Game Design Merit

Badge
Troop 344 and 9344
Pemberville, OH
Game Design Requirements
1. Do the following:
a. Analyze four games you have played, each fr
om a different medium. Identify the medium,
player format, objectives, rules, resources, an
d theme (if relevant). Discuss with your couns
elor the play experience, what you enjoy in e
ach game, and what you dislike. Make a char
t to compare and contrast the games.
b. Describe four types of play value and provide
an example of a game built around each conc
ept. Discuss other reasons people play game
s.
Game Design Requirements
2. Discuss with your counselor five of the following 17
game design terms. For each term that you pick,
describe how it relates to a specific game.
a. Thematic game 1. depth,
elements: 2. pace,
1. story, 3. replay value,
2. setting, 4. age
3. characters appropriateness
b. Gameplay elements: c. Related terms:
1. play sequence, 1. single-player vs.
2. level design, multiplayer,
3. interface design 2. cooperative vs.
c. Game analysis: competitive,
1. difficulty, 3. turn-based vs.
2.  balance, real-time,
4. strategy vs. reflex
vs. chance,
5. abstract vs.
thematic
Game Design Requirements
3.Define the term intellectual property. Describe the types o
f intellectual property associated with the game design in
dustry. Describe how intellectual property is protected an
d why protection is necessary. Define and give an exampl
e of a licensed property.
Game Design Requirements
4. Do the following:
a. Pick a game where the players can change the rules or obj
ectives (examples: basketball, hearts, chess, kickball). Brief
ly summarize the standard rules and objectives and play thr
ough the game normally.
b. Propose changes to several rules or objectives. Predict ho
w each change will affect gameplay.
c. Play the game with one rule or objective change, observing
how the players’ actions and emotional experiences are aff
ected by the rule change. Repeat this process with two oth
er changes.
d. Explain to your counselor how the changes affected the acti
ons and experience of the players. Discuss the accuracy of
your predictions.
Game Design Requirements
5.Design a new game. Any game medium or combina
tion of mediums is acceptable. Record your work in
a game design notebook.
a. Write a vision statement for your game. Identify the
medium, player format, objectives, and theme of the
game. If suitable, describe the setting, story, and cha
racters.
b. Describe the play value.
c. Make a preliminary list of the rules of the game. Defi
ne the resources.
d. Draw the game elements.
Game Design Requirements
6. Do the following:
a. Prototype your game from requirement 5. If applicabl
e, demonstrate to your counselor that you have addr
essed player safety through the rules and equipment.
Record your work in your game design notebook.
b. Test your prototype with as many other people as yo
u need to meet the player format. Compare the play
experience to your descriptions from requirement 5b.
Correct unclear rules, holes in the rules, dead ends,
and obvious rule exploits. Change at least one rule,
mechanic, or objective from your first version of the g
ame, and describe why you are making the change.
Play the game again. Record in your game design no
tebook whether or not your change had the expected
effect.
c. Repeat 6b at least two more times and record the res
ults in your game design notebook.
Game Design Requirements
7.Blind test your game. Do the following:
a. Write an instruction sheet that includes all of the infor
mation needed to play the game. Clearly describe ho
w to set up the game, play the game, and end the ga
me. List the game objectives.
b. Share your prototype from requirement 6a with a gro
up of players that has not played it or witnessed a pr
evious playtest. Provide them with your instruction sh
eet(s) and any physical components. Watch them pla
y the game, but do not provide them with instruction.
Record their feedback in your game design noteboo
k.
c. Share your game design notebook with your counsel
or. Discuss the player reactions to your project and w
hat you learned about the game design process. Bas
ed on your testing, determine what you like most abo
ut your game and suggest one or more changes.
Game Design Requirements
8. Do ONE of the following:
a. With your parent’s permission and your counselor’s a
pproval, visit with a professional in the game develop
ment industry and ask him or her about his or her job
and how it fits into the overall development process.
Alternately, meet with a professional in game develop
ment education and discuss the skills he or she emp
hasizes in the classroom.
b. List three career opportunities in game development.
Pick one and find out about the education, training, a
nd experience required for the profession. Discuss thi
s with your counselor. Explain why this profession mi
ght interest you.
Requirement 1a

1. Do the following:
a. Analyze four games you have played, each from a different
medium. Identify the medium, player format, objectives, rule
s, resources, and theme (if relevant). Discuss with your coun
selor the play experience, what you enjoy in each game, an
d what you dislike. Make a chart to compare and contrast th
e games.
b. Describe four types of play value and provide an example of
a game built around each concept. Discuss other reasons p
eople play games.
What is a Game?

1. Games are a form of play. Most games are played for recreation, others are
played by amateurs and professionals alike, and some are even used as tools
for training and education.
2. Games have objectives or goals that players work to achieve.
3. Games have rules. Rules govern the components of the game and the ways t
hat players interact with those components and each other.
4. Games have feedback. As players work toward their goals, the game provides
information about how they are doing. Scores are a form of feedback.
What is a Game?

5. Games have challenges. In the vast majority of games, the rules, other players,
or other elements impede player progress toward the objectives.
6. Games employ a variety of skills. These include physical abilities,
communication, strategic thinking, patience, observation and problem solving.
7. Games present choices. Players make meaningful decisions in order to affect
game outcomes.
8. Games are participatory. Unlike many other forms of entertainment, games are
not just about observing. They are about taking action.
Requirement 1a

Game Medium: Physical Games and Sports

• Ball games and sports are physical as are other games like capture
the flag.
• These games involve athletic activities and are played with special
equipment like balls, nets, or sticks
• The gameplay usually revolves around one or more specific physic
al actions and the objectives reward players who most skillfully
perform those actions.
 Basketball is built around dribbling, passing, and shooting the ball.
• The shape and details of the field of play are an important part of
the game design.
• Rules and objectives are often related to specific portions of the
field.
Requirement 1a
Game Medium: Board Games
• Board games usually involve placing and
moving pieces on a game board. They
come in a variety of gameplay types:
 Abstract games in which the board is
divided into regular spaces and the play
ers compete to claim pieces or spaces
(checkers and chess).
 Territorial strategy games like Risk
where the board is a map with
distributed resources and attributes.
 Race-to-the-end games where players
race along a linear track such as Candy
Land.
 Building games where players compete
to reach construction objectives such as
Ticket to Ride.
Requirement 1a
Game Medium: Tile Games
• Tile Games are played with a limited set
of tiles that may contain dots, letters, or
special symbols.
• Play consists of players placing one or
more tiles from their hand adjacent to
those already placed and then
replenishing their hand with new tiles.
• Scoring is usually performed when tiles
are played.
• Examples include dominoes and
mahjong.
Requirement 1a
Game Medium: Dice Games
• Dice Games are often used to
introduce chance into games.
• Some games, such as Yahtzee, use
standard 6-dided dice.
• Others, such as Boggle, replace the
dots with letters or special symbols.
• Dice games can usually be played by
any number of players with the dice
being passed from player to player.
• A turn calls for the player to roll the
dice.
• Games are usually scored with the
various combinations of dice having
specific scoring.
Requirement 1a
Game Medium: Card Games
• Card Games are played with sets
or “decks” of cards
• Generally, the order of the deck is
unknown.
• Cards are mixed or shuffled at the
beginning of the game.
• Many card games use a standard
playing card deck
 Hearts, rummy, and euchre are
examples.
• Players build their own deck in
collectible card games.
 Magic or Pokémon are
examples.
Requirement 1a
Game Medium: Party Games
• Party Games are generally for 4 to 12 or
more players often arranged in teams.
• Gameplay emphasizes interactions
between players and usually involves
some form of creativity.
• Drawing, acting, singing, giving word
clues.
• Trivia games also typically fall into this
medium.
• Party games place special emphasis on
making the game fun for players and
observers.
• Examples include Twister, Trivial Pursuit,
and Pictionary.
Requirement 1a
Game Medium: Miniatures
• Games with miniatures are played
with small, detailed models of
pieces and terrain.
• Settings include historical reenact
ments, fantasy, and science
fiction.
• Most miniature games are turn-
based.
• They are also commonly used in
tabletop role-playing games to act
out the action.
Requirement 1a
Game Medium: Role Playing Games
• Text-Based Role Playing Games is most
easily described as interactive storytelling.
• A ruleset or system is used to define the
gameplay, but the objectives may change
during play.
• Players take on the roles of distinct
characters within a fictional setting and
then take actions based on the
capabilities of those characters.
• These capabilities increase over time and
allows players to take on progressively
more challenging game scenarios.
• The most well-known example is
Dungeons and Dragons.
Requirement 1a

Game Medium: Electronic Games

• Electronic Games are the largest growing
game medium today.
• Almost every other game type can be
implemented in an electronic form.
• Electronic games present information to
players through video screens and audio
signals.
• Players interact with the games through
electronic sensors, control pads, and
computer mice.
• Examples include World of Warcraft and
Super Mario Bros.
Requirement 1a

Game Medium
• Gameplay is affected by medium,
but is not completely constrained by
medium.
• Many games can be replicated in
several different mediums
• i.e. Electronic and card versions
of Pokémon.
• Mediums can be mixed together to
utilize the advantages of each one.
• Monopoly is a board game, but it
also uses stacks of cards that
can be mixed up and dice that
add an element of chance to
player movement.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.

• Single Player: One player vs. game

system
 Examples include any of the
Solitaire card games and the
electronic game Minesweeper.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.
• Head-to-Head (one player vs.
one player or PvP)
• Examples include:
• Chess
• Cribbage
• Backgammon
• Tennis
Requirement 1a

Player Format - The number, arrangement

and alignment of players in a game.
• Cooperative or Player vs. Environment
(PvE) (Many players vs. game system)
• This is common in online games like “World of
Warcraft”.
• Some purely cooperative board games exist t
oo, such as “Pandemic”.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.

• One Against Many: One

player vs. many players
• In the Nintendo Land game
“Luigi’s Ghost Mansion”, one
player takes the role of a ghost
trying to scare the other players
while they work together to trap
the ghost with their flashlights.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.

• Free-For-All (One player vs.

one player vs. one player vs…)
• Perhaps the most common player
structure for multiplayer games.
• This can be found everywhere,
from board games like Candy Land
to the basic mode in most shooter e
lectronic games such as Halo.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.

• Team Competition: Many

players vs. many players.
• This is a common structure found in
most team sports, card games like
euchre, and outdoor games like capt
ure the flag.
Requirement 1a

Player Format - The number, arrangement and alignment of players in

a game.

• Predator-Prey
• Players form a real or virtual circle.
• Everyone’s goal is the attack the player
on their left and defend themselves
from the player on their right.
• The live action game “Assassin” uses
this structure.
Requirement 1a

Objectives determine whether a player has advanced or won a game.

• Score
 Get more points than your
opponent.
 Be the first player to reach a
particular number of points.
 The game ends after a certain a
mount of time and the best
score wins.

• Capture/Destroy
 Eliminate all of your opponent’s
pieces from the game such as
in chess and Stratego.
Requirement 1a

Objectives determine whether a player has advanced or won a game.

• Collection
 The card game rummy involves
collecting sets of cards to win
 Many electronic games require
the player to collect a certain
number of objects scattered
throughout the levels.

• Solve
 The board game Clue is an
example of a game where the
objective is to solve a puzzle.
Requirement 1a

Objectives determine whether a player has advanced or won a game.

• Chase/Race/Escape
 Any game where you are running
toward or away from something.
 Candy land is a race to the finish.
 Playground tag is another
example.

• Spatial Alignment
 Games involve the positioning of
elements as an objective such as
tic-tac-toe or Tetris.
Requirement 1a

Objectives determine whether a player has advanced or won a game.

• Build
 Players use resources to build
structures or assets such as
SimCity.

• Avoiding a Loss
 Some games end when one
player performs an act that is
forbidden by the rules.
 Examples include Twister and
Jenga.
Requirement 1a

Objectives determine whether a player has advanced or won a game.

• Advance the Story
 Sometimes the objective of a
game is just to continue a
storyline and see what happens
next to the characters.
 This is common in role-playing
games.

• Explore
 Game worlds like the Legend of
Zelda series encourage players
to travel around the world and
discover new characters and
places.
Requirement 1a
Rules

• There are three categories of

rules in a game.
1. Setup: Things you do once
at the beginning of the
game.
2. Progression of Play: What
happens during the game.
3. Resolution: The conditions
in which the game ends and
how an outcome is determ
ined.
Requirement 1a
Resources
• Resources are all the things directly under a player’s control that
can be used as the game advances.
• Examples include:
1. Pieces in chess.
2. Money in Monopoly.
3. Territory in Risk.
4. Known information (the suspects you have eliminated in
Clue.
5. Objects that can be picked up in electronic games
(weapons, coins, power-ups).
Requirement 1a
Theme
• Themes include a game’s setting,
story and/or characters.
• They answer the question, “What is
this game about?”
• Not every game has a theme, but a
theme can:
 Help players become more
engaged.
 Make a game easier to learn.
 Tell a compelling story.
Requirement 1a

Now that you have learned about the different parts of games:

Analyze four games you have played, each from a different medium. Identify
the medium, player format, objectives, rules, resources, and theme (if
relevant). Discuss with your counselor the play experience, what you enjoy
in each game, and what you dislike. Make a chart to compare and contrast
the games.
Game Design Requirements
1. Do the following:
a. Analyze four games you have played, each from a different me
dium. Identify the medium, player format, objectives, rules, res
ources, and theme (if relevant). Discuss with your counselor th
e play experience, what you enjoy in each game, and what you
dislike. Make a chart to compare and contrast the games.
b. Describe four types of play value and provide an example of a
game built around each concept. Discuss other reasons peopl
e play games.
Requirement 1b
Play Value refers to the reasons that a player chooses to
play a particular game.
• Game experiences can be rated on 5 areas of play value:
 Novelty: Imaginative, new or unexpected experiences.
 Challenge: Tasks that must be practiced and mastered.
 Stimulation: The emotional excitement of play.
 Harmony: Player-to-player interaction.
 Threat: Tension, danger, and humiliation.
• Most games incorporate multiple types of play value.
 Basketball involves novelty (playing against different teams), chall
enge (mastering skills such as shooting and dribbling), stimulation
(a fast pace), harmony (cooperating with your team), and threat (pl
aying against a good team).
Requirement 1b

Other reasons people play games:

• Help build and strengthen social ties.

• Games can help start conversation.
• Competition helps motivate people to
practice skills and think of different
ways to succeed.
Requirement 2
2. Discuss with your counselor five of the following 17 game design
terms. For each term that you pick, describe how it relates to a
specific game.

a. Thematic game elements: 1. pace

1. story 2. replay value
2. setting 3. age appropriateness
3. characters c. Related terms:
b. Gameplay elements: 1. single-player vs.
1. play sequence multiplayer
2. level design 2. cooperative vs.
3. interface design competitive
c. Game analysis: 3. turn-based vs. real-time
1. difficulty 4. strategy vs. reflex vs.
2. balance chance
3. depth 5. abstract vs. thematic
Requirement 2

Thematic Game Elements

1. Story:
a. Narrative story or plot is created by the game designer.
b. Player created stories tell what the player did during the game.
2. Setting: The fictional environment in which the game takes place.
3. Characters: The people or creatures that appear in a game.
Requirement 2
Gameplay Elements
1. Play Sequence: The order in which
players (or the game system) take
action
2. Level Design: Creation of the game
environment
a. The design of play space determines
how and where the action occurs.
1. Example: 3-point line in basketball. If
it is too close, players want to take
every shot from behind the line. If it
is too far, no one attempts 3-point
shots.
b. The play space should also help
players identify objectives and judge
their progress toward the objectives.
Requirement 2

Gameplay Elements

3. Interface Design: Creating effective methods for communicating

information between players and games
a. Consider a deck of playing cards.
b. One side has some sort of design that is the same for all cards so they
can be randomly mixed and their values hidden.
c. The other side has symbols, colors, and numbers to communicate
information to players.
d. Electronic games use screens and button layouts.
e. Rule sheets, glossaries, tutorials, and help sections are also parts of the
interface.
Requirement 2
Game Analysis
1. Difficulty: How easy or hard it is for
a player to complete the game
objectives.
2. Balance: The relative strength of the
different resources, mechanics,
objectives, or starting states.
a. A balanced game does not give
an unequal advantage or
disadvantage to any player (rock-
paper-scissors game)
b. If a player can choose between
two different paths, but one is
always better, then the choice is
not balanced.
Requirement 2

Game Analysis

3. Complexity: The number of rules or elements with which a player

interacts.
a. The greater the complexity, the harder it is to learn how to play the
game.

4. Depth: The ability to find enjoyment in a game as one’s skill

improves.
a. Chess is a game that gets great depth from modest complexity
Requirement 2

Game Analysis

5. Pace: The speed of the game (chess vs. basketball)

.
6. Play Value: The reason someone plays a game.
a. Replay Value: The reason someone plays a game
over and over again.

7. Age Appropriateness: The age or maturity level of

the game’s intended audience.
Requirement 2

Related Terms
1. Single-player vs. multiplayer: One player vs. more than one player.
2. Cooperative vs. competitive:
a. Cooperative games require players to work together to achieve
objectives while competitive games have winners and losers.
b. Many team games are both cooperative and competitive.
Requirement 2
Related Terms
3. Turn-based vs. real-time:
a. Turn-based allows one player or team to control the play and then
switching control to the next player or team.
b. Simultaneous play means that more than one player or team can act at
the same time.
c. In a real-time game, all players act at the same time throughout the
game.

Turn-Based vs. Real Time

Chess Baseball Capture the Flag
Players alternate turns Teams switch between offense Players are always on both
and defense offense and defense
While one player plays, the After each pitch, play finishes Flags are reset only when a
other waits before the next pitch begins point is scored
During a play, players from both Action happens continuously
teams participate
Requirement 2
Related Terms War
4. Strategy vs. reflex vs. chance
a. Strategic (mental) and reflex (physical)
gameplay are different expressions of
player skill.
b. In both cases, the player has control
over the outcome through decisions and
actions.
c. Chance-based mechanics have a
randomized outcome.
a. Chance adds uncertainty to make a
game more exciting.
b. Decisions lose meaning if the outcomes
are decided solely by dice rolls or card
shuffles such as in the War card game.
Requirement 2
Related Terms
5. Abstract vs. thematic
a. While many games are thematic
(as discussed earlier), some are
abstract, meaning that they don’t
incorporate nongame information
into the game.
b. Examples of abstract games are:
checkers, most playing card
games, dominoes, golf, and Tetris.
Requirement 3
3. Define the term intellectual property. Describe the types of intellectual
property associated with the game design industry. Describe how
intellectual property is protected and why protection is necessary.
Define and give an example of a licensed property.
Requirement 3
Intellectual Property is the creations of the mind for which
the creator has exclusive rights.
For a game, this would be:
• Computer Code • Game Pieces
• Visual Displays • Instruction Manual
• Story • Game Title
• Characters • Packaging
• Music • Company Logo
• Voice Recordings

• Game Board
Requirement 3
Intellectual Property is protected by:
• Copyright: The right to make copies of creative, literary or artistic
works noted by a ©.
• Trademark: Ownership of a word, phrase or symbol representing
the goods or services of a company noted by a ™.
• Patent: Ownership of an invention or method of doing something.
• Licensing: A contract between you and a rights owner to use
those rights for a fee.
• An example would be using a movie such as Star Wars for a game
theme.

The purpose of intellectual property rights is to allow the owner to

commercialize or develop for sale their invention without others stealing
their ideas and profiting off of them.
Requirement 3

Intellectual Properties

How might copyrights, trademarks, patents and licensing be used in

this game of Boy Scouts of America Monopoly?
Requirement 4

4. Do the following:

a. Pick a game where the players can change the rules or objectives (ex
amples: basketball, hearts, chess, kickball). Briefly summarize the sta
ndard rules and objectives and play through the game normally.
b. Propose changes to several rules or objectives. Predict how each cha
nge will affect gameplay.
c. Play the game with one rule or objective change, observing how the p
layers’ actions and emotional experiences are affected by the rule cha
nge. Repeat this process with two other changes.
d. Explain to your counselor how the changes affected the actions and e
xperience of the players. Discuss the accuracy of your predictions.
Requirement 5
5. Design a new game. Any game medium or combination of mediums
is acceptable. Record your work in a game design notebook.
a. Write a vision statement for your game. Identify the medium, player form
at, objectives, and theme of the game. If suitable, describe the setting, st
ory, and characters.
b. Describe the play value.
c. Make a preliminary list of the rules of the game. Define the resources.
d. Draw the game elements.
Requirement 5a

Starting Your Game

Design Notebook

• Introduction: Describes what you are aiming for in your

game in 3 brief sections.
1. Vision statement: Describe your game in a sentence or two.
2. Limitations: The game will have limitations, depending on the
medium and the equipment needed to play the game.
3. Timeline: Set progress goals with specific time milestones so
that the project can be completed in a reasonable time.
Requirement 5a
Game Design Notebook
Main Text - Brainstorming
1. Brainstorming is the process of coming up with as many ide
as as possible to solve a problem or accomplish a task.
2. Think about what your game could be.
3. Write down every idea in your notebook.
4. Do not worry about the details at this time.
a. Take the player on an adventure.
b. Teach a skill.
c. Simulate another activity, like ruling an empire or flying a plane.
d. Explore themes or settings, like space travel or pizza delivery.
Requirement 5a
Game Design Notebook
Main Text - Organize Your Ideas
1. Read through your ideas and put a star next to all of the one
s that catch your attention.
2. Ask yourself and then write your answers in your notebook:
a. What makes those ideas fascinating?
b. What would the game look like?
3. Pick out the which one seems most interesting.
4. Add details to your idea so you can begin to see your game
more clearly.
5. Use game elements to guide this process.
Requirement 5a
Game Design Notebook
Main Text - Players vs. Designers
1. Game designers and game players look at games very
differently.
2. Designers are focused on how the game works.
3. Game players want the enjoyment and challenge of playing
a game as well as the fun of spending time with friends.
4. While developing and testing your game, you will switch
back and forth between designer and player.
a. As a designer, you will think of something to add to your game.
b. As a player, you will give the idea a try to see what you think about it.
5. Record everything in your notebook.
Requirement 5a, 5b, 5c, 5d
Game Design Notebook
Main Text – Game Format
1. Identify and record the game medium, player format,
objectives, and theme of the game.
2. If appropriate, describe the setting, story, and characters.
3. Describe the play value.
4. List the rules of the game.
5. Define the resources needed for the game.
6. Draw the game elements.
Requirement 6

6. Do the following:

a. Prototype your game from requirement 5. If applicable, demonstrate to yo

ur counselor that you have addressed player safety through the rules and
equipment. Record your work in your game design notebook.
b. Test your prototype with as many other people as you need to meet the p
layer format. Compare the play experience to your descriptions from requ
irement 5b. Correct unclear rules, holes in the rules, dead ends, and obvi
ous rule exploits. Change at least one rule, mechanic, or objective from y
our first version of the game, and describe why you are making the chan
ge. Play the game again. Record in your game design notebook whether
or not your change had the expected effect.
c. Repeat 6b at least two more times and record the results in your game d
esign notebook.
Requirement 6
Prototype Your Game
You must have your merit badge counselor’s approval of
your concept before you begin creating your prototype!
1. Build a version of your game.
2. Test it.
3. Adjust it.
4. Repeat the process until your
game is engaging and satisfying
.
5. When designing a physical
game or sport it is essential to
consider safety.
a. The rules and mechanics
should enforce safe play.
b. Protective equipment should
be used to reduce risk.
Requirement 6
Prototype Your Game
• Test your prototype with as many other people as you need to meet
the player format.
• Compare the player experience to your descriptions.
• Correct unclear rules, holes in the rules, dead ends, and obvious rule
exploits.
• Change at least one rule, mechanic, or objective from your first versio
n of the game, and describe why you are making the change.
• Play the game again.
• Record whether or not your change had the expected effect.
• Repeat at least two more times and record your results.
Requirement 7

7. Blind test your game. Do the following:

a. Write an instruction sheet that includes all of the information needed to pla
y the game. Clearly describe how to set up the game, play the game, and
end the game. List the game objectives.
b. Share your prototype from requirement 6a with a group of players that has
not played it or witnessed a previous playtest. Provide them with your instr
uction sheet(s) and any physical components. Watch them play the game,
but do not provide them with instruction. Record their feedback in your ga
me design notebook.
c. Share your game design notebook with your counselor. Discuss the playe
r reactions to your project and what you learned about the game design pr
ocess. Based on your testing, determine what you like most about your ga
me and suggest one or more changes.
Requirement 7a
Writing Rules for Your Game
• Write the rules for your game.
• Test your ruleset by having someone
unfamiliar with your game explain you
r game to you after reading your rules.
• Give examples for special or
complicated situations.
Requirement 7

7. Blind test your game. Do the following:

a. Write an instruction sheet that includes all of the information needed to pla
y the game. Clearly describe how to set up the game, play the game, and
end the game. List the game objectives.
b. Share your prototype from requirement 6a with a group of players that has
not played it or witnessed a previous playtest. Provide them with your instr
uction sheet(s) and any physical components. Watch them play the game,
but do not provide them with instruction. Record their feedback in your ga
me design notebook.
c. Share your game design notebook with your counselor. Discuss the playe
r reactions to your project and what you learned about the game design pr
ocess. Based on your testing, determine what you like most about your ga
me and suggest one or more changes.
Requirement 7b
Blind Test Your Game
• In a blind test the players have no experience with the game and do
not interact with the designer during the test.
• They use the rules and components provided by the designer and pla
y the game as well as they are able.
• The game designer observes and takes notes to identify problems for
correction.
• After the game is over, ask the players about the game experience.
• Find out what aspects of the game were confusing, boring, or too
difficult.
• Modify your game if necessary based upon player feedback.
Requirement 7

7. Blind test your game. Do the following:

a. Write an instruction sheet that includes all of the information needed to pla
y the game. Clearly describe how to set up the game, play the game, and
end the game. List the game objectives.
b. Share your prototype from requirement 6a with a group of players that has
not played it or witnessed a previous playtest. Provide them with your instr
uction sheet(s) and any physical components. Watch them play the game,
but do not provide them with instruction. Record their feedback in your ga
me design notebook.
c. Share your game design notebook with your counselor. Discuss the playe
r reactions to your project and what you learned about the game design pr
ocess. Based on your testing, determine what you like most about your ga
me and suggest one or more changes.
Requirement 8

8. Do ONE of the following:

a. With your parent’s permission and your counselor’s approval, visit wit
h a professional in the game development industry and ask him or her
about his or her job and how it fits into the overall development proce
ss. Alternately, meet with a professional in game development educati
on and discuss the skills he or she emphasizes in the classroom.
b. List three career opportunities in game development. Pick one and fin
d out about the education, training, and experience required for the pr
ofession. Discuss this with your counselor. Explain why this professio
n might interest you.
Requirement 7b
Careers in Game Development
• Video Game Designer and related occupations are among the fastest
growing careers in America.
• Video Game Designer
 A college degree or certificate in game design or creative writing will
help you get hired as a video game designer. Skills to look for in a v
ideo game designer education program include game theory, st
orytelling and storyboarding, game planning and strategy, creative
content writing, brainstorming and creative thinking, and game design
project management.

• Video Game Programmer

 For game design programming jobs, the education requirement is
typically a bachelor's degree in video game development, computer
science, software engineering, mobile application development, game
and simulation programming, or a similar programming-focused area of
study.
Requirement 7b
Careers in Game Development
• Video Game Artist
 Education requirements for game art jobs ideally include a specialized
2- or 4-year game art degree, however a traditional art school degree
is acceptable in many cases. Video game artists must first master t
raditional art techniques and principles, such as form, perspective and
color theory, before they can apply these skills to game elements like c
haracters and environments. A prospective video game artist's most
crucial asset is his or her design portfolio; the stronger and more
relevant your portfolio, the less you will have to rely on your formal e
ducation to land the job. The ability to effectively use modern graphic d
esign and computer animation software, such as Adobe Flash, will al
so help you get hired as a video game artist.