Six kinds of learning

When you make a game, you have to…

• understand the system.

  In my gamesTo make water run downhill in Sponge Street, I had to understand how a real Ottawa street floods.
  With studentsPitch a game about this river: research the salmon’s world, then build a rule around it.

• do the research.

  In my gamesEvery Birdseed cost in Fantasy Birding comes from regional bird data. Setting a price means knowing how likely a bird is.
  With studentsInvite students to research their own region and set the costs.

• decide what matters.

  In my gamesWhat you score is what you teach. In The Long Way South, I turned a streak that resets into miles that are never taken away.
  With studentsThe Mechanic move in G.A.M.E.S.: what does your game reward, and what does that say?

• design for someone else.

  In my gamesWho plays, who’s left out, what do they need? Accessible play starts with a person, not a category.
  With studentsCivics Bowl: Solo Edition: redesign a team quiz show for one player.

• test, fail and revise.

  In my gamesStrangely Hopeful took eight versions to get simple. The judges and tokens came out.
  With studentsA two-minute paper playtest. If nothing changes on the page, the rule isn’t doing anything yet.

• decide when AI helps.

  In my gamesAI builds alongside me, and I make the calls. In EducAItorBall, every player shares their AI level.
  With studentsIn G.A.M.E.S., Goal and Audience stay human-only. For the other moves, students choose, check and disclose their AI use.