- target audience
- learning objectives
- the "fun" in your topic The fun in the topic is that students will be engaged, will interact more with their peers, and will follow avenues of culture that are unique to the gameplay of the individual student.
- your reasons for choosing certain game mechanics I am choosing the mechanics of the game to include the five countries represented that closely parallel the actual Renaissance cultural conditions. they start off as more or less equal but as in the Renaissance the countries need to develop their cultural production and diplomatic achievements.
- your experiences developing, testing & revising your prototype
- What is most important for you to know? With each prototype, you should be trying to figure out a few specific things - is it more fun with more players? Does adding “points” make it more fun? Are these mechanics balanced well? If you change too many things between prototypes, it can be difficult to tell which of your changes are working and which aren’t.
- How can your classmates play this game? It’s easy if you are working in GameBlox to share your games in the forums, and other digital protoypes may be shareable through sites like Dropbox etc. If want feedback on a paper prototype, consider making a .pdf file that they can print and also make a video so they can understand your prototype as well as possible.
- Are people learning? We’ll be addressing this question more formally in Units 4 and 5, but for now - what do you think? Are people using the game’s language to describe their moves and decisions? Are players getting a better understanding of your topic as they get better at the game? Ask people what is confusing to them, and see how you can improve it.
It is most important for me to understand how someone can pick up the game fairly easy to begin but then to actually learn from it as well. I have found through testing that about five is a good number; however, I would like at some point to try the online and connected version of the game. Adding elements does not really contribute given the fact that during the game successes or failures are continuously looped back for the learner to grasp. Yes, the mechanics are soundly conceived.
Classmates can play at least some version of the franchise Civilization in fact one responder went to FreeCiv to at least be introduced to the concept of the game. It is an early free and online version of the game.
Students are learning and having fun with it. In a testing environment several students had just taken a previous course--HUM111--but found my prototype for HUM112 much more engaging and interesting. Yes, they are using the game's language because you find the units produced are referred to and shorthand versions of gameplay introduced into their interaction. The players are better understanding how cultural production develops as they advance in the game which is one of the important learning objectives. The confusions can be cleared up as they game facility in gameplay.
- Give your overall impressions of the game. Were there aspects of the game that you think worked especially well? How can you help the participant improve his or game? You might suggest a change/addition or ask a question.
- Does the game seem aligned to the learning objectives? Are there ways the participant might improve alignment?
- How did the participant's prototype influence your own thinking?