Regular readers, or people who read the last but one post on here know that my students were making and playtesting board games as a project. The point of the games were that they should need to be played by communicating in English. All the playtest information was provided in English, too.
The students are too shy to share their games as print and play games but they did give me permission to share their games on my blog.
This game has a similar mechanic to Japanese favourite Game of Life (which, incidentally I was playing with my son on Sunday, the Japanese Timeslip version). You collect money and country cards. You take country cards to collect but you can’t actually possess them until you land on or pass the country card code.
It was, unlike Game of Life, very quick to play and not at all complicated.
This game was an epic. It took 70-odd minutes of a 90-minute lesson to play. You gain calories by eating food on one board. After completion you lose calories by doing activities on the other board. The winner is the one closest to zero. There are other little twists like giving other players missed turns after collecting condiments and such. Long, but it didn’t feel like it!
This one was so entertaining. You move from the start to the finish, collecting coins to buy cards to muck around with board positions and such. You can collect coins but more importantly win them by playing the games within the game, like ‘staring game’ (see who can stare their opponent out), arm wrestling, word association, snap and career poker which is still somewhat unclear to me. Gosh, the staring games were amazing, and the word association game with the theme of school items being won (by majority consensus) with ‘door’ was controversial enough to make the game exciting.
Next, I just have to get the evaluation sheets in.
Those of you who follow me on Twitter may have noticed that I am following and retweeting more and more UK and Australia based accounts that tweet about (anti)precarity and (anti)casualisation in academia. Why? Well, I work in multiple universities on renewable one year contracts with the number of hours I can work for each university usually capped. I am relatively comfortable in the knowledge that I can renew for a generally unlimited number of times but one frequently hears of colleagues whose contracts do not get renewed and then need to take any work that comes up last minute. Continue reading “Development Interrupted? Precarity, stress and effects on my CPD”
As part of one of my courses I have an assessed project where students produce a game to be played in English and that requires spoken communication. However, you can’t really produce a game if you haven’t played many. So, in addition to Saboteur and Deep Sea Adventure earlier in the course, students played Oddville and an adapted form of Diceplomacy (itself an adaptation of Diplomacy).
Oddville was pretty tough in places because it is pretty tough for some first language speakers of English to understand the rules due to about five different game mechanics joined together. However, my students basically got it.
It’s a resource management game, a strategy game and a bit of a bluffing game at times, rolled into one. You build a town, but you need to gather materials and then choose your building and assemble your workers to be there and you also need money. I said it was tough at times and it is because there’s so much to keep in memory. It was pretty communicative because of this. Basically every turn, students needed to check whether they were playing by the rules or not. Mostly everything was fine but the odd few turns with a bit of unorthodox building attempts needed to be kept in check. Still, it was generally simpler than Saboteur.
Diceplomacy was a good bit easier. We played using three teams, who had to declare alliances, war or neutrality. The first team to three wins won in our game and all strategy had to be talked through in English. In addition, if you won a round you could increase your dice value from a six-sided dice (1-6) to a ten-sided dice (0-9), but if you lost a round you decreased your dice to a four sided (1-4) dice. This also kept the game a lot more interesting.
Next up, my students are finalising designs and prototyping games so I should be able to see how they have evaluated the games soon.