Board Game Design Research Articles

The Perceived Improvement in Learning Competencies of Low-achieving College Students through Participation in a Board Game Design and Development Process

The purpose of this study is to examine the extent to which low-achieving college students perceive an improvement in their learning competencies through their experience of participating in the design and development processes of a board games. The research questions are as follows. First, what learning competencies do low-achieving college students perceive to have improved through the board game design and development process? Second, what are the relationships between the keywords of the learning competencies that low-achieving college students perceive to have improved through the board game design and development process? For this study, reflective journals from 97 low-achieving college students who participated in the board game design and development process were analyzed. Specifically, keywords related to the learning competency improvement were derived, and the relationships between these keywords were analyzed. The findings are as follows First, low-achieving college students perceived that their collaboration skills improved the most through the experience of participating in the board game design and development process, followed by problem-solving skills, communication skills, learning transfer, and interaction skills. Second, the keywords related to learning competency improvement perceived by low-achieving college students were found to be significantly interconnected. Collaboration skills were strongly linked to problem-solving skills, communication skills, learning transfer, creativity, and interaction. Problem-solving skills were closely connected to experience of success and creativity. The results of this study provide valuable insights for designing and implementing tailored programs aimed at enhancing the learning competencies of low-achieving college students.

Game Lab Innovations in Education: Insights from a Board Game Design Project

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.

Requirements elicitation in board game design for children with developmental language disorder (DLD)

AbstractDevelopmental Language Disorders (DLDs) affects a significant number of children during early childhood. Speech and Language Pathologists (SLPs) are vital in providing the adequate treatment through Speech and Language Therapeutic Toys (SALTTs) including board games, which have substantial benefits for children undergoing therapy. However, designers require support in designing board games which specifically target child therapy. A framework is proposed to assist designers in designing more efficient, inclusive and usable games which in turn are aligned with therapy goals defined by SLPs.

Don't Flip the Table Yet: A Framework for the Analysis of Visual and Cognitive Ergonomics in Board Games

Board games provide immersive and enjoyable experiences for players, but they can also pose usability challenges. This article presents a comprehensive framework for analyzing board game design, focusing on identifying the elements that make play inadvertently difficult or fatiguing. The proposed framework analyses board games as a user interface between the players and the board game mechanics, thereby focusing on the presentation aspects without altering the underlying rules. The intent is to preserve the deliberate design challenges that enhance gameplay while pinpointing the elements that affect the game experience negatively. We employ a methodology that begins with the observation of players’ behavioral cues to infer internal states such as cognitive or visual fatigue. These inferred states serve as a basis to identify problematic features in the game components or presentation. We illustrate the framework through a series of case studies, providing practical examples of the analysis process through an idiographic approach.

I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers

AbstractThe aim of this study was to describe the design process of an educational board game, the Planet‐Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre‐service art teacher designed the game with the support of two pre‐service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre‐service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real‐classroom environment with 60 middle school students by one pre‐service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre‐ and in‐service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.

Imagining inclusive technological futures through participatory board game design

In 2021, we conducted a series of experimental participatory design workshops that brought diverse groups of participants together to create a board game. The purpose of this project was to use participatory game design as a provocative medium for exploring questions about and ideas for more inclusive and desirable technological futures. This paper presents a report of our experiences conducting this project, reflecting on critical aspects of its creation, facilitation, and outcomes. Through reporting on this reflective practice, we present three key findings that were instrumental in fostering a space for imaginaries of more inclusive and desirable technological futures to emerge. Firstly, through an experimental participatory design structure that promotes polyvocality in the project. Secondly, through applying a critical framework that allowed the game design activities to serve as means for reflecting on social and technological topics. Lastly, by using the affordances of game design to collectively explore ideas for more desirable technological futures. In conclusion, this paper provides methodological insights and possible practical applications of participatory game design for bringing more inclusivity into discussions about, decision-making around, and possibly even the design of future technologies.

Rules of the game: board game design as a directive therapeutic intervention

The aim of this paper is to discuss the clinical rationale for designing a tailor-made board game as a therapeutic intervention in play therapy. Games are practiced in play therapy in directive and non-directive ways. Structured and directive approaches are used in individual and group therapy, and enable therapists to identify themes and work them through. A review of the literature concerning the use of games in psychotherapy is suggested in this paper, followed by a detailed rationale for a tailor-made rule-governed board game as a directive theme-focused intervention for short-term group psychotherapy. Such a board game, designed for processing termination in a group of severely deprived adolescent boys in their final year of long-term psychodynamic residential treatment is described. Therapeutic considerations for designing specific elements of the game are described in detail, as well as the symbolic language that served as a framework. Based on a description of clinical thinking used in the preparation of this board game, a discussion of the particular characteristics of designing tailor-made board games as a directive intervention in play therapy is suggested. The paper explains the need for a particular design of game for each specific therapeutic group, based on the identified needs of the participants, as well as on the aim of the intervention.

How ChatGPT can inspire and improve serious board game design

Designing engaging serious board games that effectively address students' diverse and complex needs presents a significant challenge for educators. As a possible solution, Large Language Models (LLMs) such as ChatGPT can assist educators in designing and evaluating game-based learning experiences. This study explores three primary ways ChatGPT can enhance educators' game design process. Firstly, ChatGPT can assist with brainstorming, suggesting game themes and mechanisms aligned with curriculum and learning goals. Secondly, it can provide templates or exemplars of game components, allowing educators to create customized games that offer what their students need. Lastly, ChatGPT can offer valuable feedback on game prototypes, identifying areas for improvement and guidance to enhance the game's efficacy as an educational tool. We attempted to advance the ongoing discourse on the roles of artificial intelligence and board games in education by providing valuable insights into the potential of these tools.

Educational Board Game Design Based on Local Wisdom for Youth to Support Social Sustainability Learning

Social sustainability is the process of creating sustainable, successful places to offer prosperity by understanding what people need from where they live and work. In the 17 goals of the SDGs, social sustainability is reflected in the goals of the pillars of social development which include the goals of (1) no poverty, (2) no hunger, (3) healthy and prosperous life, (4) quality education, (5) gender equality. Adolescents who are the next generation must also begin to know the principles related to social sustainability. Besides, it is proven that people who play board games can absorb and memorize material more effectively than conventional learning techniques. This research resulted an educational board game design that collaborates on local wisdom performances from West Java as an adaptation of the Pagelaran Yogyakarta board game to generate revenue for solve social problems. The results obtained from the testing were an increase in the post-test score to 83.33 from the initial pre-test value of 52.38 and the average final result of the questionnaire on sustainability awareness was 3.19 from the initial average of 2.56. This indicates an increase in sustainability awareness, especially regarding social sustainability for adolescents from moderate to high levels.

Students as educational board game designers: Learning opportunities and design dilemmas

Even though there is a long tradition for letting students play and design board games in the classroom, there exist relatively few studies, which conceptualise how students can learn through designing educational board games. In this paper, I present a theoretical model, which can be used to understand and inform how students work with board game design activities, and how this may require them to address specific dilemmas and complexities in their design processes. The presented GEC model (Games as Educational Challenge) builds on earlier studies, but is presented here in an adapted version, which focuses specifically on students’ game design processes. The GEC model is exemplified with empirical data from the large-scale intervention project GBL21: Game-Based Learning in the 21st Century (2017-2022), where Danish students (grades 5-8, age 11-14) across 19 schools worked with a design thinking approach to designing game tools that address specific challenges within the school subjects mathematics, Danish and science. The current study focuses specifically on a teaching unit with a 5th grade class, who had to design a board game that addressed challenges with toxicity in online communication. By using the GEC model as a framework for the analysis, the current study highlights three analytical themes concerning: 1) the students’ ownership of their presented game design challenges, 2) balancing of game elements versus subject-specific aims, and 3) the legitimacy of creating board games within the context of specific school subjects. By stressing both design dilemmas and learning opportunities, the paper contributes to creating a more nuanced understanding of how students address and deal with different complexities, when creating educational board games.

Why Have There Been No Great Women Board Game Designers?

Board Games are becoming increasingly popular, and yet the Board Game designer population continues to be primarily made up of white men. This article intends to present the factors that may have held women and non-binary people back from occupying the Board Game community as intensely as men and which contribute to the homogeneity of Board Game designers today. Firstly, supported by the relevant literature, this article starts by establishing a connection between implicit stereotypes and the way we choose to spend our free time. Secondly, data from studies performed in different countries shows that, even when choosing to play Board Games, women have tendentially less free time than men to play – and, therefore, less time to develop ideas for new Board Games. Lastly, this article focuses on the women who play and how their experiences in Board Game events and conventions may prevent them from participating further in the hobby and its community, including in Board Game design.

Card and board game design for medical education: length and complexity considerations.

There is growing use of games for health professions education. Card and board games are relatively easy to develop, effective for education, supported by educational theory, and generally well accepted by learners; yet, they remain relatively infrequently described in the medical education literature. A questionnaire was developed to understand barriers to use of card and board games and to understand user preferences to inform their development. The questionnaire was offered to students and educators downloading a printable antibiotic card game online. The questionnaire was completed by 335 health professionals primarily by physicians, pharmacists, and their trainees. Participants described preferences for shorter games and games with lower complexity. Player counts in the two to four range were the most commonly desired. The most frequently cited barriers were lack of availability in desired subjects, cost, and concerns about content accuracy. Educators looking to develop or use serious card and board games should start with shorter, lower-complexity games. Methods to assure and demonstrate content accuracy for educational games should be explored by educators and researchers.

Board Game Design to Understand the National Power Mix

This study reports a board game design that would be an effective tool for teaching and learning the best mix of national power sources in a class concerning energy and sustainability in higher education courses. A board game was developed to understand the characteristics of power sources from a Japanese viewpoint based on an earlier study of the authors. The purpose of the game is to satisfy electricity demands by choosing power sources and procuring the resources necessary for power generation to help develop a country. A total of 50 undergraduate and graduate students were asked to assess the game. The results of the questionnaire-based survey conducted after the game confirmed the students’ evaluation that the game was highly enjoyable and could serve as an effective tool for energy and environmental education in high schools or universities. In addition, the average of “the ratio of the power sources proper to win the game” given by the students was similar to Japanese power mix before the Fukushima disaster, although the game significantly simplified, and even excluded, various factors affecting the national policy of power sources.

Board Game Design as a Means to Educate Indonesian Novice Voters about Participating in an Elections

Apathetic about elections in Indonesia is one of few topics that are often discussed whenever the elections period is being held. With generation z attain 27. 94 percent of the total population of Indonesia, it is important that the majority of the Indonesian citizens participate and use their right to vote wisely with a mindset that cares about the nation’s future. This board game is created as a means to educate Indonesian novice voters about taking part in an election so that they are more inclined to participate and use their right of voting. Using board games as the medium makes learning more fun and conveys the message more easily.

After the Spread of COVID-19: A Study of Board Game Design Factor for Game-Based Learning

This research had the objective to study the design factors of board games for game-based learning by being classified into two parts: 1) Studying the design factors for board games for learning through a systematic review. 2) Studying the design factors for board games of the customers’ needs from the quality function deployment technique based on the data gathered from structured questionnaires. The population group comprised 100 board game customers, and the results found that there were two significant factors in designing the board game for promoting learning with the customers’ needs that were related to the playing patterns or the mechanisms. Thus, both factors enabled the players to gain the motivation for participation in learning through the board games, including the design factors of the board games for promoting learning until they could respond to customer satisfaction at the same level as existing board games that are appropriately sold in the markets.

Color blindness and modern board games

Board game industry is experiencing a strong renewed interest. In the last few years, about 4000 new board games have been designed and distributed each year. Board game players gender balance is reaching the equality, but nowadays the male component is a slight majority. This means that (at least) around 10% of board game players are color blind. How does the board game industry deal with this ? Recently, a raising of awareness in the board game design has started but so far there is a big gap compared with (e.g.) the computer game industry. This paper presents some data about the actual situation, discussing exemplary cases of successful board games.

A conventional and digital mathematical board game design and development for use by students in learning arithmetic

This paper reported the design and development of a conventional and digital mathematical board game for use by students in learning arithmetic. At the time of research, there is no significant indication that a mathematical board game is available in scientific and published patent documentation. The availability of mathematical board games for students’ drills and practice in arithmetic, especially in mathematical statement construction, would benefit them, as this competency is an essential life skill. This research was conducted through the design and development research method with the procedure of users’ need analysis, researcher as developer capability analysis, product design, product development, field testing in its natural setting environment, and the prototype. The board game prototype was developed in both conventional printed and digital versions. The field testing for the conventional printed version was conducted at secondary school classes with 34 and 36 students, respectively, while for the digital by selected participants. The field testing shows that the developed mathematical board game can work as expected in its natural setting environment.

Board Game Design for Conservation Organization

A Javan hawk-eagle conservation organization, Yayasan Konservasi Elang Indonesia, is struggling with its marketing & publication activities. The organization then uses a board game to help their conservation works. There are educational and conservative purposes embedded in the game design to be a formal framework to overcome the challenge. Using a board game as a conservation tool engages the players and deepens their understanding of the topic, Javan hawk-eagle. The process we use to develop the framework includes mapping the learning objectives to the game component and actions, board game design steps, and implementation and production of the board game. We then compare the cognitive aspect of the educational goal in a pre-test and post-test of the learners.

The evaluation of a scaffolding-based augmented reality educational board game with competition-oriented and collaboration-oriented mechanisms: differences analysis of learning effectiveness, motivation, flow, and anxiety

ABSTRACT The integration of augmented reality (AR) and game-based learning could increase interaction in educational games and provide more learning guidance in higher education courses. This study developed an AR educational board game that featured cognitive scaffolding, immediate feedback, and collaborative interaction. The study also analyzed and compared the competition- and collaboration-oriented mechanisms in the game. Participants of the study were 60 university students, who were divided into a competitive group and a collaborative group. We analyzed learners’ psychological and cognitive differences in their learning effectiveness, motivation, flow, technology acceptance, learning anxiety, and gaming anxiety in the game. The results showed that both groups significantly improved in learning, and the competitive group had better learning effectiveness than the collaborative group. As for learning motivation, the competitive group improved in certain sub-dimensions, whereas the collaborative group improved in all sub-dimensions. Moreover, the collaborative group had higher scores in flow antecedent and perceived ease of use than the competitive group. The students had more smooth gaming experiences and perceived more clear feedback. Both groups showed lower gaming anxiety. These findings may have important implications for AR educational board game design.

Penerapan Model Discovery Learning untuk Meningkatan Kemampuan Berpikir Kritis Siswa

The high number of traffic accidents on the highway, precisely in the city of Medan, is a factor in the death of children aged 14-23 years. One of them is the lack of attention and education of parents about traffic sign. In this board game design, the aim is to learn the rules of traffic signs for children aged 7-11 years. In the design of this game, there is a board game that contains various information about traffic sign and road markings. This game will produce games that are no less exciting and add a lot if insight to children and teenagers who want to know the rules of traffic signs in it.