Fostering Creativity in Serious Tabletop Game Design
Introduction
Devon and Chris bring their own unique background and experience with interdisciplinarity to the module. Chris, having worked in WMG for twelve years “creating simulations and experiences for learners in all different subject areas,” and Devon, with a background in psychology, have sought to develop a module where students can also bring their experiences to the table as well. Each week has a different theme, focusing on aspects of game design and development from technology to narrative storytelling to marketing to accessibility. Chris says that some of the activities are on a smaller scale, such as students deconstructing and looking at a review of a game. Students deliver presentations in front of the class, they discuss in groups, they listen to guest lecturers and they complete both oral and written assignments. This variability in different ways of working ultimately contributes to what Chris says will be an “interesting” and “memorable” experience for the students. While Devon adds that although the module goes by quicky and some topics may not be explored in depth, “it’s a great way for them [students] to explore these different areas and see what is engaging for them, what excites them [and] what they’re enthusiastic about.”
Dr Devon Allcoat
Chris Evans
Principles of Practice
Setting Expectation
Chris highlights how one of the first activities in the module involves students working together to create a serious game that incorporates elements from all of the disciplines represented in their group.
Devon adds that the “interactive approach gives the students the opportunity to communicate with each other and people from other disciplines.” Not only do they “understand their own approaches,” but also “other students’ approaches and how that fits into the module.”
This exercise also helps Devon and Chris to understand students’ expectations and support students in understanding an “interdisciplinary type of module” right from the start.
Real World Practice
At the end of the module, students have the opportunity to showcase the game created in their final project at the UK Game Expo. This is open to all students in the module to attend. Students gain skills in public speaking and Devon says that it is an opportunity for students to see how they can “flourish in that position” despite it being an “intimidating type of environment.” Skills gained by participating in the Games Expo complement other interdisciplinary skills students develop by looking at the different weekly topics such as how to market to audiences, how to story tell and how to create visual designs.
Creativity
Chris argues that the best word to summarise the module would be creativity. Not all students are coming from what are typically thought to be creative areas, as many students are from the sciences and STEM. Devon shares how many students do not think of themselves as creative at the beginning of the module; when guest lecturer on visual design, Kim Watts, asks students to raise their hands if they think they are creative, only a small number do so. However, gradually throughout the module students are “able to build confidence” as they have “created something by the end of the module.” From this students see that “creativity exists everywhere.”
Moving Forward
Challenges for Interdisciplinary Education
The module has already had great success and garnered the interest of many students. However, both Chris and Devon add that there are always more places for outreach. Importantly, Chris and Devon have recently published a book on Tabletop game design called “Meaningful Game Design: The Methodology and Psychology of Tabletop Games.” This book presents the ideas explored in the module in a widely available format that can reach beyond the 25 students that are able to take the module each term it is offered. Devon highlights how the book is purposefully steers away from a heavy textbook structure, making it an engaging and accessible read.
