Tabletop Games Research Articles

An investigation of the language learning opportunities in collaborative dialogues during tabletop game play

Background: Tabletop games have been a frequent addition to task-based classroom activity. Aim: This study investigates the potential differences in learning opportunities that arise during collaborative dialogues between learners as they play tabletop games that differ in how they utilize player interaction. Methods: This study uses a qualitative analysis of task transcripts using the construct of the Language Related Episode. Results: Tasks did not produce any major differences in quality or number of LREs between games, but across games a vast majority of LREs were prompted specifically by cards with text during the game. Conclusion: Tabletop games may not afford an abundance of specific language talk, but more research is necessary to get a better idea of how learners handle L2 gaps during gameplay.

Navigating the transition of a mathematical didactic game from tabletop to digital

Game-based learning is gaining prominence across various educational levels due to its ability to accommodate the preferences commonly exhibited by Generation Z students for visual and experiential learning. Game-based methods are applicable in digital platforms and traditional classroom settings alike, with digital GBL typically taking the form of immersive video games, while non-digital GBL is generally represented by tabletop games. This paper aims to provide an examination of the most significant advantages and drawbacks associated with digital and non-digital didactic games. Subsequently, an overview of the game mechanics of Blue Yeti, a didactic card game designed to familiarise university students with the direct comparison test of improper integrals, will be provided. Finally, the challenges encountered during the digitalisation process of Blue Yeti will be described, outlining the key considerations involved in transitioning a mathematical didactic game to a digital format.

You Are Tilted!: Leveraging Tabletop Gaming to Manage Tilt and Strengthen Team Dynamics in Esports

Tilt, characterized by heightened frustration, is a prevalent issue in esports, significantly impacting team dynamics and player well-being. Traditional Human-Computer Interaction (HCI) solutions often focus on individual strategies, overlooking the team-based nature of esports. This study introduces 'TILTED', a tabletop game co-designed with youth esports players, aimed at fostering open communication and empathy to collectively manage tilt. Findings from four user testing sessions with collegiate esports teams reveal that team-based interventions like 'TILTED' can enhance team cohesion and provide effective strategies for emotional regulation. The game facilitates understanding and empathy among teammates for managing emotions and maintaining a positive team atmosphere. Our research underscores the importance of resetting strategies and shared mental models in helping to mitigate tilt and offers design implications for future team-based interventions to enhance team dynamics and tilt management strategies as a team.

Patterns of design thinking in playfixing broken games: an exploratory study

PurposeThe purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).Design/methodology/approachThe data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.FindingsThe findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.Originality/valueThis is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.

The MTGO Virtual Economy: A Case Study on a “Play-to-Earn” Game That has Existed Since Before Cryptocurrency Was Even Invented

MTGO is a virtual simulation of the popular tabletop game, Magic: The Gathering Online. For over 20 years, it has developed a robust virtual game economy that is connected to the real-world market through the game's set redemption feature. In this case study, it is shown that the different facets of the MTGO economy have enabled it to thrive while avoiding or naturally addressing problems such as hyperinflation that have commonly arose in other virtual game economies, including those that fall under the contemporary and at times controversial concept of play-to-earn model games. Through this expository paper, it is argued that the MTGO economy is a rich source of information that is worth exploring for the benefit of fields such as game development research, game behaviors research, and experimental economics.

Gamification and Game-Based Learning in Nursing Education

With the recent rapid changes in the medical environment and technology, traditional teaching methods are no longer sufficient to meet current professional needs. There is an increasing demand for emerging technologies in higher education, necessitating more interactive and personalized educational approaches. Hence, educators are exploring innovative teaching interventions, including digital simulations and gamified learning, to enhance motivation and engagement in learning. In this article, the concept and core elements of gamified learning are introduced and related methods applicable to nursing education such as digital simulations, virtual reality, tabletop games, and escape rooms are described. In addition, gamification teaching techniques that enhance student learning motivation as well as improve learning outcomes in theory and practice are discussed. Gamified learning enables nursing students to practice in rich and diverse interactive simulated environments. Using appropriate teaching strategies, the gamified approach to learning can strengthen critical thinking, problem-solving abilities, and communication confidence in students. Designing game mechanisms and methods that align with educational objectives and mastering the key principles of gamified teaching is an effective approach to diversifying and enhancing the effectiveness of learning activities in the classroom.

Language experts on a sinking island: critiquing language endangerment rhetorics through participation in and around a tabletop game

ABSTRACT The participatory study of language addresses the unequal relationships between the ‘researcher’ and the ‘researched’. As part of this undertaking, university-based researchers seek to develop more accessible ways of knowledge production to involve other participants in the creation of novel forms of representation at the levels relevant to them. The university-based participants of our research addressed this challenge by co-designing a language-centred tabletop game together with participants from a Romanian multilingual village. Bringing their language expertise into action, all participants collaboratively represented, analysed, and reflected on marginalised local language practices. The game was the culmination of several years of participatory research and aimed to explore interpretations of practices that are widely discussed as threatened, allowing for a critical approach to language endangerment rhetorics. Drawing on the ethnographic analysis of eight sessions in which players engaged with each other and the tabletop game’s creators, this article argues that developing innovative multimodal representations of language on the margins can make new knowledge more accessible, but in itself does not guarantee the subversion of language endangerment rhetorics. To have an impact on well-established discourses, the language experts’ participation throughout the research process is needed.

Gaming [the] Systems: Critical Analysis through Tabletop Roleplaying Games in Humanities Classrooms

In its very designation, “role play” contains a productive tension: the expectations bound up in roles and the liberating potentiality of play. It comes as no surprise, then, that role play has found expression in the worlds of business, therapy, education, and even the military. Table-top games exist as our culture’s most familiar form of role play but among its least theorized. In this paper, I examine the rich potential of table-top role-playing games in humanities classrooms as a means to fuel cultural critique, critical analysis, class discussion, and self-reflection. My paper lays out a theoretical structure for analyzing games as multi-dimensional texts and a practical guide for bringing them into the classroom. In particular, I look at two free-to-access and permissively concise game systems which can easily fit into an open week of coursework. The games, “Lasers and Feelings” and “The Deep Forest,” depart from the cultural expectations of “Dungeons & Dragons” to rethink, adapt, and challenge our understanding of issues ranging from the formulation of the rational, Western subject to the politics of post-colonialism. I supplement conventional process-oriented pedagogy with Ian Bogost’s “Persuasive Games” and C. Thai Nguyen’s “Games: Agency as Art,” to establish a robust groundwork for students to analyze and critique how game design decisions make arguments about the world. Furthermore, in playing the games in the classroom and debriefing afterwards, students identify their internal systems that reflect and inform their own assumptions about the world.

Student-Created Tabletop Foresight Games as Advocacy

This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.

Games in Ancient India -Indus Valley to Keeladi Excavations

This article makes sense of that games have stayed a decent energy for outside and indoor exercises as uncovered through the archaeological proof in the pre-history period. Presence of antiquated Indian human advancement comparable to the Egypt, Sumer, and later with Greek and Roman developments was uncovered with the three significant unearthings done in Harappa, Mohenjo-daro and Lothal in Pakistan and northern piece of India. Prehistorian found genomic, phonetic and social similitudes of this Indus-Valley development with the human progress that prospered in the southernmost piece of India viewed as around Fell, Alagankulam, Mangudi, Adichanallur, Athirambakkam and a lot more archaeological destinations. The thought process of the article is to brings up a few additional likenesses with the curios found, games like dice, hopscotches and gamesmen related specifically, in the Keeladiunearthings with the unearthings done in Indus Valley and others all over the planet. Over the course of more than a century, various Indus-Valley excavations at archaeological sites yielded a variety of gamekeepers. Likewise, Keeladi, Alagankulam, Mangudi, unearthings done in this decade present various kinds of gamesmen too. Among the different relics found in Indus-Saraswati unearthings and different unearthings done all over the planet, this paper thinks about this gamesman or counters utilized for different prepackaged games and demonstrate that Keeladipaleontologist translated it as a circle utilized for a game played by young ladies rather than game counters of tabletop games.

Curating the Self-Identity: Tabletop Game Hobbyist Online Practices as an Extended Leisure Experience

This interdisciplinary study investigates how networked online media facilitates meaning-making and identity (re)construction in distinctively material leisure. It presents a detailed and empirically grounded exploration of tabletop game hobbyists’ online practices that extend the leisure experience beyond playing. The data (N = 190) was collected with a mixed-method online survey, and responses of six open-ended questions were subsequently analyzed using reflexive thematic analysis. Theoretical frameworks from leisure, consumer culture, game, and media studies informed the analysis. The results are discussed through three broad themes, (1) curating the personal world, (2) situating the self in the social world, and (3) engagement through everyday creativity. The study suggests that online practices allow deeper engagement with tabletop gaming through identity (re)construction. In conclusion, the contributions to literature, practitioners, and society are discussed.

Application of Tabletop Games in Fire Safety Education for Elementary School Students with Special Needs: A Case Study in Taiwan

Application of Tabletop Games in Fire Safety Education for Elementary School Students with Special Needs: A Case Study in Taiwan

A50The SEIPS game: An interprofessional teaching aid to promote understanding of human factors in healthcare

As a human-factors focused simulation centre, we begin all our simulation courses with a human factors workshop introducing participants to the SEIPS model of human factors [1]. This enables them to explore systems-based impacts on clinical practice during post-scenario debriefs. However, we have noticed that some participants struggle to identify and discuss human factor themes which impact on them in their workplace. We aimed to develop an innovative teaching aid which would promote participant understanding and engagement. Previous experience has provided evidence that participants enjoy simulation games. Therefore, we chose to develop a table-top game to play with participants based on the SEIPS work system. We worked with interprofessional colleagues to identify factors that help and hinder processes in the work system and categorized them under SEIPS headings. We made a series of cards based on these factors which participants collect. The winner was the person who collected a helpful card for each SEIPS heading first. We have piloted our SEIPS game with interprofessional faculty, including those with specialist expertise in human factors in healthcare. We surveyed participants to obtain feedback. Survey results so far include data contained in ‘Play’ is a kinaesthetic way of learning and helps embed ideas and thinking. It also can create opportunities for discussion on different headings for human factors and systems thinking. The examples are fun but are also realistic so helps you see how HF is relevant. With the examples of human factors in the game it could be useful for staff with little clinical experience. Liked the competitive element and the examples helped expand on what SEIPS was and how it could be relevant to lots of areas. SEIPS game participant survey results We have developed a SEIPS game to facilitate discussion of human factors in healthcare. This novel approach has received positive initial feedback following our pilot. We are confident we can now move forward to integrate our SEIPS game into our Foundation Doctor’s simulation programme from August 2023. Following this, we intend to continue the process of data collection and analysis, with the intention of incorporating our SEIPS game more widely across simulation courses within various clinical specialties in future. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A Proposed Framework for the Classification of Game-Based Learning in Construction Management

As the construction industry heads towards the Fourth Industrial Revolution, the gap widens between industry demands and fresh graduate capabilities. Much of this is owed to the traditional Construction Management (CM) pedagogy. Therefore, there is a pressing need for a paradigm shift in our approach towards CM education. As such, to meet both industry demands and student expectations, integrating game-based learning (GBL) can substantially enhance the learning experience for CM students in higher education. Although the body of knowledge recognises Game-Based Learning (GBL) as tools that facilitate active learning in engineering disciplines in general, their utilisation remains limited in construction management. Thus, the aim of this paper is to conduct a systematic literature review of past GBL studies in Construction Management via Scopus database with an attempt to classify these studies into three broad categories: Tabletop games, digital games, and computer-assisted games. First, this paper will explain the key features, strengths, and limitations of each category. Second, this paper will identify the trends in game characteristics, learning objectives, data collection methods, and game evaluation approaches. Finally, this paper will present a classification framework that summarises the findings to facilitate selecting effective GBL strategies for CM higher education. Thus, this study will provide a wide-lens view of the research trends, gaps, and future research recommendations in this field as well as present design parameters for effective GBL integration.

Empowering soft skills in children with ADHD through the co-creation of tangible tabletop games

There has been a push in recent years to introduce soft skills at different levels of education, and tangible technologies are an excellent tool for achieving this. However, integrating digital skills for children with ADHD remains challenging, and educators need effective strategies to promote these skills. Thus, we investigate which methods and frameworks are the most appropriate for children with ADHD when designing technology and promoting creativity and social skills. A pilot experience is also presented in which a team of children with ADHD co-create a game using tangible tabletops. The results show that the strategies used promoted positive behaviors in terms of communication, collaboration, and creativity during the sessions. The contribution of this research is that it provides examples of effective strategies to promote soft skills in children with ADHD.

Current Accessibility Challenges and Perspectives for People with Visual Impairments in Tabletop Games

Much has already been discussed about the educational benefits of playing Tabletop games. However, as United Nations’ Sustainable Development Goal (SDG) 4.5 points out, there still exist many disparities in the access to quality education by vulnerable groups. This paper aims to address some of the factors that contribute to this disparity in regard to people with visual impairments in Brazil. Beyond that, there is a much more dire barrier of access to: the majority of information about the games is presented visually. In practice, people with visual impairments have to rely on the “goodwill” of other people to try and adapt the games for them, who are generally their teachers, friends or relatives. Lastly, this paper presents some accessibility criteria to be considered when designing board games for people with visual impairments, as well as present the Design in Partnership approach as a viable method to design more meaningful games for this context.

How the COVID-19 pandemics inspired the development of analogical games: database review and game development

COVID-19 pandemics impacted everyone's lives. Risk of infection by the SARS-CoV-2 virus imposed severe restrictive measures, submitting the population to home isolation, daily use of face masks and restringing social encounters. In this work we present the results of a research on analogical game databases where we searched for COVID-19-themed tabletop games, discussing which health concepts were presented on these games and what kind of structure and mechanics were used. Subsequently, we present the development of a serious board game, thought to call attention of the prevention measures to reduce the risk of infection by SARS-CoV-2 and other respiratory viruses. We discuss the rationale for the selection of game mechanics and how do they fit on the health concepts that we wanted to reinforce. The product is a print and play serious game that will be available as an open educational resource.

Network of mental activities, cognitive function and depression in older men and women

BackgroundEvidence suggests that lifestyle activities impact cognitive and mental health in older populations. However, how lifestyle factors are associated with one another, and which factors are most important for cognitive function and mental health has received comparatively little attention. DesignBayesian-Gaussian network analysis was used to investigate unique associations between mental activities (MA; i.e., activities involving cognitive engagement), global cognition, and depression at three time-points in a large sample of older adults (baseline, 2 years, and 4 years follow-up). SettingThis study used longitudinal data from participants living in Australia and participating in the Sydney Memory and Ageing Study. ParticipantsThe sample included 998 participants (55% female) aged between 70 and 90, without a diagnosis of dementia at baseline. MeasurementsNeuropsychological assessment of global cognition, self-reported depressive symptoms, and self-reported information about daily MA. ResultsCognitive functioning was positively associated with playing tabletop games and using the internet in both sexes at all time-points. MA were differentially linked in men and women. Depression was not consistently associated with MA in men across the three time-points; women who visited artistic events consistently had lower depression scores. ConclusionsEngaging with tabletop games and using the internet was associated with better cognition in both sexes, however sex acted as a modifier for other associations. These findings are useful for future investigations that consider interactive associations between MA, cognition, and mental health in older adults, and their possible roles in promoting healthy aging.

Using a Tabletop Game to Teach Emergency Department Nurses Comprehensive Emergency Management and Hazard Vulnerability Analysis: Influences and Possible Reasons

Introduction:Comprehensive emergency management (CEM) and hazard vulnerability analysis (HVA) are two vital concepts in hospital emergency management (EM). Teaching these two concepts by lectures may be less effective and interesting. Therefore, a tabletop game was used to teach CEM and HVA. This study aimed to evaluate the effect of teaching and possible reasons.Method:A tabletop game was created based on the concepts of CEM and HVA. Players of the game needed to manage hospitals against six kinds of emergencies. The impact of each emergency is different. Each hospital in the game has its vulnerability. The game players needed to use different strategies of prevention, mitigation, preparedness, response, and recovery to win the game.The player’s knowledge was tested by 15 yes-no questions (10 points for each question). The interest in further learning and willingness of hospital EM participation were evaluated by questionnaire. The test and questionnaire were conducted before and after the game. Possible reasons for learning by the game were surveyed after the game.Results:Fifteen emergency department (ED) nurses were taught by the game and completed both pre- and post-game tests and questionnaires. The post-game test average score (103) was significantly higher than the pre-game average score (84) (p=0.008). The participants’ interest and willingness also increased significantly after the game. The most frequently mentioned reasons for learning by the game were “the game is more interesting than lectures”, “the chance to discuss with other participants in the game”, “the chance to see many CEM methods in the game”, and “ability to compare with other players”.Conclusion:A well-designed tabletop game can be an effective tool to teach CEM and HVA. The game can increase knowledge, interest in learning, and willingness of CEM participation, and it should be promoted in the future.

The PORTL Laboratory.

In the history of the field, behavior analysts have used the operant chamber as an apparatus for both teaching and experimental investigations. In the early days of the field, students spent significant time in the animal laboratory, using operant chambers to conduct hands-on experiments. These experiences allowed students to see behavior change as an orderly process and drew many students toward careers in behavior analysis. Today, most students no longer have access to animal laboratories. However, the Portable Operant Research and Teaching Lab (PORTL) can fill this void. PORTL is a table-top game that creates a free-operant environment for studying the principles of behavior and their application. This article will describe how PORTL works and the parallels between PORTL and the operant chamber. Examples will illustrate how PORTL can be used to teach concepts such as differential reinforcement, extinction, shaping, and other basic principles. In addition to its use as a teaching tool, PORTL provides a convenient and inexpensive way for students to replicate research studies and even conduct their own research projects. As students use PORTL to identify and manipulate variables, they gain a deeper understanding for how behavior works.