Time for
- Plan: 5 min
- Execute: 20-30 min
Type(s) of Essential(s):
Social & Emotional Growth
Critical Review
Design
Prerequisite:
Overview
Each pair and small groups present their game idea with the large group to receive feedback.
Essentials in the Activity
This activity centers on learners articulating their game idea and providing peers feedback. Those who share their game idea utilize the Transformational Design Framework to describe how their game will change the player, and state game components that contribute to players experiencing this change. Those giving feedback listen critically to their peers and utilize the knowledge they obtained from previous activities to evaluate the game idea and offer constructive suggestions that are specific to the game’s design. In the reciprocal exchange of giving and receiving feedback, learners apply social awareness, self-awareness, and emotional regulation.
Goals and Outcomes
Goal: Learners articulate their game idea to an audience and note input from peers to identify if additional content is needed to clarify their game and how they could make their game unique if it was too similar to existing games.
Outcomes: Through experiential learning, students become knowledgeable about the iterative process of game design. Learners also demonstrate their knowledge of game design and skill at reviewing games through providing constructive feedback to their peers or engaging in dialogue with developers about their pitch.
Materials
Completed Game Fundamentals sheet; Optional: writing instrument and blank paper or digital tool
Preparation
Complete prerequisites.
Implementation and Completion
Inform learners they will share their game idea with peers and give them time to decide how they will share ideas (e.g., who will explain specific points). Learners take turns presenting their group or pair’s game idea to their peers from their completed Game Fundamentals sheet. Tell learners that as their peers share game idea, they should think about if the game is similar to an existing game or if there are parts of the game that are confusing to them. Distribute writing instruments and blank paper or share a digital note taking tool so that each group can document their peers’ feedback.
Once each group finishes telling their idea, ask learners to offer their peers feedback (particularly if it is similar to an existing game), suggestions for improving the game, and questions to help clarify the game’s description. Give learners time to document the feedback before proceeding to the next group. If there are any recommendations you have as the educator, state them after all the learners give their input.
Notes: It would be helpful to tell the learners how much time they have to share their game idea and receive feedback from their peers. Also take notes of constructive feedback offered to learning during this activity. These notes will be helpful when giving learners guidance during the Designing Presentation and Prototype activity.