How to Adjust the Project Packs

Most teachers won't use a game design activity because they fear it will take too much time. That's why one of my main goals for the Game Design Project Packs has been to provide flexible stages that teachers can adjust or skip altogether.

Here four levels teachers could choose from, in order from least to greatest investment of class time.

Just for Fun - This would be a quick entry into game design. Students could complete it in two class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• The teacher could have students actually print the cards and play the game outside of class, or just leave that to the students to pursue if they want to.

Introductory Level - This is the best way to let students see the whole process without taking too much time for game design. This will probably take three or four class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• Create the cards and any other components.
• Test the game they created by playing it.
• Complete the Reflection sheet.

Standard Level - This lets students explore game design more fully, but stops short of making a polished production. This would take five or six class periods.

• Learn and play the Base Game.
• Complete the Planning Sheet, including redesigning the cards.
• Make additional changes to the rules too. (The Planning Sheets have suggestions for this.)
• Create the cards and any other components.
• Test the game they created.
• Exchange games between groups and have students try each other's games.
• Revise games based on feedback.
• Complete the Reflection sheet.

Advanced Level - This would work well for an elective class that can focus extensively on the game design process. It could be drawing out to two or three weeks, depending on the quality of the final product. Include all the steps from the Standard Level, but also add these:

• Written rules are required, including introductory paragraphs that draw players into the theme.
• Require repeated cycles of testing and revision, including some groups who have to learn the games only from the rules.
• Card design must include color layouts and artwork. You might even require a quality printed version.
• Instead of or in addition to the Reflection Sheet, students would be required to write a reflection of the design process for their game and what they learned from it.

Here's the slide I used in a recent presentation. It only includes the Introductory through Advanced levels.