TCG2013: The Data]]>
Fig. Prototype of a Board Game
I have completed the board game that was conceived during “THATCamps Game (TCG2013) organized at Case Western Reserve University. It is a playable game but still your feedback is helpful – play, have fun, and be aware!
Title: Collaborative Play Against Global Warming (An Educational Board Game)
Educational Objective: To collaborate for achieving a common goal of keeping the world sustainable for the future generation
Central Mechanics: To keep on moving (progress) to achieve the individual goal while considering both individual and collaborative role for long term sustainability.
Theme and Concept: It is a board game that instigates global warming awareness while having fun playing.
The four roles – Government, Factory, School, and Resident, try to represent the whole society.
Government: The government is a responsible entity trying to participate and implement recycling programs for the sustainability with incentives.
Factory: The factory is motivated by profits without worrying about the plumes of green gasses from the factory. It can be geared towards recycling through awareness, incentives, and regulations.
School: The institute can instill awareness in the students, playing an important role in this procedure
Resident: The small scale awareness among residents can have huge overall impact in the society.
Dice (total = 1)
A board with 52 squares on the edge (4 sides * 13 squares/side) with images of each role (Government, Factory, School, and Resident) printed at four corners of the board. The 12-square detour paths are carved from the middle (7th) square ending at 8th square at two opposite sides of the board. The 3rd and the 10th square of two opposite sides will have decision squares (with imprinted question marks) whereas the other two sides will have hazard squares (with imprinted bumps) – obstacles in player’s decision. Also, there are two veto squares (with imprinted Ace Card) that can interfere with any other player. The board also consist of two garbage squares (with imprinted trash cans).
The central garbage bin with a capacity of 150 beads. This acts as a garbage repository or recycling site providing beads available throughout the play.
A central recycle bin with the capacity of 50 beads; should overflow with the 51st bead.
An individual garbage bin with capacity of 20 beads for each player; should overflow with the 21st bead
Though it can be played with any number of players, let’s decide 5 players as the number in this example. So, 5*20 + 50 = 150 beads
One central temperature scale and one individual temperature scale for each player with a sliders that can select three regions – blue (normal), yellow (warning), and the red (indicating global warming)
Badges (total = 40) : 10 green government badges, 10 black badges for factory; 10 Blue badges for school; and 10 brown badges for resident with roles imprinted in them.
Blacklist cards (total = 40) with a single punched hole – 10 per role with the same color coding as in 5.
Round Trackers for each player which track the number of times players come to the starting point (their respective home). It should be able to measure up to 20 rounds.
Decision cards (total=8), 4 with printed options for each role (Government, Factory, School, and Resident) and 4 blank ones to allow players to customize.
Collaborative Win: This happens with an excellent collaborative effort from all the role players – Government, Factory, School, and Resident i.e. there is NOT a single bead in the central recycle bin; everything has been recycled.
There are few ways a player can win
If the player is the first to make complete 5 rounds (can be increased/reduced according to the time of play).
If the player emptied all his beads from his individual garbage bin.
If the player get enough badges while playing different roles.
Collaborative loss: If there is an overflow in the central recycle bin.
If there is an overflow in his/her personal recycle bin.
If the player is blacklisted being slapped by certain number of blacklist cards.
The purpose of the game is to recycle the individual garbage bin and the central recycle bin by dumping beads to the repository/recycle site, central garbage bin, while progressing towards achieving goal as quickly as possible.
Roll the dice twice. Get a factory blacklist card. The player loses by acquiring 3 of them.
Recycle 2 beads from the central recycle bin by acquiring them (in the individual garbage bin) and get a black badge. Acquiring 4 of them will make a distinguished winner.
Recycle one bead from the individual garbage bin i.e. transfer it to the central garbage bin
Roll the dice twice and get a school blacklist card. The player loses by acquiring 4 of them.
Recycle a bead from the central recycle bin by acquiring it (in the individual garbage bin) and get a blue badge. Acquiring 3 of them will make a distinguished winner
Recycle one bead from the individual garbage bin i.e. transfer it to the central garbage bin.
Roll the dice twice and get a resident blacklist. The player loses by acquiring 5 of them.
Recycle a bead from the central recycle bin by acquiring it (in the individual garbage bin). Get a brown badge. Acquiring 2 of them will make a distinguished winner
Recycle one bead from the individual garbage bin i.e. transfer it to the central garbage bin.
5. The Hazard squares (Bumps) force a player to pick up one bead from the central garbage bin to his/her individual recycle bin.
Can ask the former player to get one bead from the central garbage bin to his/her individual garbage bin or
Can ask him/her to go to his/her respective home. This player now can proceed only after rolling 1 or 6 while at home. The incomplete round does not increment the Round tracker.
9. Players are not allowed to count their beads; by guessing the amount, they can indicate their status- blue, yellow or red zone in their individual thermometer
10. If the player rolls 6, he/she is allowed to roll the dice again and his/her scores are cumulative. For an instance, if the player rolls six and then 5, his/her game piece can advance to 6 + 5 = 11 (squares). After rolling six twice, the player can roll the dice one more time. Getting three consecutive 6 is considered cheating and the player is penalized with no advancement at all; just stays at the same location and wait for the next turn. If the player gets the number other than six, total is cumulative.
11. If the player lands at his/her respective home, his role will be changed to the next successive one i.e. becomes Factory if he/she had previously been playing Government role or School if previously had been Factory and son on. The player assuming a new role starts from the respective (new) home.
12. If the player lands at Garbage squares, the central recycle bin receives two beads from the Central Garbage bin.
13. In the final round of the play (5th round), the number rolled in the dice should be exact to reach the respective home. The player has to keep on rolling the dice at their turn to be at home and be the winner. Consider a scenario where the Government has 2 more to go to reach the square for Government Home but if he/she rolls 5, then it will remain at the same place. Rolling one will advance to one more square while rolling 2 award him/her a win.
6 – Government; starts first
5 – Factory; starts second
3 – School; start 3rd
2 – Resident; start 4th
1 – Government; start 5th
The tie is broken by re-rolling the dice. If there are more than 5 players, roll the dice twice and decide according to the outcomes i.e. 66 – Government; starts first and so on.
Start to play:
The government starts the play.
Each player has to get either 6 or 1 to start from home. Else he/she remains at home
After getting 6 or 1, according to the number the players roll, they will proceed. For example, if a player rolls 5, then his/her game piece will be in the 5th square.
A player has to follow respective instructions/rules when at different squares: decision squares, hazard square, homes, detour squares, garbage squares, and veto square.
From the organizers of THATCamp Games II to all of you toasters and viper pilots, zombie survivors and woe-begotten families, forest ratmen and diplomatic halflings, escapees on an alien ship, super heroes, response teams, bumpercar monkeys, RenFaire junkies, kung fu masters, codebreakers and cypher hackers, and so many more — Thank you!
Your participation and insights and interest and instruction helped to make TCG2013 the success we hoped that it would be. We hope that you all enjoyed yourselves, made some connections, learned something new, and found time to play.
Over the next few weeks, I will be compiling tweets and Google Docs and notes and pics for a 2013 version of Data Data Data. To that end, if you organized Google docs, have images, converted to digital notes (and are willing to share), please send them along to me at either lxz11 [at] case [dot] edu or tcg2013 [at] gmail [dot] com.
I hope to see you all in the not too distant future! And, keep an eye out for future THATCamp Games
What requirements should be put upon giving badges as part of a traditional program?
How can we (or should we) tie badges to the traditional academic requirements?
How should badges be implemented as part of a greater academic online presence?]]>
Emily Care Boss and Epidiah Ravachol are independent role playing game designers who have published tabletop and live role playing games. Epidiah published the Ennie Award winning game Dread with The Impossible Dream. His other games may be found at Dig 1000 Holes. Emily has appeared as Guest of Honor at Ropecon and Fastaval, and has written on role playing games and their workings in Playground Worlds, Immersive Gameplay and elsewhere. Her games can be found at Black & Green Games.]]>
From the simple (time limits, turn-taking), to the more elaborate (ritualized phrases to trigger specific actions, assigning explicit roles with strict limitations on behavior), appropriately-designed play procedures support and facilitate the success of particular game’s style of play.
Learning environments (physical or online) require some degree of guided management to consistently develop into functional, supportive, and productive spaces.
What do the rules and procedures that shape, govern, and drive successful gaming environments have to teach the classroom in this regard?
How can strong constraints empower players/learners to engage with content or activity that might otherwise leave them feeling directionless or confused?
How can obviously-artificial structures for action and interaction simultaneously shift learners out of their comfort zone and yet leave them feeling safe enough to enter an unfamiliar, experimental learning space where they are allowed to take risks?
What design guidelines are useful to prevent having rules and procedures for classroom management slide into condescension or authoritarianism?]]>
Survey courses are generally designed to be content-rich, but they are not often effective models for teaching students important skills like writing, constructing an argument, archival and library research, source interpretation, and historical contextualization.
This issue is widely known in the humanities academy, but most humanities departments persist in using the survey model because, for all its faults, it is an effective way to cheaply teach large numbers of students and to provide the information foundation for more advanced study in a discipline.
Role-playing-games, by their nature, ask participants to think in new and creative ways and to situate individual/group actions and thoughts in the context in which the game is based. They also provide a structure for how participants encounter, interpret, and utilize the game’s content.
The humanities role-playing-games that I know of, such as the Reacting to the Past modules, have been designed for smaller, more advanced humanities courses, and focus on specific topics (ex: the Trial of Anne Hutchinson).
Can a role-playing-game be designed to work in place of the traditional introductory survey course (that is, to deliver both the broad foundational content and teach humanities skills simultaneously)? Are you interested in taking on this challenge? Come discuss it in this session!]]>
It is also a meta-game to teach other game designers about the origins of Cybernetics as a study of feedback in systems. The design choices of Tabletop gameplay and an Ancient Greek naval Trireme ship as the game’s setting reinforce the lesson that concepts such as Cyber-, Cybernetics, and Technology are not dependent on tools, electronics, wires, or gears. The contrast between the ancient roots and the relatively recent allusion of the game’s title to a futuristic setting, reinforces the irony of misappropriation of “Cyber” in linguistics. The relationship between people, knowledge, and tools in Technology, Epistemology, and their sources in the Ancient Greek concepts techne and episteme, further shows the common misappropriation and contemporary connotations underlying “Technology” and “Information Technology”.
The basic goal of the session is communicating the roles of the Kybernetes and feedback among their crew members; presenting the origins of Cybernetics to game scholars and creators. As a Work-In-Process, potential game mechanics under consideration include dice, cards, board, roleplaying, and turns.
Ross Bochnek is the first researcher/author to present “Cyber” so holistically, and his paper “The ‘True Pilot’ Of Cybernetics became a resource for American Society for Cybernetics (ASC) 2011 Annual Conference. You can read it and more via his blog www.rehumanizing.us Ross will be developing this game and accepting advice about it throughout the weekend. The possibilities offered by presenting original research, both as in-development and playable games, have their own merits for study in many Education and Communications fields.]]>