Create Tabletop Games to Foster Organizational Learning
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The document discusses the gamification of learning and the use of tabletop games to enhance educational experiences through defined goals, rules, and feedback mechanisms. It outlines strengths of tabletop games, the design process, and provides various activities for evaluating games in terms of learning objectives and engagement. Additionally, it highlights trends in the board game market and suggests best practices for incorporating games into learning environments.
Create Tabletop Games to Foster Organizational Learning
- 2. Lynda.com Course: Gamification of LearningYouTube Video Web Site:www.karlkapp.com Books
- 3. 3 You? Short Introduction: Name: Company: What Tabletop Games Do You Like?
- 4. Definition An activity that has an explicit goal or challenge, rules that guide achievement of the goal, interactivity with either other players or the game environment (or both), and feedback mechanisms that give clear cues as to how well or poorly you are performing. It results in a quantifiable outcome (you win/you lose, you hit the target, etc). Usually generates an emotional reaction in players. Page 5
- 5. What about gamification? Using game elements in a non-game situation. • Frequent flyer programs and other customer loyalty programs • Summer reading programs • Social Media (likes, rankings, etc.)
- 6. NOT “When are games…?” INSTEAD “Which kind of games…?” 6
- 7. Strengths of Tabletop Games 1. Familiar (Low Learning Curve) 2. Create Social Connections 3. Straight Forward and Easy to Play 3. Tangible/Take Away 4. Shared Experience
- 8. Strengths of Tabletop Games 1. Easy to Prototype 2. Easy to Create 3. Highly Adaptable 4. Relatively Low Cost
- 9. Agenda 9 1. Learn About Tabletop Game 2. Explore Different Game Types 3. Review Game Design Process: nine steps, clustered as follows: • Play games, explore, evaluate • Learning design + game design • Prototype and develop • Deploy 4. Prototype a game. 5. Playtest your game. Page 4
- 10. So… how do you create tabletop games that help people learn? 10
- 11. Nine Learning Game Design Steps 11
- 12. Nine Learning Game Design Steps 12
- 13. 1. Play games; evaluate as you play Bottom-Line Performance 13
- 14. 1. Game Showcase 14 1. Forbidden Island 2. MIT Beer Game 3. GoVenture 4. Timeline 5. Zombie Card Game
- 15. Things to evaluate 15 Game component Things to evaluate Game Goal Is it challenging? Do you like it? Core dynamic(s) How do you achieve the goal…collecting things, exploration, racing to the finish, territory acquisition? Is THAT fun? Game mechanics Do the rules contribute to your enjoyment? Are they too complex? Too easy? Game elements What game elements are part of this game and how do they enhance it? Feedback How do I know how I am doing? Is it effective?
- 16. Need to Know: Basic Game Lingo Game goal – what player(s) have to do to win. No goal. No game. Core Dynamic what game play is about; what you have to do to win. Pick a dynamic to design around; it’s easier to get started that way. Mechanics rules for players; rules for system. Rules define how people achieve the goal. Don’t make too hard or too easy. Game Elements Features that help immerse you in game play Tinkering with one feature can entirely change play experience
- 17. Core Dynamics = How you achieve a game goal. Page 7
- 18. Core Dynamics • Race to the Finish – Fastest person. – Training Application: Many tasks are competitive. Speed is an advantage. Recalling information quickly can be important.
- 19. Core Dynamics • Territory Acquisition – Acquire – or take – land or resources, typically to create an empire or own the most of something – Training Application: Acquiring resources ethically within an office or an industry. Knowing what is of value. Negotiating trade-offs.
- 20. Core Dynamics • Exploration – Wander around and check out various aspects of the game world to see if you can find things of value. – Training Application: Figuring out problems even though information is missing or not available. Discovery is an important element in innovation.
- 21. Core Dynamics • Collecting – Find and get specified objects/people. – Training Application: Gathering of information, collection of facts. Collection of paperwork (e.g. collecting receipts for expense report)
- 22. Core Dynamics • Rescue or Escape – Get out of a situation/place you are in. – Training Application: Resolve a difficult problem. Deal with a tough situation.
- 23. Core Dynamics • Alignment – Arrange game pieces in a particular order. – Training Application: Looking for anomalies in patterns and understanding data.
- 24. Core Dynamics • Forbidden Act – Get fellow players to break the rules, make a wrong move, or do something they shouldn’t. – Training Application: Knowledge and practice of correct behaviors and actions. Ethics, Code of Conduct Training.
- 25. Game Dynamics • Construction or Build – Create something using specified resources. – Training Application: Building a business case, creating a product prototype.
- 26. Core Dynamic • Outwit – Use specialized knowledge or skill to defeat an opponent. – Training Application: Strategic planning, dealing with competitors. Solving difficult problems.
- 27. Game Dynamics • Solution – Solve a problem or a puzzle. – Training Application: Problem-solving within an organization.
- 28. Game Dynamics • Matching – Match physical items or match against criteria. – Training Application: Matching documents to certain criteria or making decision based on a match to policy or procedure.
- 29. Remember:Things to evaluate 29 Game component Things to evaluate Game Goal Is it challenging? Do you like it? Core dynamic(s) How do you achieve the goal…collecting things, exploration, racing to the finish, territory acquisition? Is THAT fun? Game mechanics Do the rules contribute to your enjoyment? Are they too complex? Too easy? Game elements What game elements are part of this game and how do they enhance it? Feedback How do I know how I am doing? Is it effective?
- 30. Activity #1: Play/Evaluate Timeline (Competitive) 1. Stay in your Table Groups 2. Play Timeline for 10-15 minutes. 3. Use worksheet to evaluate game. Page 10
- 31. Evaluate Timeline 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 32. Activity #2: Cooperative TimeLine 1. Stay in your Table Groups 2. Play Spot It for 10-15 minutes. 3. Use worksheet to evaluate game. Page 11
- 33. Evaluate Cooperative Timeline 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 34. Activity #3: Evaluate Forbidden Island 1. Move to Game Board (set up) 2. Tour of Forbidden Island 3. Use worksheet to evaluate game. Page 12
- 35. Evaluate Forbidden Island 1. What was the game goal? 2. What was the core dynamic? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 36. 2. Explore learning games 36
- 37. Learning Goal Game goal – what player(s) have to do to win. No goal. No game. Core Dynamic what game play is about; what you have to do to win. Pick a dynamic to design around; it’s easier to get started that way. Mechanics rules for players; rules for system. Rules define how people achieve the goal. Don’t make too hard or too easy. Game Elements Features that help immerse you in game play Tinkering with one feature can entirely change play experience Page 13
- 38. Activity #4: MIT Beer Game 1. Move to Game Board (set up) 2. Tour of MIT Game 3. Use worksheet to evaluate game. Page 18
- 39. Evaluate MIT Beer Distribution Game 1. What was the game goal? 2. What is learning goal? 3. What was the core dynamic? 4. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 5. What game elements did you notice? 6. How did you know how you were doing? (What feedback did you get?)
- 40. Activity #5: GoVenture Game 1. Move to Game Board (set up) 2. Tour of GoVenture 3. Use worksheet to evaluate game. Page 19
- 41. Evaluate GoVenture 1. What was the game goal? 2. What is learning goal? 3. What was the core dynamic? 4. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 5. What game elements did you notice? 6. How did you know how you were doing? (What feedback did you get?)
- 42. Activity #6: Play/Evaluate Zombie Sales Apocalypse: Classic Card Game 1. Need group of 8. 2. Play ZSA: Card Game for 15-20 minutes. 3. Use worksheet to evaluate game. Page 20
- 43. Zombie Sales Apocalypse Classic Version Game One
- 44. Original Version Scenario Cards Voting Cards
- 45. Scenario Cards Voting Cards 1. Youngest player draws first card. Flips and responds to scenario on card. 2. Face down, players vote on answer. Slide card to middle of table. Good answer, green thumbs up. Bad answer, red thumbs down. 4. If… Majority = Green. Player keeps Scenario card. Majority = Red. Scenario card shuffled into deck. Tie= Red/Green. Scenario card shuffled into deck. 3. Someone says “1-2-3 flip”. Revealing red or green.
- 46. 1. Blue Scenario Cards are placed in the middle of the table. 2. Each player receives a green and a red voting card. 3. Youngest player draws a blue scenario cards and reads the card. 4. The player responds to the scenario on the card. 5. When finished responding, other players slide, face down a voting card to middle of table. a) If the player did a good job, slide the green card (face down) b) If the player did a bad job, slide the red card (face down) 6. Cards are flipped at the same time revealing red or green face. a) More red cards than green, the player does not keep scenario card. It goes back in deck. b) More green cards than red, the player keeps the scenario card and next player goes. c) Equal number of green and red cards, the blue scenario card goes back into the deck. 7. Next player chooses a scenario card (to the previous player’s left.) 8. Continues until scenario cards are all gone. 9. Player with the most scenario cards at the end wins. Zombie Sales Apocalypse Original Version
- 47. Activity #7: Play/Evaluate Zombie Sales Apocalypse: Challenge Version Game 1. Need group of 8. 2. Play ZSA: Card Game for 15-20 minutes. 3. Use worksheet to evaluate game. Page 21
- 48. Zombie Sales Apocalypse Challenge Version
- 49. Challenge Version Cards Scenario Cards Challenge Cards Voting Cards
- 50. Each player should be dealt three (3) challenge cards from the Red Challenge Deck. Keep voting and challenge cards facing you. So opponents can’t see. your cards. For the challenge game, each player should keep their voting cards.
- 51. Player One must respond. The challenger must respond. Two Types of Challenges, Plus a Zombie Card: Zombie card steals a Scenario card with no effort or response.
- 52. Scenario Cards 1. Oldest player draws first card. Flips and responds to scenario on card. 2. Face down, players vote or challenge answer. Slide card to middle of the table. Good answer: Green thumbs up. Bad answer: Red thumbs down. Challenge: Response is challenged.
- 53. Scenario Cards 3. Someone says “1-2-3 flip”. Revealing red, green or challenge. 4. Highest challenge number must be accepted by Player One. In case of tie, the player being challenged chooses which challenge to accept from the tied cards.
- 54. Scenario Cards Voting Cards 5. After, the appropriate player responds (Player One or Challenger). Remaining players vote on answer by sliding voting cards to middle of the table face down. Good answer:Green thumbs up. Bad answer: Red thumbs down. NO Challenge cards in this round. 7. If… Majority = Green. Responding player wins Scenario card. Majority = Red. Responding player looses Scenario card to other player. Tie= Red/Green. Scenario card goes back in deck, no one wins the hand. 6. “1-2-3 flip”. Revealing red or green voting card.
- 55. Once Challenge cards are played, they are placed on the bottom of the Challenge card deck. Challenge Cards Player must always have 3 challenge cards in hand. Draw from top of challenge deck.
- 56. 1. Blue Scenario Cards are placed in the middle of the table. 2. Each player receives a green and a red voting card and three (3) challenge cards. 3. To start game, oldest player draws a blue scenario cards and reads the card. 4. Player responds to the scenario on the card. 5. When finished responding, other players slide, face down a voting or challenge card to middle of table. a) If the player did a good job, slide the green card.(face down) b) If the player did a bad job, slide the red card. (face down) c) If you want to challenge, play a challenge card. Several challenges are available. 6. Cards are flipped at the same time revealing red or green face or a challenge card. a) If only red or green cards are thrown, game works as before. Majority of color dictates outcome. b) If a Challenge Card is thrown, challenge card with the highest number is activated. c) If Challenge card is zombie card, player steals the scenario card. Nothing else needed. 7. For a challenge, player or challenger must respond to challenge card instructions. a) Other players vote red or green on challenge. i. If more red, responding player looses Scenario card to other player. ii. If more green, responding player wins the Scenario card. iii. If tie, Scenario card is shuffled back into the deck. 8. Continues until scenario cards are all gone. 9. Player with the most scenario cards at the end wins. Zombie Sales Apocalypse™ Challenge Version
- 57. Evaluate ZSA: Card Game 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What was the learning goal? 4. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 5. What game elements did you notice? 6. How did you know how you were doing? (What feedback did you get?)
- 58. Steps Three, Four, and Five 58
- 59. Set the learning foundation 59 Business Need Instructional Goal Player Persona Learning Objectives Sell more product. Present product in proper light to prospective clients, effectively respond to customer inquiries. New sales representatives to the organization. Properly respond to customer situation with the right approach and tone.
- 60. Game design decisions linked to learning needs: ZSA 60 Game design decision Related learning design need Collect scenarios Learners needed to experience different learning scenarios to recognize how to handle different situations. Peer Vote Learners need to listen to how others respond to situation and make judgements based on response. Challenge Cards Learners need to think and react quickly to changes in situation and need to think about customer’s situation from different angles.
- 61. Best Practices Design the learning game to meet specific instructional objectives. Embed the learning game into a curriculum. Keep rules, scoring and leveling simple. Get learners comfortable with the rules and game play before they start. Do not focus the game on “winning” only. Page 23
- 62. Create the game so learners work in groups. Make the game interactive. Plan for replayability. The cognitive activities in the game should match the cognitive activities on-the- job. Determine metrics ahead of time. Winning should be primarily a result of knowledge acquisition or creation. Best Practices
- 63. Skipping Playtesting. Undertaking this process without playing games. Skipping the pilot. Trying to teach everything. Focusing only on fun. Pitfalls to Avoid Page 24
- 64. Tabletop Game Elements and Considerations Pages 25-26
- 65. Rise of Tabletop Games • U.S. sales of board games grew by 28% between the spring of 2016 and the spring of 2017 and revenues are expected to rise at a similar rate into the early 2020s. • In 2017 over 5,000 board games were introduced into the U.S. market. • Video game market only had an 18% growth rate.
- 66. Rise of Tabletop Games • Non-digital games provide a framework to interact with people in an easy manner, the rules have already been set up so people can be in a social situation and relate to others on a non-superficial level. • Tabletop games are “social accelerants”
- 67. Rise of Tabletop games • Tabletop games have a social component and a leveling effect. When you play a game, everyone starts at the same level, no one has a distinct advantage and everyone can have an equal opportunity at success.
- 68. Go beyond traditional games for inspiration.
- 69. Eurogames or German-style Board Games • Randomized board layouts. The “board” or gamespace is actually a series of tiles that are configured differently each time the game is played. This allows for variation and encourages replayability.
- 70. Roles and Role Cards Impact Play
- 71. Eurogames or German-style Board Games • Multiple actions or activities per turn. A player can do several actions all in one turn such as trade cards with other players, trade-in cards, move from one space to another, team up with another player or remove pieces from the board.
- 72. • Often the rules are written right on the cards to avoid having to memorize lengthy rules. Eurogames or German-style Board Games
- 73. • Cooperation rather than competition. Players work together to solve problems or dilemmas. The idea in many of these games is to get out of a bad situation like curing an epidemic in Pandemic or escaping an island in an escape room game like Exit: The Secret Lab Game. Eurogames or German-style Board Games
- 74. • Creation as a theme. In a game like Ticket to Ride, the idea is to create a rail road empire. In organizations, the goals are usually to build a client base, build a support operation or actually build product. Eurogames or German-style Board Games
- 75. • Equal participation until the end. In many of these game types, there is a turn limit. The games provide opportunities for every player to be involved until the end. Eurogames or German-style Board Games
- 76. • Integrated activities are required to be successful. A player “works to acquire A so they can invest in B, so that they can trade for C, so they can build a D, which in turn pumps out more A.” Eurogames or German-style Board Games
- 77. Eurogames or German-style Board Games • The games require players to perform in-game analysis of the consequences, trade-offs and critical paths relating one action to another. – The games often models of complex systems which require the player to understand how the works and the trade-off inherent in the system. – Much like actual work environments and economic systems of which many employee are an integral part.
- 78. Tabletop Games • Features and Functionality—Not as intricate as a game designed to teach a system, games that teach features and functionality are equally as important – Most business oriented games in this category are propriety because they are customized to a specific company’s product but jumping off points can be simple games like Go Fish or Crazy Eights.
- 79. CIA Board Game
- 82. CIA Chief Strategy Officer Rachel Grunspan says. "If you design a game right, you’ll see a lot of complexity organically emerge. That’s what you want.”
- 83. Tabletop value • Operational Thinking-Games are systems. In fact, games are usually the intersections of several different systems. Organizations are the same. – Organizations are systems and games can be an effective method of helping managers, directors and C-level leadership consider the trade-offs, prioritizations and compromises that go with managing multiple systems all competing for limited resources.
- 84. Business Simulations • Games to help you get to know how a company runs. – Run a factory or run a lemonade or drink stand.
- 85. Process: Order Taking to Fulfillment Department:/ Priority Sales Operations Finance R&D 1 Sells large bulk order at discount. Time consuming to gear up to create. Displaces smaller higher margin orders. Increases short term revenue. Long-term increased expenses (overtime, raw materials). No impact Scoring +1000 to Sales -500 for operations + 500 current quarter -700 subsequent quarter 0 2 Sells small orders spread out over time. Provides steady production Smaller short term revenue, less expenses. 0 Scoring +500 +500 -200 current quarter +700 subsequent quarter Trade Off Table:
- 86. Process: Unwinding a Technology Bet Department:/ Priority Sales, Marketing and Service Product & Technology G&A 1 Marketing changes in terms of message to customers Time consuming and expensive to unwind in short term, frees resources for innovation in long term. Decreases short term revenue. Mid- term increased expenses (overtime, raw materials). Long-term Increased Revenue Scoring -100 in Customer Satisfaction -500 for efficiency -800 for Employee Satisfaction current quarter + 800 for Employee satisfaction long term +500 for Innovation subsequent quarter -200 in revenue (first 2 quarters) +100 increase in costs (first 2 quarters) +500 (quarters 3 and 4) Trade Off Table:
- 89. Steps Six, Seven, and Eight 89
- 90. Tabletop Game prototype example Pages 27-31
- 92. What can you learn from a paper prototype: • How effective your game is at helping people learn what you want them to learn. • How engaging the game will be to learners. Is it “fun enough”? • Effectiveness of the game elements • How clear the rules are and how they affect the fun and the learning. • The cognitive load on the learner – too high, too low, just right? • How complex the game might be to produce
- 93. How do you create one? • Paper • Scissors • Crayons or markers • Tape
- 96. 96 Scenario Card
- 97. You Try!
- 98. Lessons Learned: Day One 98
- 99. Game Design Lessons 99 • Hard Process • Go down some rabbit holes • Trying to figure out what game mechanics and dynamics to use • Keeping track of the many parts • Having a subject matter expert is a benefit/not having can be a problem • Tend to make things more complex than they need to be • Always go back to the learning objective
- 100. Lessons Learned 100 • Different types of game • Learning, Testing and Practice • Check out different games to build game literacy • Look for opportunities to create games • Know your audience/Personas • Core dynamics and knowing what to consider in the game design • European games (make you think) • Rethinking games with focus on tabletop games.
- 101. Review Day One: 101
- 102. Playtesting: Three Types 102 • Concept Test • Outside Development Team • Beta Test with Target Audience Page 32
- 103. Play Testing Questions to Use What didn’t you like – and why? Tester 1 Tester 2 Tester 3 Tester 4 Tester 5 Tester 6
- 104. Play Testing Questions to Use Question Rate GAME NAME High/Medium/Low on these attributes. Explain your ratings. Fun I had playing Clarity – knew what to do Value in helping me learn applications associated w/ customer type Tester 1 Tester 2 Tester 3 Tester 4 Tester 5 Tester 6
- 105. Develop and Iterate: Tasks 105 • Project Manager • Instructional Designer or Writer • Game Designer • Artist • Programmer or Developer (digital game) • Quality Assurance (for play-testing)
- 107. What’s required for success? 107 Meaningful, relevant game experience Comprehensive logistics plan Marketing and communication plan • Well-written content • Relevant examples and context that have timely value to learner Rollout schedule that includes: • Timeline and key activities for pre-launch, launch, post-launch • Specifics of distribution/delivery • Tactics for mitigating risks/barriers to play. Tactics for getting players to engage with game: • Imagery/brandling • Incentives • Messages and targets • Timing • Distribution channels
- 108. Questions? 108
Editor's Notes
- #3: Cool notes
- #5: Karl Go through definition of a game (pretty quickly)
- #6: Karl Distinguish between games – and learning games. Indicate simulations are a small subset of learning games. The combination of learning games and simulations = category known as “serious games.” Distinguish gamification from games. Lots of things are gamified – but they aren’t games by themselves. Today’s focus is on full-fledged games.
- #12: EXPLAIN: Play to Learn book outlines this 9-step process. Karl and I will talk through all nine of them in three clusters, if you will.
- #13: EXPLAIN: The first cluster is around playing games – commercial games that are “just for fun” first and then “learning games” as well.
- #14: Before you do anything else, you need to play games of all kinds: board games, video games, card games, mobile games, and experiential games. Play games you like as well those you would never choose as a form of entertainment. Note the red circles on the photo to your right. Those are game evaluation worksheets – identical to the ones we have in our book. We really do use these!
- #16: As you play, evaluate what you are playing. Assess what makes the game fun—or not fun—and build your game design vocabulary. Notice the core dynamics that enable you to achieve the game goal. Are you aligning things (as in Candy Crush) or are you outwitting an opponent or the computer (as in chess)? Or are you collecting cards and acquiring territory as in the game Ticket to Ride? Take note of each game's mechanics, or rules, and how these affect the clarity and fun of the game. Pay attention to the variety of game elements you see, such as story, competition, chance, strategy, rewards, themes, and aesthetics. Consider how these game elements contribute to the overall play experience and your desire to keep playing. Through game play, you'll build skill in recognizing how the different design decisions influence the level of engagement a player feels. Keep a diary or a game journal as you play. Write down what you find interesting about the game, as well as any ideas you have on how a game element or mechanic could be used in a learning game.
- #17: Game goal is just that – the player’s goal; what he/she has to achieve to create a win state. As you play different games, evaluate what kinds of goals you find fun – and what kinds of goals you actively dislike. Core dynamic– what game play is about; what players are focused on doing to achieve the game goal…. Acquiring territory. Building Collecting stuff. Capturing things. Exploring. Racing to the finish. (going faster than everyone else – speed). Most games have 1-2 core dynamics. When you are starting out, it’s easiest to select a core dynamic – and design your game around it. If you start throwing into too many dynamics – the game is confusing to players. What are they supposed to be doing to achieve the goal? Game mechanics = rules. Rules that players follow and rules that a game system follows. You can have a great game goal and crummy rules…and the game isn’t fun. When you play, evaluate how the rules contribute to the fun and how those rules are structured to make it harder, easier to accomplish the goal. Game elements – features or components that enhance the entire game play experience and help immerse you in the game.
- #18: KARL DOES – I added several examples to your slide images. Candy Crush for alignment, Minecraft for explore/construct, Life for race to finish, Clue for Explore, Risk for Territory Acquisition.
- #19: What’s the game goal in Life? HOW do you accomplish it? (race to the finish)
- #20: What is game goal in Risk (World domination). How do you accomplish it? By acquiring territories.
- #30: As you play, evaluate what you are playing. Assess what makes the game fun—or not fun—and build your game design vocabulary. Notice the core dynamics that enable you to achieve the game goal. Are you aligning things (as in Candy Crush) or are you outwitting an opponent or the computer (as in chess)? Or are you collecting cards and acquiring territory as in the game Ticket to Ride? Take note of each game's mechanics, or rules, and how these affect the clarity and fun of the game. Pay attention to the variety of game elements you see, such as story, competition, chance, strategy, rewards, themes, and aesthetics. Consider how these game elements contribute to the overall play experience and your desire to keep playing. Through game play, you'll build skill in recognizing how the different design decisions influence the level of engagement a player feels. Keep a diary or a game journal as you play. Write down what you find interesting about the game, as well as any ideas you have on how a game element or mechanic could be used in a learning game.
- #31: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Take a BREAK after this.
- #32: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Game Goal: Be first to get rid of your cards by spotting matching images. Core Dynamic: Race to the finish. Game Mechanics 1) Match image on your card with exact image on another card. 2) Depending on game played, you might only be able to have one card visible at a time, cards might need to be aligned a specific way, players might get dealt all cards except for 1 that goes to center of table. Game elements: aesthetics – the images were central to the game. resources – the cards themselves were your resource – and the images on them. Competition – competing to be first one to get rid of cards. Strategy – To get better at game, you have to figure out what to focus attention on. Chance – your hand/eye coordination and your speed. Younger players tend to do better than older players. Not a good idea to consume alcohol while playing if you want to win. (Great way to show impact of drinking on reflexes, though). How did you know how you were doing? You had ability to visually compare # of cards you had to # other players might have – but you couldn’t always tell exactly how you were doing inrelation to others. Game moved fast, though, mitigating need for constant feedback on this. Take a BREAK after this.
- #33: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Take a BREAK after this.
- #34: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Game Goal: Be first to get rid of your cards by spotting matching images. Core Dynamic: Race to the finish. Game Mechanics 1) Match image on your card with exact image on another card. 2) Depending on game played, you might only be able to have one card visible at a time, cards might need to be aligned a specific way, players might get dealt all cards except for 1 that goes to center of table. Game elements: aesthetics – the images were central to the game. resources – the cards themselves were your resource – and the images on them. Competition – competing to be first one to get rid of cards. Strategy – To get better at game, you have to figure out what to focus attention on. Chance – your hand/eye coordination and your speed. Younger players tend to do better than older players. Not a good idea to consume alcohol while playing if you want to win. (Great way to show impact of drinking on reflexes, though). How did you know how you were doing? You had ability to visually compare # of cards you had to # other players might have – but you couldn’t always tell exactly how you were doing inrelation to others. Game moved fast, though, mitigating need for constant feedback on this. Take a BREAK after this.
- #36: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Game Goal: Capture the treasures and escape from the island with your entire team. Core Dynamic: Capture/escape. Game Mechanics – lots of game mechanics in this game; fairly complex. 1) You can do three actions on a turn. 2) Once a location is flooded, you have to remove it from board. 3) You cannot move diagonally unless you have a special power. 4) If anyone dies, game is over. 5) You die if you have nowhere to swim once a tileyou are on sinks. 6) You can give someone a treasure card/clue card ON your turn and IF they are on the same tile as you. 7) The game board can be arranged in a variety of ways. You can choose a configuration. 8) Once you set up your game board, you shuffle all location tiles and randomly select 6. You then turn the matching game board tiles to flooded status. Game elements: aesthetics – Yes – nice use of imagery to support a theme. theme – “forbidden island” – same as game name; very medieval looking. story – there is a back story – which you don’t really have to know to enjoy the game. It does give a rationale for why you are on the island. resources – roles in the game, which gives players varying skills to leverage. Sandbag cards that can be used to help shore up flooded tiles. Helicopter cards that can give you a means of flight.. cooperation– players work together to figure out solution. Strategy – Yes, players have to think through various options and figure out how to use resources to best advantage and how to shift players to enable players to give treasure cards to each other and collect treasures.. Chance – yes – you don’t know which tiles will be flooded. Shuffling of location tiles and having to draw from pile is chance element. How did you know how you were doing in game? You could visually see tiles sinking, you could see treasure cards and how many each player had, you had treasures you collected and you could see how many you had versus how many remained to get.
- #38: Game goal is just that – the player’s goal; what he/she has to achieve to create a win state. As you play different games, evaluate what kinds of goals you find fun – and what kinds of goals you actively dislike. Core dynamic– what game play is about; what players are focused on doing to achieve the game goal…. Acquiring territory. Building Collecting stuff. Capturing things. Exploring. Racing to the finish. (going faster than everyone else – speed). Most games have 1-2 core dynamics. When you are starting out, it’s easiest to select a core dynamic – and design your game around it. If you start throwing into too many dynamics – the game is confusing to players. What are they supposed to be doing to achieve the goal? Game mechanics = rules. Rules that players follow and rules that a game system follows. You can have a great game goal and crummy rules…and the game isn’t fun. When you play, evaluate how the rules contribute to the fun and how those rules are structured to make it harder, easier to accomplish the goal. Game elements – features or components that enhance the entire game play experience and help immerse you in the game.
- #43: Hyperlink to YouTube directions on how to play this game: http://www.youtube.com/watch?v=biP4BrOhAtM This is a quick 5-minute overview. I’ll try to send out to everyone prior to workshop in hopes that they watch it. We’ll re-watch in the session as well.
- #48: Hyperlink to YouTube directions on how to play this game: http://www.youtube.com/watch?v=biP4BrOhAtM This is a quick 5-minute overview. I’ll try to send out to everyone prior to workshop in hopes that they watch it. We’ll re-watch in the session as well.
- #58: Lead large group discussion and go through these 5 questions. Expect to spend 10-15 minutes debriefing play experience. Game Goal: Gain the most scenario cards Core Dynamic: Outwit, Escape Game Mechanics – lots of game mechanics in this game. 1) Vote thumbs up or thumbs down. 2) Must act out scenario. 3) You can challenge another player. 4) Zombie card can steal. Game elements: aesthetics – Yes – nice use of imagery to support a theme. theme – “zombies” – story – No real story except escaping zombies resources – Challenge cards and how you deploy a challenge cooperation– No Strategy – Depending on how you want to challenge and when. Chance – yes – the zombie card and you don’t know what other challenge cards exist. How did you know how you were doing in game? You could visually see how many scenario cards other have.
- #59: EXPLAIN: The second cluster is around learning design and game design specific to learning. This involves Steps, 3, 4, and 5 of our process.
- #76: Escape Curse of the Temple
- #80: Collection compares favorably to the popular cooperative game Pandemic. In the game, a group of players must work together to resolve three major crises across the globe. The object is for players, who each represent different types of CIA officers, to collect enough relevant intel to resolve all three crises. If any one of the three impending disasters boils over (as represented by three increasing "fire" meters), the team loses. Every game must have at least three players to fill the roles of "political analyst," "military analyst," and "economic analyst." Those three are only able to collect intel in their specific fields, while additional players (up to seven on a team) have their own specialties. The difficulty comes from the low number of actions each player can do per turn, along with how quickly the fire meter ratchets up. Players can take two actions per turn: move your agent around the globe, foster new relationships in your current location, or attempt to acquire intel. The latter move is a dice roll. Those rolls are bolstered by having more relationships in a certain zone, by having fellow agents in that same zone (if they offer a specific "colocator" bonus), by having bonus cards, and by how good your relationship is with a specific agency. This game is really about value of collaboration," Clopper says. "We saw [game sessions] where people took the time to talk to one another, talk about your [individual] capability, how we can work together, or thought ahead, strategized, 'I go first, you go next.' They tended to win. The tables where someone would go on their own and do what they wanted, or do their own thing, or didn't collaborate until too late, they couldn’t catch up to the crises. It was a simulation of what we do, but also teaching the importance of working together.“ Thanks to detailed cards about department descriptions, our civilian test group was able to squeak some fun out of this game by role-playing. I enjoyed knowing that one of my turns revolved around me working as a political analyst in collaboration with the CIA's Department of Operations. I peppered my table-talk with descriptions of my very "clandestine" efforts in Palestine.
- #81: Collection Deck, focuses less on collaborative work and more on the sheer act of collecting intel. It also differentiates between "things that are secret and not secret." This collectible card game plays like Magic: The Gathering, Clopper says. Multiple players work to resolve intelligence problems (represented by cards laid on the table) while dealing with out-of-nowhere issues (represented by "reality check" cards that players can use against each other). "You try to use a card representing an overhead satellite—you want to use that to take a picture," Clopper says. "Another player throws down a 'ground station failure' card. Now you can’t use that one." The game was built to simultaneously deliver context about intelligence-gathering methods and to help officers understand how real-world hiccups can get in the way while in the act. "People would come up to me after [a session] and say, 'David, I learned about something I didn't know existed before,'" Clopper says. "'I think we can use this on a real intelligence problem I’m tracking.' It’s a game, but it had real mission impact."
- #93: How effective your game is at helping people learn what you want them to learn. How engaging the game will be to learners. Do you have a “fun enough” game goal and is your core dynamic one that keeps people interested? How effective the game elements are that you are using. Do the elements support your learning experience or detract from it? How clear the rules are AND how they affect the fun and the learning. The cognitive load on the learner – too high, too low, just right? How complex the game might be to produce (w/out the expense of producing it before you find out!!)
- #95: Rapid paper prototyping of ideas and concepts between Subject Matter Experts and Instructional Designers
- #107: EXPLAIN: Do NOT underestimate “deploy” People tend to focus all their energy on design and development – and fail to consider deployment well.
- #108: REVIEW ingredients for a successful implementation of a game initiative (any place on the spectrum of gamification) ASK: What would your definition of success include? Responses to look for or to prompt for: There is a shift in what people know and know how to do after finishing the game: they feel more confident and competent. Business results can be seen – based on people’s increased competence, they are able to sell more, make fewer mistakes, or whatever the target goal was. Learners found it engaging to do (This is a plus, for sure., but engagement alone isn’t sufficient. You want some other quanitifiable result) MAKE these key points: “Success” is defined as positive experience by learners that results in knowledge/skill gains and a benefit to the organization. The three ingredients listed on this slide all work together to ensure success: Great game and lousy logistics planning or communication = low player participation and, hence, low knowledge and skill gains. Lousy game with great logistics and communication plan = low knowledge, skill gains. Great game, great marketing/communication plan and no logistics plan = low odds of game play, which results in few people gaining skill/knowledge. Most instructional designers/developers play a lot of attention to creating a meaningful game but fail to attend to the other two ingredients of an implementation plan.