The article suggests a canvas-oriented approach to the design of computer games in the creative process of prob-lem-oriented execution of development stages: studying consumers as players (the outline of a business model, the outline of an em-pathy card); studying the aesthetics of the game based on player needs (the outline of psychotypes and aesthetics of players , the outline of player’s ability to manage information and actions); study of “Mechanics-Dynamics-Aesthetics” model properties (the outline of gamification model, the outline of game mechanics and dynamics); research and design of the game world (outline of the narrative, outline of the game world, outline of game levels, outline of ethical dilemmas). But canvas are not considered in the stan-dard pre-defined development process but are considered in a special event-competition for rapid design in so-called Hackathon-competition, for example, in the Global Game Jam competition (GGJ) with a 48-hour game development cycle. A short period of time to design a game requires the same operational verification of the canvas of ethical dilemmas to reduce the risk of incorrect content of the game among beginner development teams. The analysis of the ethical dilemmas of the game was based on logic of the semiotic chain (sign - context - meaning - addressee), where each game object is a sign that in the specific context of the game narra-tive and player experience expresses meaning (meaning different connotations in terms of additional emotional, estimated, stylistic value of an object or phenomenon). The authors described GGJ-features in the form of diversifiers – optional restrictions that can be used by participants in their work so that their implementation in various variations can often create an innovative game. At the same time, it is noted that in research on design of computer games diversifiers are not given due attention as indicators of consumer requirements. Therefore, the purpose of the article was the inclusion of diversifiers in a canvas-oriented game design approach, which will take into account the effect of the short duration of the competition for the stability of the game design process. The proto-types of diversifiers in Hackathon-conditions of computer games design are presented. The structure of the diversifiers presented at two Hackathon contests (GGJ 2018 and GGJ 2019) was analyzed: five groups of diversifiers (sponsor, accessibility, art, sound, and design, narrative) with 64 diversifiers which were suggested to be grouped according to the “Mechanics-Dynamics-Aesthetics” model and copyrighted works on the design of the game. It is shown that the use of canvas structures the development process, re-ducing the time to generate design ideas in the process of inventing game mechanics and dynamics, when the canvas can become a roadmap for making creative decisions when designing a game. They can be a convenient basis for automating the process of design-ing a paper prototype of a game as a quest game process, provided that each outline represents a location with quest tasks, the vari-ability of which depends on the capabilities of project team members. Diversifiers in the hackathon competition are important meta-components for the entire outline-oriented design of the game, optimizing the processes of creative and technical development not only from the point of view of competition, but also daily professional activity, creating a constant interaction of each stage of devel-opment with the requirements of the future game user.

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This article describes the links between STREAM-education components (Science, Technology, Reading/Writing, En-gineering, Arts, Mathematics) and the stages of computer game development (StoryTelling/Scripts, GameDesign,2D/3D-Computer graphics, Programming, Testing, and GameLevel) on the example of using sensors of human movement control. In order to effec-tively integrate the computer game development process with the augmented reality into the component of STREAM-education, the method for creating a real-complemented virtual training exercises using an example of training with a ball on the basis of the MS Kinect motion sensor is proposed. As a result of the analysis of the virtual environment characteristics created bythe sensor of the MS Kinect controller and taking into account the limits of the Scratch program, it is proposed to formalize the characteristics of the virtual environment. The results of the analysis of games offered by LumoPlay and MotionMagix softwaremanufacturers in logic, sports, entertaining classes in various game genres and relaxation with special effects are given. Examples of experiments are shown during the organization of two Meet and Code 2018master-classes for schoolchildren of virtual programming, complemented by the reality of football training, which has confirmed the interest of students in participating in many STREAM-related learning process-es. The results of the work also identified the directions of further research and development;in the research process the estimation of the visualization error of virtual objects determined the need for the development of a special algorithm for automatic correction of the coordinates of the location of virtual sprite objects that are part of a single group of objects player's body; Many examples of commercial game systems are based on new templates that allow you to quickly change the graphic part of the game, so it is planned to create similar scratch templates for developing games.

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The article touches on the issues of humanization of modern technologically advanced education, analyzes the synergy factors of information technology and spiritually-oriented pedagogy to prepare a new generation of humanist managers. For this, the role of narrative and storytelling in the process of creating educational computer games that form the competence of making managerial decisions is determined. An analysis of the knowledge structure of educational games on the basis of the proposed methodology for developing their plot shows the need to balance the processes of formalization of educational processes in the game, preserving narrative by referring to works of folk art, classical fiction as sources of implicit knowledge. The threats of formalization and automation of modern education are described. It has been found that “relay” learning is superficial, it does not contribute to the formation of critical and systemic thinking. As a result, this leads to the emergence of a generation of techno-button-managers. It is indicated that the preservation and effective translation of deep narratives containing educational humanistic meanings is a priority for designers of educational video games. The components of the game by D. Gray, game history and pedagogical strategies in the MDA model are compared, which made it possible to clarify the meaning of the terms “narrative”, “plot”, “storytelling”, to determine the place of their greatest actualization in the process of creating educational computer games. Considering the general tendency of the techno-environment to reduce, optimize and formalize, the task of preserving tacit knowledge, correct translation of it into over-formalized knowledge (morals, formulas) through effective storytelling, embodied in "active learning" of computer games, is crucial. In this case, the narrative plays the role of a base of spiritual-oriented knowledge, and with the help of storytelling it balances the spiritual-ethical meanings and educational results of a business video game. The meaning of the terms "narratives" and "storytelling" is considered, the Ukrainian-language terms-analogues are proposed. The importance of adhering to the principle of non-linear game plot for increasing the effectiveness of business games is revealed. The close relationship of business games with case studies, project- and problem-based training was emphasized. The correlation of narratology and ludology of the game is shown in the matrix of transformation of professional competencies and procedures for making managerial decisions into the rules of the game, their metaphorization and translation into script phrases. It is shown that the gamification of training exercises and situations is a synergy of creative and information-analytical work with databases and game design project documents. The core of educational game design is the balance of narrative and storytelling, explicit and implicit knowledge. This balance is achieved through effective collaboration and communication between all participants in the educational and business processes. Creation of virtual learning environments in which a future leader has an opportunity to formulate and comprehensively develop the competencies of business communication and managerial decision-making in situations of uncertainty and ethical dilemmas is a promising area of digital education.