Is Our Learners Gaming?: Student-Created Games in the ENG 101 Classroom (FYWP Workshop)

IS OUR LEARNERS GAMING?Student-Created Games in the 101 Classroom

Jamie Hogan

WHY BOARD GAMES?

Board games are nearly UNIVERSAL Students are almost certainly going to be familiar with

one or two board games. Board games are MULTIMODAL

Using colors, shapes, images, mechanics, etc. Board games are RHETORICAL

Cast the player in a role (Clue, Risk) Demonstrate a specific worldview (Monopoly, Life)

Board games are ARTIFACTS Bring the principles of comp/rhet into the real worl.

Board games are SOCIAL. Natural group activity.

Board games are FUN. Well, they are.

TYPICAL USE IN A SEMESTER

Near end of semester, bring in 2-3 board games to analyze as a group (visuals, text, mechanics, etc).

One class session devoted to Rapid Prototyping of a game based on a very simple prompt.

One to two weeks to construct on own time. In-class (or online) discussion of ideas in groups,

including time to brainstorm what the game will look like and how it will work.

One class session dedicated to Playtesting, with students providing feedback on other groups games.

Roughly one week to revise/retool game for final submission to instructor.

ANALYZING A BOARD GAME

1: Pro Capitalism2: Heteronormative3: Chance over Strategy4: Targeting younger crowd

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ANALYZING A BOARD GAME

1: Distinct Teams2: Nonnormative Gender Roles3: Increased Strategy4: Targeting adult crowd

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SAMPLE PROMPT – IN-CLASS ACTIVITY Today, we make GAMES! There are two main reasons for this project: First, it gives us a chance to explore the kinds of topics we have been working with in a

novel way and to think outside the confines of text-on-page. Second, it's damned fun. Today we will spend approximately ONE HOUR assembling the games. I have provided an

array of materials to work with, but feel free to add your own paper/staples/etc. After the hour has passed, we will devote the remaining time to playing each other's games in order to get a sense of what the rest of the class has accomplished.

Your game can draw on existing games, but it must be a UNIQUE creation. This is a chance

to show your creative side! Bear in mind two things: You are NOT being graded on artistic ability - if stick figures is the

height of your skill, then run with it. You are also NOT being graded on creating a marketable game.

Your Game Must: Teach the player something about your group's chosen injustice - we will look at a few examples of

"teaching" gaYomes in class, and think back to our activity on Tuesday as well. Cast the player in a relevant role (think about Clue - the player is a Detective). Utilize images and design elements which reinforce the player's role - think about Risk, where

military units are controlled by the player. Be playable for a minimum of TWO rounds - that is, twice around all players. You will need to make

tokens, pieces, cards, currency, or anything else in sufficient quantities to meet this requirement. You must include a set of RULES which allow the player to easily learn and play your game. Your rules must also include a description/explanation of the PURPOSE of the game - specifically,

how it relates to the injustice you have chosen.

SAMPLE PROMPT – FULL ASSIGNMENT Today, you need to start planning your games with your groups. You can feel free to use the

forums from last week, email, phone, in person meetings, or whatever works best for you, but I would recommend starting in the forums.

Your games must be EDUCATIONAL, and focused on TECHNOLOGY.

I know that seems really broad, but think back to the readings and discussion this semester. In particular, think about Everything Bad is Good For You; the goal of your game is to move the player to think about a technology in a new light. Many of your paper topics can be adapted to this assignment, and if your group members want to follow that route, then that's great. But you should also feel free to explore something else that strikes your collective interests.

As a starting point, consider the technology of 3D printing. On the one hand, it has incredible potential for both hobbyists and professionals. On the other, there is potential for criminal activities as well. How might you make a game to highlight aspects of this issue?

Your games will be graded on the following rubric: Does the game attempt to create a perspective on one technology (or category of technology) Does the game cast the players in a particular role, and use both instructional and design elements

to emphasize that role? Does the game make good use of color, imagery, and other artistic touches? (note - you are not

being graded on the quality of your artistic skills, only on the attempt and the relevance). Does the game include clearly defined goals, win conditions, and lose conditions? Does the game make good use of a mix of luck and strategy that keeps players feeling like they

have a chance at winning, but does not make the outcome inevitable? Does the game contain all the pieces and instruction necessary for a group of players to make it

through three successive rounds of play?

SAMPLE PLAYTESTING PROMPT

Today! We Playtest your games!!!!!

Rules: One group member must stay with your

game to provide help to new players. You will play each game for EIGHT minutes.

After that, you will shuffle to a new game. Your goal is to play all four of the other groups' games.

Before leaving, you will fill out the Playtest Form

Before leaving, you will fill out the Group Evaluation Form.

IMPORTANT NOTES Should NOT be graded on quality of art.

Magazine cutting, stick figures, printed images from the internet all acceptable. Have them cite sources!

Should NOT be graded on quality of materials. Some students will go the extra mile, or have crafting

skill. Many will not, and that is okay. Should NOT be graded in comparison to

professionally published games. Consider the game for what it is.

Should NOT be penalized for making a derivative game. Often the games will be very similar to existing titles;

that’s okay. Students should be encouraged to come up with novel mechanics, but don’t hold them accountable to reinvent the wheel.

EXAMPLE

ENG 103 @ NIU Class reads A Heartbreaking Work of

Staggering Genius Games must showcase an element of the

book, while also demonstrating student engagement with it.

Trivia games discouraged (trivia elements ok)

In the book, Dave spends a great deal of time worrying about his brother Toph, often imagining hyperbolic nightmare scenarios.

IS OUR LEARNERS GAMING?


















RAPID PROTOTYPING!

With the rest of the time, let’s make some games! When I say “Go,” please get into groups and start

brainstorming games based on the following prompt: Your game must attempt to teach the player something

about the life of a composition teacher. Your game should cast the player in a role (think of

Clue, where you play a detective) Your game should include rules Your game should be playable for TWO complete

rounds. When you are ready, start building! Come get

some supplies from me and go to town. We will take the last 15 minutes or so to showcase

the games we have created.

Documents

Is Our Learners Gaming?: Student-Created Games in the ENG 101 Classroom (FYWP Workshop)