quick reflexes. No action elements. No timed puzzles. No tricky jump sequences. Just slow, steady exploration of the beautiful worlds of (the fictional) Tastan civilization.

~ from the creator’s PR website for the game’s original release

Orig. box-art, Dec. 2004

Teaching Guide: Sentinel: 3

Teaching Guide OverviewI have always been suspicious of video games in the

classroom. But as a teacher who prides themselves on

doing everything possible to increase their students’

chances of coming to know good writing as it emerges from their own pen and/or

keyboard, I recently set aside my own biases and

trepidation with the medium and forced myself to focus

instead on the end result while conducting an

experiment in which a carefully controlled and

age-appropriate video game environment was introduced into my seventh grade writing

curriculum. Standards-based and, because of the students’ eagerness to be involved,

almost as easily deployed as playing a movie, the results yielded unprecedented student

interest and participation. Most exciting of all, though, was my own experience of

watching my students successfully use the game as a jumping off point for finding new

ways of becoming invested in their writing, and, as a result, in themselves.

This guide is an attempt to be a one-stop-shop for other teachers who are ready to

experiment with the medium as a way of enhancing their own writing curriculums. It

takes as its catalyst the game used for my original experiment—Sentinel: Descendents in

Time (2004)—although it inevitably incorporates all of the modifications and

improvements that have come about as a result of having been revisited a few times over.

The largest of these is that the scope of the unit has actually been pared back quite a bit

over time, although this plan is sure to reference some of the myriad ways it is possible to The volcanic world of “Corabanti”

The icy world of “Sanselard”

The organic world of “Tregett”

Teaching Guide: Sentinel: 4

extend the exercise in case there is either time and/or sustained student interest with

which to do so.

Sentinel: D.I.T Description

Perhaps the creators’ own PR website for the game sums it up best:

SENTINEL Descendants in Time is a puzzle-oriented, first-person, 3D adventure game based on the work of award-winning science fiction writer Terry Dowling. It rewards the player for logical, careful thought rather than quick reflexes. No action elements. No timed puzzles. No tricky jump sequences. Just slow, steady exploration of the beautiful worlds of (the fictional) Tastan civilization.

Platform : Made for PC (up through Windows XP, although it is possible to

run it on Vista if you have a bit of computer knowledge).

Genre : First person adventure/puzzle game.

Sentinel, D.I.T is a warm and inviting game in which there is no violence, there are

no time limits, and there is no competition. It features an exquisitely rendered three-

dimensional environment that makes the most of both the audio and visual spectrums—

a fact that only further diversifies its appeal to different types of learners, be they visual,

auditory, kinesthetic, or even utilizing a multiple intelligences approach—and also allows

its players to enjoy a degree of freedom of movement that

Screen-grab of artwork appearing during the loading of the opening world,the labyrinthine “Tomb 35”

Teaching Guide: Sentinel: 5

had previously been denied to most players of so-called puzzler games (i.e. video games

whose main objective is to work consistently at solving puzzles). It includes some

twenty environment-dependant puzzles spread out across all eight of its different

“worlds”, and is easily adapted to either individual or small-group playing.

Intentionally built with exploration rather than competition in mind, it has the

added bonus of including a built-in hint system designed to prevent debilitating

frustration and/or impatience with one puzzle or the next. This, combined with the

advantages associated with its having no ‘ticking clock’ component , make it especially

student-friendly, as students are able to pause the game at any time in order to either

reflect on what either they have discovered or how their playing experience might best be

parlayed into core elements of the writing assignments associated with it.

Finally, and particularly in light of its being used as a tool for the teaching of

writing, it should be noted that Sentinel: D.I.T is itself based on a short story—The

Ichneumon and the Dormeuse—by renowned sci-fi writer Terry Dowling.

The underwater world of “Goda”as featured in the actual game

Teaching Guide: Sentinel: 6

Using Sentinel: D.I.T in the Classroom

Age appropriate: Sentinel: D.I.T is entirely appropriate for seventh graders. In

fact it was rated ‘E’ for everyone by the ESRB (Entertainment Software Rating

Board), as the following label and definition from their website attests.

Affordable: Though now some five years old (the

game was originally released in December of 2004), brand

new copies of it in CD form are readily available for around a

mere $5/ea. from websites such as Amazon or eBay. Also, as

of Jan. 26, 2010 the game was made available for download

from Amazon.com for $20/ea.

Inspirational: The key is using the game as a writing catalyst rather than as

merely another entertainment. Sentinel: D.I.T allows teachers the chance to fire their

students’ imaginations by utilizing a language (video games) with which most of those

students are already fluent. Thus the learning curve on teaching the actual game is

minimal (my own experiences saw essentially none at all, for example), although the

inspiration it is capable of supplying for writing exercises is virtually unlimited.

The labyrinthine world of the underground “Tomb 35”

Teaching Guide: Sentinel: 7

The Advantages of Teaching with Games

The phenomenon of the videogame as an agent of mental training is largely

unstudied; more often, games are denigrated for being violent or they're just plain

ignored. They shouldn't be. Young gamers today aren't training to be gun-toting

carjackers. They're learning how to learn. (Gee, ¶ 3)

Once one accepts even the possibility of experimenting with a video game in a

classroom setting, there are many advantages to consider when evaluating the relative

merits of actually proceeding with the idea. Perhaps the most obvious is that the novelty

of allowing games into the curriculum inevitably helps to break down students’

customary resistance to the ‘deeper linkages’ between subject matters. What’s more, as

the use of games is unavoidably a hands-on approach to learning, it simultaneously

enables the students to expand their conceptions of what is a worthy motivation for

embracing rather than spurning curriculum-based assignments.

The prairie world of “Argannas”

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How does Gameplay1 create motivation? By keeping the player engaged at every

moment. It makes every second (or nanosecond in some cases) of the game a challenge –

physically, intellectually, and/or emotionally. And it is this continuous challenge – at the

precise context-and-user-appropriate level – that motivates. (Prensky, pg. 9, all

formatting his)

Also, students are far more apt to be unaware of exactly how much they’re learning;

or, to bring in Reading Professor James Gee again, “Kids often say it doesn't feel like

learning when they're gaming - they're much too focused on playing” (final ¶). And this

form of unconscious learning allows them—both

as individuals and in small groups—to braid

together high levels of cognition and

organization with nuts-and-bolts writing

requirements such as editing, reflection, and

composition.

And finally, as regards the use of video games to enhance a writing curriculum in

particular, the “off game” or unplugged mental processes that can be stimulated during a

properly controlled gaming lesson are not to be taken lightly. In fact, in many ways they

may well be one of the greatest untapped resources of student interest and/or investment

in schoolwork. After all, to quote Hostetter’s usage of an earlier Prensky observation on

this topic:

Fantasy is a part of the ´real´ world to the game generation. They love being a part of

1 Gameplay: A common term that “…includes all player experiences during the interaction with game systems, especially formal games. Proper use is coupled with reference to "what the player does". Arising alongside game development in the 1980s, gameplay was used solely within the context of video or computer games, though now its popularity has begun to see use in the description of other, more traditional, game forms.” (Gameplay, ¶ 1)

The stilted world of “Eska”

Teaching Guide: Sentinel: 9

it. Many gamers´ worlds are wrapped up in solving and playing the game while they

are

away from the computer. Game generations should have plenty to write about since

they love playing games in the fantasy world.

Goals and Objectives

The goals of this plan are very much akin to

those of any exercise, albeit with a different

medium as a catalyst. In essence, then, this plan

allows for the incorporation of all targeted state

standards (see below), while at the same time substantially altering the usual schoolwork

paradigm by empowering students to be invigorated by—rather than simply tolerant of—

the raw materials with which they are working.

Also, as relates specifically to the targeted writing exercises, the plan directs both

cumulative (diary/journaling) and terminal (final story) learning processes, while

simultaneously rewarding imaginative effort and repeated attempts to capture it on paper.

Grade Level Standards and Content Area

This plan was intentionally designed with seventh grade writing standards in mind.

Though the regimen as outlined will inevitably touch on several others as well, the

primary standards targeted, as per the English and Language Arts standards for State of

CA (7 th Grade) , are:

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students’

awareness of audience and purpose. Essays contain formal introductions, supporting

Teaching Guide: Sentinel: 10

evidence, and conclusions. Students progress through the stages of the writing process as

needed.

Organization and Focus

1.1 Create an organizational structure that balances all aspects of the

composition and uses effective transitions between sentences to

unify important ideas.

1.2 Support all statements and claims with anecdotes, descriptions,

facts and statistics, and specific examples.

1.3 Use strategies of note taking, outlining, and summarizing to

impose structure on composition drafts.

Research and Technology

1.4 Identify topics; ask and evaluate questions; and develop ideas

leading to inquiry, investigation, and research.

--

1.6 Create documents by using word-processing skills and publishing

programs….

Evaluation and Revision

1.7 Revise writing to improve organization and word choice after

checking the logic of the ideas and the precision of the vocabulary.

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500

Teaching Guide: Sentinel: 11

to 700 words in each genre. The writing demonstrates a command of standard American

English and the research, organizational, and drafting strategies outlined in Writing

Standard 1.0.

Using the writing strategies of grade seven outlined in Writing Standard 1.0,

students:

2.1 Write fictional or autobiographical narratives:

a. Develop a standard plot line (having a beginning, conflict, rising

action, climax, and denouement) and point of view.

b. Develop complex major and minor characters and a definite

setting.

c. Use a range of appropriate strategies (e.g., dialogue; suspense;

naming of specific narrative action, including movement, gestures,

and expressions).

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing

traditional

rhetorical strategies (e.g., narration, exposition, persuasion,

description). Student speaking demonstrates a command of standard

American English and the organizational and delivery strategies

outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade seven outlined in Listening and Speaking

Standard 1.0, students:

2.1 Deliver narrative presentations:

The floating, mechanical world of “Maru”

Teaching Guide: Sentinel: 12

a. Establish a context, standard plot line (having a beginning,

conflict, rising action, climax, and denouement), and point of view.

b. Describe complex major and minor characters and a definite

setting.

c. Use a range of appropriate strategies, including dialogue, suspense,

and naming of specific narrative action (e.g., movement, gestures,

expressions).

Where the Game fits into the Curriculum

The use of the game Sentinel: D.I.T is

designed to fit into the curriculum as a tool for

enhancing both the quality of students’ writing,

and, more importantly, their devotion to

improving it. As such, it implements strategies

and exercises that help students compose original

short stories (based on the game’s environment),

and incorporate several of the process’s most critical elements: characterization, thematic

organization, dialogue, theme, tension, and of course editing and revision as well.

What Teachers Need to Know Before Beginning

Fellow teachers should continually keep in mind that, barring use of the extensions,

the suggested exercises require students to access only the first two worlds of the game,

and thus it is not necessary to devote more time than is required to explore them. Also, if

time is at an absolute premium—or if a teacher would like to experience the feel and/or

The Dormeuse or ‘sleeping woman’. Is she a friend… or a trap?

Teaching Guide: Sentinel: 13

design of the entire game without the time investment of actually playing through it—

access to a walkthrough2 is included in the Teacher Resources section of this document.

It is obviously a good idea to spend as much time as possible actually playing the

game before teaching with it. As there are no instruction manuals necessary, simply start

the game, spend a few moments clicking on the different preference settings—though

most of them will be correctly assumed for you without doing anything at all—and then

push the button and launch yourself into your first magical experience with the game.

This will obviously help you acquire a general sense of how to navigate and what

students will be encountering when they enter the game at your behest. Also, a brief

handout designed for introducing students to the game is included in the appendices, and

will conveniently double as a reference sheet should any teacher find themselves

confused by their first encounter with the navigation controls.

Finally, if the teacher is interested in viewing a quick, minute and a half PR video that

the game creators released for Sentinel: D.I.T—which shows glimpses of the different

worlds and puzzles—they will find a YouTube version of it here.

2 Walkthrough: A document, usually found online, which offers step-by-step instructions on how to safely navigate through a game, solve a puzzle, etc.

Teaching Guide: Sentinel: 14

Hardware Requirements

This plan is specifically designed to take advantage of AHA’s phenomenally well

resourced computer lab. Thus, hardware requirements (computers, headphones, etc.) will

already be well surpassed for use by both individual students and small groups. Still, in

case the plan is adopted by fellow teachers outside of our school, the based hardware

requirements—as listed on the Gamespot.com write-up—are as follows:

Minimum System Requirements

System: 1.0 GHz PIII or equivalentRAM: 128 MBVideo Memory: 64 MBHard Drive Space: 1600 MBOther: Mouse and Keyboard; DirectX-compatible 3D video card

Recommended System Requirements

System: 2.0 GHz or equivalentRAM: 256 MBVideo Memory: 128 MB

HeadphonesCD-Rom drive for versions using a fixed, non-downloaded copy of the game

One of the puzzles of Tomb 35

Teaching Guide: Sentinel: 15

Lessons OverviewAfter playing the game for themselves in

order to navigate the first two worlds and gain a

sense of what the students will be seeing and

working with, the teacher will commence with

the lessons.

Lesson 1 will allow every student to play the

game on their own, so that they can each focus on personal journal-writing, story

organization and idea brainstorming, while Lesson 2 will be devoted to small group

exercises in which the second level (the organic world of “Tregett”) will first be explored

as a team and then used as a catalyst for peer-review description sessions (sharing and

fleshing out the students’ individual stories). Finally, the entire unit will culminate with

all students reading their favorite paragraphs aloud to the class with no hint as to the

context from which they were pulled.

During Lesson 1 the teacher will serve mostly as a “roving cheerleader” whose

primary role is to encourage students’ devotion to their journal entries and make

suggestions about story organization techniques and/or content. Once into the Lesson 2,

however, the teacher will both facilitate equal-time gameplay and discussions amongst

the small groups, as well as schedule and oversee the closing paragraph readings.

Lesson One

It is in lesson one that students are carefully introduced to the game, learn exactly

how it is to be used for the purpose of the class, and briefly dialogue about just how its

Teaching Guide: Sentinel: 16

usage relates to the writing exercises that have been previously developed throughout the

curriculum.

Standards emphasized in this fist lesson are predominantly related to the

aforementioned “chapter 1” listings (i.e. both the Organization and Focus and Research

and Technology categories).

Lesson One Goals and Objectives

The goals of the first lesson are to have a student keep a personal journal

chronicling their exploration of the game’s opening world (the labyrinthine “Tomb 35”).

The more detailed the journal the better, as it will be ultimately be used as source

material for the creation of each student’s own short story. This story is to take place

within the game’s physical environment, although it is not to involve the characters as

currently existing in the game. In short, each student is required to create their own

original characters, dialogue, and story, although they are to animate them within the

game’s lush, 3D visual environment.

Lesson One Setup

When entering class for the first day, the teacher should begin the lesson by

engaging all of the students in a brief, free-association dialogue about the different story

elements that they have been working with for the past several weeks. This, combined

with another brief class discussion about how the cornerstone storytelling elements do

and do not change depending on different creative mediums (print, film, audio, game,

etc.), should only take about ten minutes.

Teaching Guide: Sentinel: 17

Following these prefatory discussions, the teacher will introduce the game by

name, and offer a very brief explanation of the back-story by saying something along the

lines of:

“Your name is Beni, you live far in the future where a bad guy named Dobra is

holding your sister hostage, and in order for her to be released you have to explore

the ancient worlds of the now extinct Tashtan civilization and solve its various

puzzles in order to advance to the next challenge… but be careful of the

Dormeuse. Who exactly is she? And why does she keep popping up to talk to

you?”

With student appetites thus whetted, the teacher will re-emphasize that the game

is being used as a tool for inspiring writing and imagination, and will perhaps even

outline their own rules regarding the penalties for a student’s not either using it as such or

following the instructions as outlined.

Lesson One Activity/Gameplay

At this point the teacher will offer each student the one-page handout explaining

the gameplay essentials such as the general navigation controls of the mouse and/or

keyboard, as well as the journal which each student is to keep in as detailed a fashion as

possible.

As this plan assumes that all software (complete with the game’s in-built hint

system) is preinstalled on the new desktops of the AHA lab, it is at this point that the

teacher should reiterate the contents of the handout by going over basic navigation

controls, and, most importantly of all, the assignments that are to result from the

exercises; video games are all fun and well, but for the purpose of their use in this

Teaching Guide: Sentinel: 18

classroom, they are to be used as though they were a moving painting to which you (the

students) will be adding the characters, dialogue, action, and story.

Lesson One Follow-up/Debriefing

After a class period of playing the game and moving around in the first world

(“Tomb 35”), students use their journals as the starting point for writing the first draft of

their short stories. All story elements except for the game’s physical world must of

course be their own—plotting, characters, dialogue, etc.—and each student must

continually bear in mind that, whenever organically possible, they should also include

such “B-level” story devices as sustained tone, friction, confrontation and resolution.

Lesson One Extensions

As will become immediately apparent to any teacher who plays Sentinel: D.I.T

with writing exercises in mind, this lesson plan essentially has no ending beyond time

and subject constraints. With six more entirely unique worlds to explore in the game, and

each one as chock full of curriculum possibilities as the first two, there is essentially no

end to the standards-matching that could be achieved with a game like Sentinel. For not

only does the game contain substantial amounts of “rough clay” from which the students

can craft their own creations, but if enough time were allotted there is even the very real

possibility of having every student continue the process as either learner-customized

homework or with a view toward expanding/improving the stories over (extracurricular)

time so that they might be bound together as a student compendium of what might be

called “A Book of Sentinels.”

Teaching Guide: Sentinel: 19

Lesson Two

Lesson two expands on the standards and explorations of the previous lesson by

moving the interactions from individual to small groups. It involves small-group playing

of the game’s second world, as well as ‘auditioning’ of each student’s story for

constructive feedback from the other members of the group. Finally, after each student

edits and rewrites their story to their satisfaction, this second lesson concludes with each

student reading aloud the paragraph they feel is the strongest… intentionally stripped of

the context of the story from which it was taken. This ‘floating paragraph’ component is

designed to help students gain a greater appreciation of both the crucial interdependence

of every word, sentence, and paragraph in a story, as well as hopefully generate a

curiosity among fellow classmates such that further conversation (and writing!) on the

topic might continue once the class is concluded.

It is into this lesson that many of the standards listed in the aforementioned

“chapter 2” listings are incorporated (i.e. both the Using the writing strategies of grade

seven outlined in Writing Standard 1.0 and Using the speaking strategies of grade seven

outlined in Listening and Speaking categories.)

Lesson Two Goals and Objectives

The goals of the second lesson are built around interpersonal skills and involve

students working in small groups of preferably not more than four. It is during this

lesson that students work together both to navigate the game’s second world (the organic

“Tregett”) and to briefly try out their respective stories on the other members of the

group.

Teaching Guide: Sentinel: 20

Lesson Two Setup

Due to the fact that there will be far fewer machines used because of the small

group format of this second lesson, the teacher should pre-navigate only a select number

of machines to the beginning of the game’s second world, Tregett.

Lesson Two Activity/Gameplay

To begin this lesson the teacher will assemble the students into appropriately

matched groups of what will hopefully be no more than three. After explaining that the

day’s lesson will consist of a set amount of time (30 minutes at the bare minimum, but

preferably a full class period) and that every member of the group is to be given a turn

“driving” the mouse, the group is turned loose to explore the luscious landscape of

Tregett… and to try to solve its challenging puzzles.

Lesson Two Follow-up/Debriefing

The follow-ups are especially crucial, as they are where the lion’s share of the

standards-based curriculum will be achieved in this second lesson. For after the

established time period of small group exploration, another time allotment is given for

each member of the group to share their story from the first lesson with their fellow group

members. After respectfully listening to the piece, all other group members will offer

constructive criticism and/or encouragement pertaining to which points were either

confusing and/or especially strong. Following this will be a third allotted time frame—

preferably as a homework component—in which every student reflects on the feedback

they’ve received, makes any story additions inspired by their group playing of the second

world (Tregett), and ultimately selects the paragraph they feel is the strongest in all those

comprising the story.

Teaching Guide: Sentinel: 21

Finally, and in an order determined by the teacher, every student reads aloud their

chosen paragraph… and does so without offering any hint of the context from which it

was pulled. This ‘disembodied paragraph’ idea is designed to prompt wonder and pique

curiosity in the class as a whole, and will hopefully inspire further conversation and/or

writing long after the unit is finished.

Lesson Two Extensions

As with Lesson One, based on the further worlds of Sentinel: D.I.T, there is a

staggering amount of other standards-based exercises and/or assignments that could be

achieved while using it as the ‘trigger mechanism.’ Perhaps the most obvious candidate

for this lesson is to have the students continue the editing process in order to maximize

the incorporation of their peers’ constructive criticism. Or, given that the final paragraph

reading is intentionally vague, there is of course also the option of having the students

read their entire stories and then opening up the entire class—as opposed to just the small

group peers—to a brainstorming session on its relative strengths and weaknesses and how

to maximize the former.

Teaching Guide: Sentinel: 22

Teacher ResourcesDetalion’s dedicated game site: http://www.dormeuse.info/adventure.html

One of the most popular gaming sites on the web, Gamespot.com, has a

characteristically wide array of goodies on Sentinel: D.I.T. Here you will find

trailer videos, screenshots (over 50 of them actually), a review, press releases, etc.

In short, if you are looking for background on the game and/or its reception, this

is the place to start:

http://www.gamespot.com/pc/adventure/sentineldescendantsintime/index.html

Arguably the most detailed walkthrough readily available on the web:

http://www.gamesover.com/Sentinel/Sentinel_Descendants_in_Time_walkthroug

h.htm

YouTube version (i.e. enlargeable version) of the teaser trailer:

http://www.youtube.com/watch?v=21Xk8CS6yrw

Teaching Guide: Sentinel: 23

References

Gameplay. (2010, February 25). In Wikipedia, The Free Encyclopedia. Retrieved March

1, 2010, from

http://en.wikipedia.org/w/index.php?title=Gameplay&oldid=346219308

Gee, J. (2003, May). High Score Education: games, not school, are teaching kids to think.

Wired Magazine, 11(05). Retrieved February 26, 2010, from

http://www.wired.com/wired/archive/11.05/view.html?pg=1

Hostetter, O. (2006, October). Video Games: the necessity of incorporating video games

as part of constructivist learning. Game-Research.com. Retrieved February 27,

2010, from http://game-research.com/index.php/articles/video-games-the-

necessity-of-incorporating-video-games-as-part-of-constructivist-learning/

Prensky, M. (2002). The Motivation of Gameplay or, the REAL 21st century learning

revolution. Retrieved February 27, 2010, from

http://www.marcprensky.com/writing/Prensky%20-%20The%20Motivation

%20of%20Gameplay-OTH%2010-1.pdf

Teaching Guide: Sentinel: 24

Appendix 1: Student Handout:

Sentinel: Descendants In Time

Your name is Beni, you live far in the future where a bad guy named Dobra is

holding your sister hostage, and in order for her to be released you have to

explore the ancient worlds of the now extinct Tashtan civilization and solve its

various puzzles in order to advance to the next challenge… but be careful of the

Dormeuse. Who exactly is she? Is she helping you, or leading you astray?

To begin: Assuming the game is already loaded on your machine, simply put on your headphones, double-click the game’s icon to launch it, and then choose “New Game” to begin playing. Or, if you’d prefer, you can click on the “Settings” button to customize your gameplay (sound, cursor speed, etc.) before choosing “New Game” and entering the magical world of… Sentinel: Descendants In Time.

W/right mouse)……….. = move forwardS…………………………………….. = move backwardA…………………………………….. = step leftD…………………………………….. = step rightSpace bar…………........... = jumpEnter/left mouse)…. = Action