|
Instructional
Objective |
Learners
& Context
| Object
of Game |
Game
Materials
|
| Time
Required |
Rules
| Design
Process and Lessons Learned
| References
|
The goal of the
game is for the learners to gain some contextual history and
knowledge of the city and county of San Diego. A sense of
the highway system will also be imparted through
gameplay.
Learners &
Context of Use
The game is
designed for Middle School and older learners. The game-play
is simple enough for younger players, but some of the
questions will require a finer sense of history than a
younger child could appreciate.
The game could be
used in classroom and casual settings. The intended
application could fit in with any program designed to impart
knowledge of the San Diego county region. I could see it
used as a tool to help people new to the area get in touch
with their surroundings. College students could have the
game in their dorms. Human Resource departments could use
the game for people who were hired from other states. The
game should be played more than once. The learners would
become more familiar with the layout of San Diego as well as
gain bits of knowledge about San Diego that could be of use
in their daily lives.
The goal of the
game is to accumulate a certain number of points. The number
of points needed would be dependent upon how much time could
be allotted for the game. A quick game could be played up to
100 points. A greater point total would be set for a more
in-depth game experience.
List each of the
physical objects one would find in the box. For example, the
board, each type of card, each type of prize or token,
etc.)
- Game
board/map of San Diego
- Four player
pieces of varying color
- 2 six-sided
dice
- Nine stacks of
Question Cards.
- One stack of
Mission Cards
- Instructions
- Pencil and
paper to keep score
The game board link
leads to the original map that was used as the basis of the
game board. This image was originally found at
http://www.lib.utexas.edu/Libs/PCL/Map_collection/world_cities/San_Diego.jpg.
A less detailed map would be much more ideal. The game board
would be better if it were more abstracted so that more
vital areas could receive more space on the
board.
The Question Cards
are divided into nine stacks. Each stack represents one
portion of the map. The map portions are not equal. This is
to balance the importance of each area. Each card has
printing on each side. One side is for questions and the
other is for answers. The answers will be presented in a
multiple-choice format. A point total is listed on the front
of the card to denote the questions point value. Advanced
learners would play for the full point total without having
the multiple choice answers read tot hem. Beginning learners
would play for the full point total and would have the
multiple choice answers read to them. Intermediate play
would have the most options; the learner can answer the
question for full points by not having the multiple choice
answers read to them and for half points if they need to
have their answer options read to them.
The Mission Cards
add more chance to the game. They will grant special quests
and abilities in the game. For example, the Theme Park Quest
Card will grant the player 40 points if they can visit Sea
World, the San Diego Zoo, the Wild Animal Park and Legoland
within ten turns. On the other hand, cards such as the
Hidden Freeway Underpass card would allow the learner to
change their direction of travel anywhere on the map
once.
The game is very
flexible in needed time span. This flexibility is necessary
due to the nature of the game. Advanced learners could get
through the questions and gain points very quickly, whereas
those less versed would require a longer playtime. The time
can simply be set for a half-hour and at the end of time,
the one with the most points would be the winner. If playing
for a point value, the number could be set at 100 points to
win. This should result in a game that lasts no longer than
an hour. Even if the players demonstrate little knowledge of
San Diego trivia and history, this should be enough time for
enough quests to be accomplished.
The
Rules
Setup
1. Open board on a
flat surface that gives all players equal access to the
board.
2. Place all cards
in separate stacks. Keep Mission Cards face side down.
Question cards should be placed so that the answers are
hidden.
Gameplay
1. Each player must
roll one die. Whoever gets the highest roll selects a
playing piece and places it on a Mission Card Spot. The
player with the next highest roll chooses next. This
continues until everyone has placed their piece. Note:
Players do not get to draw a Mission Card at this
time.
2. The player who
placed their piece last gets to play first. This follows
until the player who placed their piece goes
last.
3. The players roll
two dice. When the game begins the players must decide which
way they will be travelling. On following turns they must
continue the direction they were travelling on the previous
round. The players may choose to stop moving at any time
during their turn. For example, if a player rolls five on
the dice, but only need three to get to a Question Spot,
they may cease movement on the Spot.
4. The direction of
movement cannot be changed until one of the following has
occurred: the player lands on a Question Spot; the player
lands on a Mission Card Spot; or the player has a Mission
Card that allows reversal of motion.
5. Players must
land on question spots to be asked questions. The answers
will be presented in a multiple-choice format. When a
question is answered correctly, the player recieves the
number of points printed on the card. The person who moved
previously acts as the questioner. If this happens on the
first turn, the player who goes last asks the question. The
questioner draws a Question Card corresponding to the map
grid and the color landed on by the player. There are three
levels of difficulty for answering questions.
Level One:
Beginning learners would play for the full point total
and would have the multiple choice answers read to
them.
Level Two:
Intermediate play would have the most options; the
learner can answer the question for full points by not
having the multiple choice answers read to them and for
half points if they need to have their answer options
read to them.
Level Three:
Advanced learners would play for the full point total
without having the multiple choice answers read to
them.
6. If the player
does not answer the question correctly, the remaining
players may attempt to jump in and steal the question. If
they answer correctly, they gain half the points that the
original player would have recieved. If they answer
incorrectly, they lose half of the points the original
player would have recieved. All other remaining players may
attempt this with the exception of the
Questioner.
7. After
successfully answering a question, the player must move to
another map grid before stopping at another Question Spot.
This does not apply to players who jumped in on someone
else's question.
8. When the players
land on a Mission Card spot, they get to draw one Mission
card. Some Mission Cards may be saved for later and others
must be played immediately. The card should state when it
comes into effect.
9. The game
concludes at a predetermined win scenario. The game can be
played towards a point limit. For example, the first player
with 100 points could be the winner. Alternately, the game
can be played to a time limit. PLay could be set to end in
30 minutes and whoever has the most points would be the
winner.
Design Process
and Lessons Learned
The design of the
game board was an obvious decision. Imparting knowledge of
San Diego's freeway system is a very important part of the
game. The current version of the game is actually far
simpler than earlier systems. The original rules were far
more complex. Too much of the game was spent on the system
rather than the information the game was trying to convey.
The game is now much more streamlined and quicker to play.
The sections of the map were originally intended to be
quadrants. This did not work well--there were too many
questions to fit in the cards this way. Nine sections may be
too many, but this represents each region more fairly for
the game's purposes and intent.
The current map is
not very satisfactory. There is too much meaningless content
cluttering up the map, while important landmarks are written
in with pen. A more fanciful map would suit the game much
better. An illustrated map with nice wide freeways for the
game pieces to travel on would have been much more
appropriate. Such a map was never found. The game-play does
suffer for the amount of extraneous information on the map.
It should be noted that a more polished map would result in
better play. The core system is sound, even if the materials
are not.
Books &
Journals
- Schad, J.
(1995). Afoot and Afield in San Diego County (2
ed.). Berkeley: Wilderness Press.
Electronic
