The learner will be able to correctly identify various methods of film production and techniques. Learner will also be able to accurately state various important events in film history. Learner will be familiar with several important figures in the film industry and their significant contributions to the art.

This game is designed for learners, age 18 and up, in an undergraduate introductory film studies class.

The game is designed to be used in a classroom setting where the students are able to sit around a table. The game can be played more than once, but is designed to be a review aid before the students are tested on the material.

Game is designed to be used by 2 to 4 players, but can also be played in teams.

The goal of the game is to fill up the Walk of Fame section of the game board that is facing the player with the appropriate colored tokens. Once the player has all of their tokens they can proceed to the Award Circle. The first person to reach the Award Circle and answer that question correctly wins the game.

• one game board
• one die
• four player pieces (red, green, blue, yellow)
• four sets of playing cards (Production, Technical, History, Cast & Crew)
• four sets of player tokens (12 tokens of each color)

Sample Cards

The game should take less than five minutes to setup. Players unfold board and place it on table, choose their game pieces and place the colored cards in stacks in the appropriate colored circular spaces on the game board.

Play should last for a period of 50 to 90 minutes during one play period.

1. Each player select one colored playing piece and places it in the Award Circle of the game board. On the first turn, each player role the die, with the highest role being the first to play. If there is a tie, those players role again. The play then goes around the board in a clockwise direction.
2. The player rolls the die and moves in any direction the same number of spaces as is shown on the die. (Player can move in any direction around the board or up and down the spokes, but must move in the same direction on the same move.)
3. Once the active player lands in the colored space, the player to the left will draw a card from the same colored deck and asks the active player the question.
4. If the active player answers the question correctly, that player receives that colored token and places it on the Walk of Fame section of the board that is in front of them. The active player then gets another turn.
5. If the active player answers the question incorrectly, the player with that colored playing piece is given the chance to answer the question correctly and receive the token. (If there is no player with that playing piece or if the player with that piece answers correctly play resumes to the next player to the left).
6. If a player lands in the same space as another player's piece and answers the question correctly, they get that token plus they can take a token of their choice that belongs to the other player.
7. If a player lands in the Double Feature space and answers the question correctly they receive two tokens of that color.
8. If a player has all the tokens of that colored space they do not receive another token of that color, but must answer the question correctly if they wish to continue their move.
9. If a player lands in the Awards Circle, they must answer the question on the card that is of the person to their left's choice.
10. Once the player has received all twelve of their tokens (3 red, 3 blue, 3 green and 3 yellow) they then roll the die and try to land in the Award Circle. They must have the exact number on the die to land in the Award Circle. Once in the Award Circle, to win they must correctly answer a question drawn from the card of the player to their left's choice.

We first considered doing a project on serial killers, our idea was that why should all games be happy and fun. We then discussed doing our project on music, sea otters or cats because we both have experience in both topics. We chose to do the Reel Film idea because we had both had a class on this topic and found it to be very interesting.

We both searched in vain for our old textbooks and notes on the subject with no avail. We then decided to search the vast knowledge base found on the world wide web for information on the topic. We also searched the web and went to many toy stores to look at games that were of a similar nature.

We received feedback from our classroom peers and the course instructor on how to make our game more educational and interesting. We tried out many game design prototypes in our group and on our friends and family members. We took the feedback from these sessions and incorporated the changes into our game design.

We learned that there are many stages and prototypes that need to be done before a finished product is completed. We also learned to incorporate different motivational and educational strategies into the game. The game design started out as being very simple and grew to be much more complex by the end of the design process. We also learned that thrift stores are very useful places to find cheap games for gathering parts, pieces, boxes, boards and ideas.

Books & Journals

• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
• Ellington, H., Addinall, E., & Percival, F. (1982). A handbook of game design. London: Kogan Page.
• Keller, J. M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design. In D. H. Jonassen (Ed.). Instructional designs for microcomputer courseware. Hillsdale, NJ: Lawrence Erlbaum.
• Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Cognative and affective process analysis. Hillsdale, NJ: Lawrence Erlbaum

Electronic

• ThinkQuest Library Film Reference
• MiraCosta College Film 101 - Introduction to Film
• Film100
• The Greatest Films Filmsite
• Internet Movie Database