I’m continuing to work through designing an analog game for learning for ISLT 7384. The Goals, Rules, and Mechanics of an Analog Game and Writing Instructions for an Analog Game activities provided a process for thinking through the game mechanics and instructions of the game. Additionally, playing and discussing games with my peers helped me understand the foundations of a tabletop game.
Mentor Games
We’re using the game mechanics of our Mentor games to create our analog game. A summary of the subject area and learning domain, learning goal, game goal, core dynamic, and game mechanics for both of my games (Zoombinis and Portal) can be found below.
Portal
- Subject area & learning domain: Problem-solving, spatial awareness
- Learning goal/objective: Players develop problem-solving skills through the manipulation of portals and the objects in the room.
- Game goal: Players determine whether they will listen to an unreliable narrator as they try reach the exit of each room by solving progressively difficult puzzles—in the hopes to escape the facility.
- Core dynamic: Solution
- Some of the main mechanics:
- Pieces: Portal ray gun, objects in the room
- Actions: Use Portal ray gun to teleport the room; carry objects to weighted triggers; timing through spatial awareness
- Rules: Portals can be created on specific surfaces; Portal ray gun creates blue portals, which take you through orange portals; Placing objects on triggers opens doors; Certain surfaces and projectiles will instantly kill the avatar
Zoombinis
- Subject area & learning domain: Math, logic, problem-solving
- Learning goal/objective: Players develop their math and reasoning skills by helping Zoombinis journey to the destination of Zoombiniville.
- Game goal: Reach Zoombiniville with 400 Zoombinis.
- Core dynamic: Matching, solution
- Some of the main mechanics:
- Pieces: Zoombini characters; puzzle pieces
- Actions: Lift Zoombinis to designated place to make move; match the required puzzle element.
- Rules: Use the hints to choose the correct actions; make the correct choice within the limit or lose Zoombinis.
Curation: A Learning Game
I named the tabletop game Curation: A Learning Game. The subject matter and learning domain allow players to explore curating an instructional content collection. I chose this due to how “as educators, we need to curate content to provide accurate, relevant learning resources” (Bishop, 2022). Content curation helps differentiate resources as need-to-know and nice-to-know instructional content. When we provide content to novices, they often lack the schema and knowledge to determine what they need to learn, and this “extraneous cognitive load impedes learning” (Bishop, 2023). However, subject matter experts (SME) find it difficult to remember what it’s like to be a beginner—so working with instructional designers (ID) and librarians improves their ability to focus on the learner’s needs as well as find quality resources.
In Curation, players form teams of three. Each player assumes a role: instructional designer, subject matter expert, or librarian. Each player collaborates to determine the best resources for the learning scenario. Instructional designers define the learning goals, and librarians support SME by finding resources. After SME sort the content into nice-to-know and need-to-know information, the team work together to determine the best resources for the learning scenario.
Learning Goal:
After playing the game, learners will:
- Choose 3-5 of the best instructional resources for the learning scenario.
Game goal:
Players must collaborate as a team to curate the best instructional resources for a given scenario. The game shares the idea of progression found in Portal and Zoombinis.
Core dynamic:
I kept the matching and problem-solving dynamics from my Mentor Games; players will match the best solutions to the scenario using collaboration and reasoning.
Main mechanics:
Some mechanics for the game include:
- Pieces: Scenario card; instructional resource cards; wild card; timer; scorekeeping system; reference book
- Actions: Draw scenario card; draw and discard instructional resource cards and wild cards based on context
- Rules: Players have five minutes to collaborate before presenting their curated instructional content collection; the opposing team(s) can challenge another team’s play
The design and materials for the game will be simple as each card can be made of cardboard (or paper in the prototype). I mocked up what the cards might look like using Miro (Image 1).
In the game’s core loop, players collaborate to curate instructional content collections while competing with the other team(s) to choose the best resources for the scenario.
Instructor and Peer Feedback
The peer who provided feedback appreciated how the game focuses on instructional design. One question I had was how players might play the game without domain knowledge. They suggested using abstract content or card packs aligned with the subject. I plan to use the first suggestion. Additionally, I wanted to include an “unreliable narrator” feature (ala Portal) as instructional designers often deal with a lot of “noise” which can distract from the true learning need or gap—or something else. I appreciated the suggestion to include “unsupported, plagiarism, or just inaccurate information” in what I will call wild cards. Our professor agreed these wild cards help “mix up the gameplay” to allow for players to play the game multiple times.
References
Bishop, J. M. (2022, March 29). Curating an instructional content collection for teaching and learning. Model eLearning.
Bishop, J. M. (2023). Creating learner-centered instructional content. Jessica M. Bishop.
