N E L S O N A LTA M I R A N O , P H . D .n a l t a m i r a n o @ n u . e d u

J A M E S J . J A U R E Z , P H . D .j j a u r e z @ n u . e d u

Student Built Games for Deeper Learning in Microeconomics: ”The building blocks and techniques for introducing student built games into your onsite and online classes.”

I t i s a ‘ p r o c e s s t h r o u g h w h i c h a n i n d i v i d u a l b e c o m e s c a p a b l e o f t a k i n g w h a t w a s l e a r n e d i n o n e s i t u a t i o n a n d a p p l y i n g i t t o n e w s i t u a t i o n s ( N R C R e p o r t 2 0 1 2 ) . ’

T h r o u g h d e e p e r l e a r n i n g t h e i n d i v i d u a l g a i n s e x p e r t i s e i n a p a r t i c u l a r a r e a o f k n o w l e d g e a n d i s c a p a b l e o f k n o w i n g ‘ h o w , w h y , a n d w h e n t o a p p l y t h i s k n o w l e d g e t o a n s w e r q u e s t i o n s a n d s o l v e p r o b l e m s . ( N R C R e p o r t 2 0 1 2 ) ’

DEEPER LEARNING

THROUGH GAME CONSTRUCTION

LEARNING DESIGN THROUGH PLAY (INTUITIVE – JOURNEY) Players: How many? Any requirements?

Special knowledge, roles, etc.. Characters in Game, Game Pieces

Procedures: What are the required actions for play?

How does the game process take place? (Initiation, Movement, Battle, Clean up)

Rules: Any limits on player actions? Rules regarding behavior? What are they?

How do game objects interact? What are their relationships to each other?

Conflict: What causes conflict in this game?

Competing forces, limited resources, scarcity and utility of objects

Objective: What is the objective of the game?

What will the user accomplish?

Boundaries: What are the boundaries of the game? Are they physical? Conceptual?

Maps, boards, limitations to characters Outcome: What are the potential outcomes of the game?

What are the indicators of success/failure? Winning and losing?

Does the game have dramatic elements? Challenge: What creates challenges in the

game? Play: Is there a sense of play within the

rules of the game? Premise/character/story: Are these present?

What types of dramatic elements do you think might add to the game experience?

LEARNING THE LANGUAGE OF GAME DESIGN (PLAY!) - BATTLE

Gameplay Procedure (Turn Based)1. Roll Initiative2. Movement Phase3. Attack Phase4. End Phase Players (Characters, Pieces)? Objective?

Procedures? Rules? Conflict? Boundaries? Outcomes? Dramatic elements (themes)?

P L AY I N G G A M E S I N C L A S S R O O M

High costs for professor

Preparation time; opportunity cost of class time

Uncertain success Topic, type of learner

Deeper learning Debriefing section

S T U D E N T B U I L D G A M E S M E T H O D O L O G Y

Professors should teach Prepare excel based teaching

materials for Principles of Micro.

•Students should learn-by-doing

• Create their own games in groups

• Buying Games/Selling Games

1ST SET OF CONCEPTS - DEMAND/SUPPLY, MKT. EQ.:THE MARKET FOR GROUND BEEF (BARRETO, 2009)

2ND SET OF CONCEPTS – ELASTICITY, DEMAND AND SELLER MAXIMIZATION:

CHEESEBURGERS AND McDONALDS

ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES

Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions

Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,

based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback

Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements

Phase 4: Completion, Reporting, and Presenting Game Designs

• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation

PHASE 1: ELEMENTS, IDEATION, AND PLANNING

Game Title: ____________ (ex: Fastfood Fury)Team Name: ___________________________Proposed Game Type: __________(ex: Board)Game Description: ___________(ex: Location)____________________________________________________________________________Mapping to Course Concepts: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(ex: Supply/Demand)

Integrating Course Concepts:

Key Questions:1. Will this be a map or board

game?2. Turn based or real time

interactions?3. Based on course topics, what

are possible game pieces, challenges, procedures, and rules?

4. How will the gameplay look and feel for the players? (themes)

PHASE 2: EARLY IMPLEMENTATION AND GAME CONSTRUCTION

Integrating Course Concepts: Key Questions:1. What are the game pieces and related

course concepts (characters/items)?2. How does the game proceed? Order of

the game?3. What does the game world look like

(maps)?

Game Item/Character: ___________________Resource Type: _________________________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Item Description: _____________________________________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________________________________Game Piece: Scores:

Game Item/Character: ___________________Resource Type: _________________________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Properties: __________ Stats: __________ Item Description: _____________________________________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________________________________Game Piece: Scores:

3RD SET OF CONCEPTS – DEMAND, COSTS (FIXED, VARIABLE; TOTAL-AVERAGE-MARGINAL), REVENUE

(TOTAL-AVERAGE-MARGINAL), MARKETS (PRICE TAKER-PRICE MAKER), PROFIT MAXIMIZATION.

4TH SET OF CONCEPTS – UTILITY, PREFERENCES, MU, BUDGET CONSTRAINT, CONSUMER MAX., MU/P

ANY COURSE: FOUR PHASES OF STUDENT BUILT GAMES

Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions

Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,

based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback

Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements

Phase 4: Completion, Reporting, and Presenting Game Designs

• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation

PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING

Integrating Course Concepts:

Game Rule(s): ___(ex: Limited Money)Rule Description: _________________________________________________________________________________________________________________(ex: Players begin With $150K+2d6 K)Mapping to Course Concepts: _______________________________________________________________________________________________________

Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________

Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________

Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________

Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________

Game Rule(s): ____________________Rule Description: _________________________________________________________________________________________________________________________________________________Mapping to Course Concepts: _______________________________________________________________________________________________________

Key Questions:1. What are the game relationships and

randomness?2. How is the game scored/won/economy?3. What are the peripheral game

objects/elements, dramatic elements and gameplay?

4. What are the varying levels of the game?

Fast Food

Simulation

ExcelSimulator

Game Response to Output

Simulator Modification and Game Play

Elements

Game Generated Input

Player ExecutesGame Strategy

SimulatorOutput

Player DecisionTo Game Interaction

Data from GameInputted to Simulator

Excel Game Procedure Cycle

BUILDING AND USING A GAME ENGINE:

PHASE 3: ADVANCED IMPLEMENTATION AND GAME SHAPING

Integrating Course Concepts: Key Questions:1. What are the game relationships and

randomness?2. How is the game scored/won/economy?3. What are the peripheral game

objects/elements, dramatic elements and gameplay?

4. What are the varying levels of the game?

Good NewsTax Rebate

Income Goes Up

+2d6 % Income

Game Card

Good NewsTourist Come

to Town+2d6 % Constant

Game Card

Good NewsMeat Price Goes Down

-30%

Game Card

Bad NewsInflation Up

+1d6 % Price

Game Card

Bad NewsEquipment

Breaks$1,000

Game Card

Bad NewsCow Disease

+30 Up

Game Card

_____________________

Game Card

_____________________

Game Card

Student Assignment and Grading Rubric

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