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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

How to create a playbox

MODULE 6

START

Scie-Citizens 2.0 Project code: EU project ID: 2022-1-DE02-KA220-ADU-000086086 https://www.scie-citizens.org Year of publication: 2024 Project Partners The Comparative Research Network School Raising CRCE Almost there Medienkompetenz Team e.V. Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Licensing and Openness This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

SESSION #4

MODULE 6

SESSION #3

SESSION #2

TABLE OF CONTENT- MODULE 6

Activity 1 - User Personas Activity 2 - How Might We Question Activity 3 - Design your first Game Cover Box (vs.1.0)

Activity 1 – Game Building Activity 2 – Open Test Session

Activity 1 – Like & Wish Activity 2 – Feedback Bazar Activity 3 – FeedbackMatrix: tool Activity 4 - Evolve your brief Activity 5 - Mix & Match Activity 6 - Change your target

Activity 1– Game Essentials Canva

Activity 1 – Warm up: draw your favorite game Activity 2 – Warm up: draw your favorite game

WarmUps and Feedbacks

SESSION #5

Prototype and Test

Manual Essentials

Players & Objectives Assessment

Common Reflection: what is a game?

About the project About this module

Introduction

SESSION #1

MODULE 6

ABOUT THIS PROJECT

We live in a time driven by innovation and collaboration, Scie-Citizens 2.0 emerges as a transformative project, dedicated to advancing citizen science and empowering communities. With its mission rooted in knowledge sharing, collaboration, capacity building, and advocacy, Scie-Citizens 2.0 aims to create an innovative system of tools that will revolutionize the field of citizen science.At the heart of Scie-Citizens 2.0 lies a vision of broad and meaningful participation, where citizens from all walks of life can actively contribute to scientific research. By promoting inclusive and collaborative partnerships, Scie-Citizens 2.0 seeks to create a vibrant community that shares best practices, knowledge, and tools, ultimately bringing recognition to the value and impact of citizen science.These modules will help you to realise your own Citizen Science project. We accompany you from the initial development of your idea to the realisation of your own playbox. You can work through these modules step by step or start directly with a specific topic.

MODULE 6

ABOUT THIS MODULE

In this module, we share the structure, methodologies and learning unfold during the co-creation Lab, workshop held by School Raising in Genova (Italy) as a specific action of the project (LTTA). During the Lab the project’s partners and some external participants selected through an open call, co-created 4 different games designed to make scientific topics accessible and appealing for different targets of citizens. School Raising was responsible for the design and facilitation of the sessions. In Module 6, you will find the process and structure we implemented during the 3 days workshop, as well as the tools- some of which were designed for this Lab specifically- and the instructions on how to use them. The co-creation process implemented in the Lab follows the principles of human design thinking methodology. This Module prepares participants to design, structure and facilitate a co-design process for the ideation of infotainment games, providing them with methodologies, tools, facilitation tips and a general knowledge on how to create a design thinking workshop.

MODULE 6 - How to create a playbox

MODULE 5 - How to help citizens understand their needs and formulate research challenges

MODULE 4 - How to create knowledge

MODULE 1 - Introduction

MODULE 3 - How to create dialogue

MODULE 2 - Prepare yourself

Here you can put a highlighted title

Common Reflection: what is a game? Activity 1 - Warmup: Draw your favorite game! Activity 2 – Must Have, Nice To Have, Topics: post-it brainstorming & clustering

sESSION #1

SESSION 1

Common Reflection: what is a game?

In Session #1, participants will establish a shared understanding of what a game is and should look like before embarking on the co-creation process. Session #1 is crucial for laying a solid foundation for collaborative game design. Common reflection on the essence of a game helps align the vision and expectations of all involved parties, ensuring that everyone is working towards a unified goal.

By collectively defining key elements such as gameplay mechanics, visual aesthetics, narrative structure, and target audience, the team can establish a clear framework within which to operate. This initial reflection phase encourages brainstorming and exploration of diverse perspectives, allowing for the integration of innovative ideas while also grounding the design in established conventions and player expectations.

Moreover, aligning on the fundamental aspects of the game upfront helps mitigate misunderstandings and conflicts down the line, facilitating smoother collaboration and decision-making throughout the co-creation process. Overall, common reflection on the nature and characteristics of the game sets the stage for a cohesive and successful collaborative design endeavor.

SESSION 1

The realm of educational, informative, and community-building games encompasses a rich tapestry of possibilities,spanning across physical, digital, and performative mediums. Through physical games, players can interact tangibly with cards and boards, fostering hands-on learning experiences and tactile engagement. Digital games offer immersive simulations and interactive environments, leveraging technology to deliver dynamic educational content and facilitating global connectivity within communities. Performative games encourage creativity and expression, inviting participants to embody characters, enact scenarios, and engage in role-play, thereby promoting interpersonal connections and fostering a sense of belonging. Whether players are drawing, acting, following a narrative board, or moving around in a physical or virtual space, the potential for educational enrichment, dissemination of information, and community-building endeavors is boundless, offering diverse avenues for collaborative learning, meaningful interaction, and collective empowerment. Considering this, the first activities of the co-creation process of the playbox should include activities aimed at delineating the wider framework of the games included in the box- outlining the must have/nice to have of the games and the topics.

Aims of the activity and description of target groupThis warm up activity is useful to settle the “common ground” of the participant of the co-creation. It serves as a moment to get the group to know each other as well as starting sharing different typologies of games in terms of formats and topics. Resources, Materials needed:

papers
markers
pencils

Duration

5-10 minutes for drawing
2 minutes for presenting (for each participant)

Activity 1 - Warmup: Draw your favorite game!

SESSION 1

STEP 1 Give each participant a piece of paper and a marker/pencil/pen and ask them to draw their favorite game STEP 2 Each participant will present him/her self, the game they draw and three elements that make this one their favorite game STEP 3 The draws will be collected on a wall and ideally will stay in the space of the co-design lab until the end of the process Learning Outcomes:

Participants express their personal gaming preferences.
They identify key elements that make a game enjoyable.

How do you check the outcomes are reached?

Observe engagement during the drawing and presentation phases.
Listen for clear articulation of game elements and reasoning.

Activity 1 - Warmup: Draw your favorite game!

SESSION 1

De-Briefing Questions:

- What common elements did you notice in different games?
- Did any game surprise you? Why?

Activity 1 - Warmup: Draw your favorite game!

SESSION 1

Aims of the activity and description of target group: · Encourage creativity and individual contributions during brainstorming. · Identify key priorities (Must Haves), secondary features (Nice To Haves), and thematic preferences (Topics) for designing a game. · Promote group discussion and collaboration by clustering ideas into cohesive groups. · Facilitate alignment among participants regarding shared goals and interests. STEP 1 Set a board with three different areas: Must Have, Nice To Have, Topics. STEP 2 Give each participant 8 post-it

Activity 2 - Must Have, Nice To Have, Topics: post-it brainstorming & clustering

SESSION 1

STEP 3 Ask the participant to write down 3 Must Have of their dream game (example: card game, collaborative game, easy mechanic), 3 Nice To Have (example: online version of the game, adaptable to different range of age, role-play) and 2 Topics of interests (example: Biology, Psychology) STEP 4 Ask the participant to place them on the board STEP 5 Now cluster the post-it, trying to create groups for similar interest

Activity 2 - Must Have, Nice To Have, Topics: post-it brainstorming & clustering

SESSION 1

Learning Outcomes:

Participants articulate and categorize key game design elements.
They distinguish between essential features, desirable additions, and thematic interests.

How do you check the outcomes are reached?

Ensure all participants contribute at least 8 post-its.
Observe engagement in clustering and discussions.

De-Briefing Questions:

Were there any surprising similarities or differences in priorities?
How did clustering help in refining the game concept?

Activity 2 - Must Have, Nice To Have, Topics: post-it brainstorming & clustering

SESSION 1

Players & Objectives Assessment Activity 1 - User Personas Activity 2 – How Might We Question Activity 3 – Design your first Game Cover Box (vs.1.0)

sESSION #2

SESSION 2

Players & Objectives Assessment

In Session #1, participants will incorporate the principles of Human-Centered Design (HCD) into the co-creation process of a board game.

Session #2 emphasizes the importance of understanding the players' needs and challenges from the outset. Beginning with a comprehensive Players & Objectives Assessment not only aligns the design process with the foundational tenet of HCD—designing for the end user—but also ensures that the resulting game is relevant, engaging, and meaningful to its intended audience.

SESSION 2

By delving into the preferences, behaviors, and aspirations of the players, designers gain invaluable insights that inform every aspect of the game's development, from mechanics and dynamics to aesthetics and narrative elements. This user-centric approach not only fosters empathy towards the players but also facilitates the identification of opportunities to address their unmet needs and challenges through innovative game design solutions. Ultimately, starting from a Players & Objectives Assessment sets the stage for a collaborative co-creation process that prioritizes the creation of board games that resonate deeply with their players, fostering meaningful experiences and lasting engagement.

Aims of the activity and description of target groupThe user personas tool is a representation of a typical or ideal user of the service being designed. Each persona is endowed with a name, life story, goals, and specific experiences that make them a unique individual. Personas are created to help designers better understand the needs, motivations, desires, and challenges of users during service usage. This representation aids designers in creating solutions that are more user-centered and adoptable, capable of meeting the needs of diverse individuals and effectively solving their problems. Resources, Materials needed: User Personas Template Duration: 1 hours

Activity 1 - User Personas

SESSION 1I

Step 1 Provide each participant with a User Personas Template Step 2 Ask them to create a fictional user by giving them a name, background, goals, frustrations, and key characteristics. Step 3 Encourage participants to think about motivations, challenges, and behaviors relevant to the service/game. Step 4. Once completed, each participant presents their persona to the group. Step 5 Discuss and identify common themes or gaps among the personas.

Activity 1 - User Personas

SESSION 1I

Learning Outcomes:

Develop a deeper understanding of potential users and their needs.
Enhance empathy and user-centered thinking in the design process.

How do you check the outcomes are reached?

Review completeness and depth of the user personas created.
Ensure personas reflect diverse needs, challenges, and motivations.

De-Briefing Questions:

What insights did you gain from creating user personas?
Were there any surprising user needs or challenges?

Activity 1 - User Personas

SESSION 1I

Aims of the activity and description of target group: This tool helps us clearly define the scope we intend to focus on and pinpoint specific aspects within potentially broad problems. This activity represents a significant step, transitioning from problem recognition to exploring potential solutions. The form and structure of the questions play a crucial role in this context: starting from the problem statements, we pose new and stimulating design questions, identifying opportunities through the use of the phrase "How Might We." We do this by rewriting our problem statement in an interrogative form using this formula: How can we choose an appropriate verb to either nullify, assist, or neutralize the effect caused by the problem, for - insert the name of our personas - to - add the action to be taken - and - mention the constraint to be overcome ? How might we enable Giovanni to engage with climate resiliance knowing that he has little time because he’s running his business? Thanks to this tool, we'll be able to look at and consider the challenges and problems to overcome from different angles and with various interpretations.

Activity 2 - How Might We Question

SESSION 1I

Resources, Materials needed: How Might We Question template

Activity 2 - How Might We Question

SESSION 1I

Step 1: Identify the Problem Statement · Start by clearly defining the problem or challenge you want to address. · Ensure it is specific and tied to real user needs. Step 2: Break the Problem into Key Elements · Identify the persona affected by the problem (e.g., Giovanni, a business owner). · Define the action they need to take. · Recognize the constraint or barrier preventing them from solving the problem. Step 3: Construct the "How Might We" Question Use this formula to structure your question: How can we + (choose a verb to counteract or assist with the problem’s effect) for (persona’s name) to (desired action/goal) and (constraint to overcome)?

Activity 2 - How Might We Question

SESSION 1I

Example of HMWQ Canva s filled during the Co.Lab in Genova:

Activity 2 - How Might We Question

SESSION 1I

Step 4: Example Conversion Problem Statement:"Giovanni struggles to engage with climate resilience because he has little time while running his business." Rewritten as an HMW Question:"How might we enable Giovanni to engage with climate resilience knowing that he has little time because he’s running his business?" Step 5: Generate Multiple HMW Variations · Try different verbs or perspectives to explore alternative solutions. · Example: "How might we make climate resilience learning more time-efficient for busy entrepreneurs?"

Activity 2 - How Might We Question

SESSION 1I

Learning Outcomes:

Participants learn to reframe problems as opportunities for design.
Encourage diverse perspectives in problem-solving.

How do you check the outcomes are reached?

Ensure each question effectively translates a problem into a design opportunity.
Observe discussions and engagement in refining the questions.

De-Briefing Questions:

How did reframing the problem into a question change your perspective?
How can these questions guide the next steps in design?

Activity 2 - How Might We Question

SESSION 1I

Aims of the activity and description of target group: This activity aims to help the participant start visualizing their idea and define the core elements around which to build the game in a more structured way. Resources, Materials needed: whiteboard template, markers, pens, post-it Duration 30/40 min

Activity 3 - Design your first Game Cover Box (vs.1.0)

SESSION 1I

Step 1 The group receive a whiteboard Step 2 Each group write down on their whiteboard paper :: - Must have / Nice to have - Topic - Personas - HMWQ - Description: draft of what you want to have on the playbox folder (ex. cards / board / placeholders etc.)- Title - Visual References Learning Outcomes: - Participants begin structuring their game concept visually and thematically. - Encourage collaboration and communication within the group.

Activity 3 - Design your first Game Cover Box (vs.1.0)

SESSION 1I

Learning Outcomes:

Participants begin structuring their game concept visually and thematically.
Encourage collaboration and communication within the group.

How do you check the outcomes are reached?

Assess clarity and coherence in the game concept.
Observe teamwork, discussion, and decision-making processes.

De-Briefing Questions:

What was the most challenging aspect of defining your game cover?
How did visualizing your game help clarify its core concept?

Activity 3 - Design your first Game Cover Box (vs.1.0)

SESSION 1I

Activity 3 – Design your first Game Cover Box (vs.1.0)

SESSION 1I

Manual Essentials Activity 1 - Game Essentials Canva

sESSION #3

In this phase of the co-design process the focus is on defining the game mechanism and dynamics. Which are the main rules? What does a round look like? Which are the unexpected events the players may encounter? How do the players proceed in the game? Which are their actions in the play space?

SESSION 3

Manual Essentials

Aim of session #3 is to design the mechanics of the games having in mind the Players & Objectives Assessment object of Session 3

These are just some of the questions the participants are called to answer in order to have their Manual Essentials. To have these dynamics formulated in a clear way it will be essential in order to prototype and test the game (session 5).

SESSION 3

Especially for the test phase, these dynamics will need to be explained to testers who never saw the game before- the more they are clear and easy to explain, the more the testing phase can be effective and fun! In this session the participants will also develop further the ideas of the Cover Box- focusing on defining better who are the characters of the game, the tone of voice, the game space, materials, physical elements needed, etc. The visual and narrative identity of the game is also a crucial element, as is the first touchpoint of the players with that. While designing it we need to keep in mind our target and its peculiarities- its language, imaginary of reference and needs.

Aims of the activity and description of target group: This Canvas was designed to systematize the decisions made during the previous phases of the process, giving them a structure on which further develop the play mechanisms, rules, objectives of the game and the visual/narrative identity. This canvas will then serve as a basis to start creating the first prototype of the game. Co-design is an iterative process, that’s why this canvas can be done again after the first testing on the game and can be used both in the ideation phase and in the after-test 2.0 improvement phase. Resources, Materials needed:

Printed template
pens
post-it

Duration from 45 minutes to 1 hour

Activity 1 – Game Essentials Canva

SESSION 3

Step 1 Start to fill the canvas starting from the areas marked with black titles (Narrative Universe / Objectives)- these information are part of the CoverBox- but in this phase the participants are asked to develop them further (who are the characters, ToV, learning goals of the game, ecc.). Step 2 Continue to fill the Canvas focusing first on the Basic Rules (taking in consideration the emotions of our players/personas) and the Set Up (game space, materials, physical elements needed) . Step 3 From here, it starts the design of the Repeatable Scalable Mechanism- the play mechanism all players need to go through the game. Take in consideration unexpected events (internal and external to the game) while designing the play mechanism.

Activity 1 – Game Essentials Canva

SESSION 3

Activity 1 – Game Essentials Canva

SESSION 3

Learning Outcomes: They refine the narrative, mechanics, and rules of their game. Develop a foundation for prototyping and iterative testing. How do you check the outcomes are reached?

Assess coherence between narrative, objectives, and game mechanics.
Observe group discussions and decision-making in refining ideas.

De-Briefing Questions:

How did structuring your ideas in the Canvas clarify your game concept?
Were there any gaps or conflicts in your initial design? How did you address them?

Activity 1 – Game Essentials Canva

SESSION 3

Examples of HMWQ Canvas filled during the Co.Lab in Genova:

Activity 1 – Game Essentials Canva

SESSION 3

Prototype and Test Activity 1 - Game Building Activity 2 - Open Test Session Activity 3 - Is this a good research question ?

sESSION #4

Embracing the inherent uncertainties, we leverage feedback to shape our ideas into engaging and immersive experiences, ready to captivate players from the start.

SESSION 4

Prototype and Test

In Session #4, participants will learn how to put in practice principles of lean methodology by prototyping their ideas through a “continuous” approach.

In the realm of game design, prototyping and testing play crucial roles, serving as fundamental steps in refining game mechanics and evaluating player experiences. This session explores the practical application of the lean approach in game design, highlighting the iterative process of creation and assessment.

Aims of the activity and description of target group: It’s time to build the first prototype of your game! For doing this, you will need to provide participants with construction materials such as paper, carton, old magazines, markers, colors, wires and so on. The idea is to create a playable prototype with all the elements needed for the play-session. This is still the first prototype, so don’t worry if it is still looking “lo-fi”. Resources, Materials needed: · Paper, cardboard, old magazines · Markers, colors, glue, scissors · Wires, small objects for tokens/pieces Duration: · 2 hours

Activity 1 – Game Building

SESSION 4

STEP 1 Distribute materials and explain the goal of creating a playable prototype. STEP 2 Encourage teams to sketch out their ideas before assembling the game. STEP 3 Guide participants in constructing their game elements using the provided materials. STEP 4 Insure the game includes all necessary components for a test play session. STEP 5 Allow time for teams to refine and adjust their prototypes.

Activity 1 – Game Building

SESSION 4

Learning Outcomes: · Participants will develop problem-solving and creative thinking skills. · Teams will understand the importance of iteration in game design. How do you check the outcomes are reached? · Observe if participants can explain their game mechanics clearly. · Conduct a short playtest to see if the game functions as intended. De-Briefing Questions: · What challenges did you face while building the prototype? · How would you improve your game based on this first version?

Activity 1 – Game Building

SESSION 4

Aims of the activity and description of target group: It’s time to test the game! A first pre-test could be done after the Game Building Session, asking other participants in the workshop to test each other's games (valid for workshop sessions with more than one group). The participant will be now asked to go outside and test their game. First of all, they will need to reflect which ones could be the “hot touchpoints” where to physically find User Targets to engage in the testing. They will then go to some of these places asking people for a quick test of the game, collecting feedback and reactions. A good idea is to check if in the surroundings of the workshop’s venue there is some place dedicated to gaming (game shop, game bar, etc.)- if yes a good idea could be to organize a session with their customers as “game experts”.

Activity 2 – Open Test Session

SESSION 4

Resources, Materials needed: · Game prototypes from the previous session · Notebooks or digital devices for taking notes · Survey/questionnaire for structured feedback Duration: · Approximately 2-3 hours STEP 1 Organize a short pre-test session where groups test each other's games. STEP 2 Guide participants in identifying key locations where potential users can be found. STEP 3 Send participants outside to engage people and test their games. 1. Encourage them to observe reactions and collect verbal/written feedback. 2. If possible, facilitate testing in a dedicated gaming space (e.g., game shop, café).

Activity 2 – Open Test Session

SESSION 4

Learning Outcomes: · Participants will learn how to gather user feedback effectively. · They will gain insights into how real users interact with their game. How do you check the outcomes are reached? · Assess the quality and depth of feedback collected. · Observe if participants can identify key improvements based on the test results. De-Briefing Questions: · What surprised you the most about the users’ reactions? · What changes will you make to improve the game based on the feedback?

Activity 2 – Open Test Session

SESSION 4

Warmups & Feedbacks Activity 1 - Like & Wish Activity 2 - Feedback Bazar Activity 3 - Feedback Matrix: Tool Activity 4 - Evolve your brief Activity 5 - Mix & Match Activity 6 - Change your target

sESSION #5

Warmup activities and feedback sessions play a pivotal role in workshops of any kind. This is because thanks to them we can facilitate two fundamental aspects: enable the team to create more “intimate” connections and know each other better, to make the creative thinking flow and to collect opinions, observations and ideas to further the project and the workshop itself.

SESSION 5

Warmups & Feedbacks

We have already shared an idea of warm up activity in the Session 1- Draw your favorite game!- which is a good example of an activity that works at the same time on team building and creative flow.

To connect the warm up activities to the topic of the workshop it’s a good idea to be able to work on these two levels at the same time.

SESSION 5

During our Scie.Citizens 2.0 Co-Lab in Genova we asked the participant to bring with them their favorite game. Before each work session we dedicated some time to a “play warm up session” in which we played with some of the favorite games of the participants. The play session was facilitated each time by the person/group who brought the specific game to Genova. These warm up sessions enable the participants to know each other better through the playing session, giving the opportunity to each participant to take the lead of this activity and enable some new ideas through the discovery of new games. If sharing is caring, feedback is gold and it’s fundamental to constantly give and harvest them in order to improve our projects and ideas. Every step of the Playbox Creation Workshop has been followed and should be followed by a feedback session, in which participants share with the other groups their work and collect the opinions, doubts and ideas of the other participants in the workshop. Different Feedback session activities are possible- here a couple of examples we used during Scie.Citizens Co.Lab.

Explanation of the activity and description of target group: Ask the participant to write down one LIKE (something they particularly enjoyed about the project, something they thing stands out particularly) and one WISH (something they feel is missed in the project and they would like to see implement in it in future versions) Resources, Materials needed: paper, post-it, pens Duration 5 minutes

Activity 1 – Like & Wish

SESSION 5

STEP 1 Distribute post-it notes and pens to each participant. STEP 2 Ask them to write one "LIKE" (something they enjoyed or found valuable in the project). STEP 3 Ask them to write one "WISH" (something they feel is missing or could be improved). STEP 4 Collect the notes and discuss key themes as a group. Learning Outcomes: · Participants develop reflective and constructive feedback skills. · They identify strengths and areas for improvement in the project.

Activity 1 – Like & Wish

SESSION 5

How do you check the outcomes are reached? · Ensure all participants contribute at least one LIKE and one WISH. · Analyze common themes in the feedback for actionable insights. De-Briefing Questions: · What was the most common LIKE among participants? · How can we address the most common WISH in future iterations?

Activity 1 – Like & Wish

SESSION 5

[after Manual Essential Canvas Working Session] Every group attach their filled canvas on a white board/wall located in different areas of the space. 1 participant per group will stay close to the whiteboard to explain the canvas to other groups’ participants 2 participants per group go around and collect their feedback on the work of the other groups. Resources, Materials needed: · Filled Manual Essential Canvases · Whiteboard or wall space for display · Sticky notes or feedback forms · Pens/markers Duration: · Approximately 20-30 minutes

Activity 2 – Feedback Bazar

SESSION 5

STEP 1 Each group attaches their completed canvas to a designated area on the wall/whiteboard. STEP 2 One participant from each group stays by their canvas to present and answer questions. STEP 3 The other two participants move around, review other groups’ canvases, and provide feedback. STEP 4 Participants write feedback on sticky notes or feedback forms and attach them to the relevant canvas. STEP 5 Groups reunite to review the collected feedback and discuss insights.

Activity 2 – Feedback Bazar

SESSION 5

Learning Outcomes: · Participants learn to present and defend their work concisely. · They gain constructive feedback to refine their ideas. How do you check the outcomes are reached? · Ensure each group receives and engages with external feedback. · Observe if participants actively discuss and reflect on the feedback received. De-Briefing Questions: · What was the most valuable feedback your group received? · How will this feedback shape your next steps in the project?

Activity 2 – Feedback Bazar

SESSION 5

To facilitate the feedback harvesting you can use different tools, here the one we designed in order to give structure to the collection of opinions, doubts and ideas. Resources, Materials needed: · Printed Feedback Matrix templates · Pens/markers · Whiteboard or wall space for display · Sticky notes (optional) Duration: · 20-30 minutes

Activity 3 – Feedback Matrix: Tool

SESSION 5

STEP 1 Distribute Feedback Matrix templates to participants. STEP 2 Groups attach their filled canvases to a whiteboard or wall. STEP 3 =ne member stays by their canvas to present, while the others move around to provide feedback. STEP 4 Participants use the Feedback Matrix to structure their feedback into categories (e.g., strengths, areas for improvement, questions, new ideas). STEP 5 Groups gather, analyze, and discuss the feedback they received.

Activity 3 – Feedback Matrix: Tool

SESSION 5

Learning Outcomes: · Participants develop structured feedback skills. · They gain clearer insights into their work’s strengths and weaknesses. How do you check the outcomes are reached? · Verify that each group completes a Feedback Matrix with meaningful input. · Observe if feedback leads to constructive discussions and possible improvements. De-Briefing Questions: · What patterns or trends emerged from the feedback? · How can you implement the most useful suggestions in your project?

Activity 3 – Feedback Matrix: Tool

SESSION 5

Once you have an evolved version of your game that had been implemented thanks to some testing and feedback sessions, you can decide to have some fun by working on it on different perspectives. Resources, Materials needed: · Updated game prototypes · Notes from previous feedback sessions · Paper, pens, and markers for brainstorming · Whiteboard or large sheets for idea mapping Duration: · 1-2 hours

Activity 4 – EVOLVE YOUR BRIEF

SESSION 5

STEP 1 Review the changes made to the game based on testing and feedback. STEP 2 Encourage participants to explore different perspectives on their game (e.g., new target audiences, alternative mechanics, or themes). STEP 3 Brainstorm ways to refine, expand, or pivot the game concept. STEP 4 Document key insights and decide on next steps for further evolution.

Activity 4 – EVOLVE YOUR BRIEF

SESSION 5

Learning Outcomes: · Participants develop adaptability and iteration skills in game design. · They learn to view their project from multiple perspectives for continuous improvement. How do you check the outcomes are reached? · Observe if participants generate new ideas or improvements based on reflection. · Ensure each team documents at least one concrete way to evolve their game. De-Briefing Questions: · What unexpected insights did you gain from this process? · How does your evolved game differ from the original concept?

Activity 4 – EVOLVE YOUR BRIEF

SESSION 5

- What happens if we change the topic of your game? Does the mechanism and structure need to change too?Try to apply a completely different topic to your game structure and see what happens! - What if your card game needs to become a role-play game? What does a digital version of your board game look like?Re-imagine your game on a different format/support! Resources, Materials needed: · Game prototypes · Paper, pens, and markers · Whiteboard Duration: · 1 hour

Activity 5 – Mix & Match

SESSION 5

STEP 1 Ask participants to change the theme of their game and analyze how it affects the mechanics and structure. STEP 2 Challenge them to transform their game into a different format (e.g., a card game into a role-playing game, a board game into a digital version). STEP 3 Encourage teams to sketch or describe the necessary adaptations. STEP 4 Discuss findings and share insights on how game mechanics interact with themes and formats.

Activity 5 – Mix & Match

SESSION 5

Learning Outcomes: · Participants understand how themes and mechanics influence game design. · They develop creative problem-solving skills by adapting their game to different formats. How do you check the outcomes are reached? · Observe if participants can successfully reimagine their game in a different context. · Ensure each team presents a modified version of their game concept. De-Briefing Questions: · What was the biggest challenge in adapting your game? · Did changing the topic or format create unexpected new ideas?

Activity 5 – Mix & Match

SESSION 5

Start again from the User Personas and change them completely. How the game is gonna change if we direct that to a different target or age? Reimagine the game for a different target. Resources, Materials needed: · Game prototypes · User Persona templates · Paper, pens, and markers · Whiteboard Duration: · 1 hour

Activity 6 – Change your target

SESSION 5

STEP 1 Ask participants to select a completely different user persona (e.g., a younger/older audience, a different cultural background, or a specific interest group). STEP 2 Analyze how the game mechanics, difficulty, and theme would need to adapt to fit the new target audience. STEP 3 Encourage teams to modify rules, visual style, or gameplay elements accordingly. STEP 4 Have each group present their adapted game concept and discuss key changes.

Activity 6 – Change your target

SESSION 5

Learning Outcomes: · Participants learn how user needs and preferences shape game design. · They practice adapting gameplay mechanics for different audiences. How do you check the outcomes are reached? · Ensure each team defines a clear new target audience and adapts the game accordingly. · Observe if participants can justify their design choices based on the new user persona. De-Briefing Questions: · What was the most significant change you had to make for the new target? · Did this exercise give you new ideas for expanding your game’s appeal?

Activity 6 – Change your target