‘Don’t Drop the Bomb’ was a collaborative game developed by Bella Creswick, Josephine Doyle, Olivia Burt, Katelyn Giuditta, Laura Wilson and myself. Linked are their individual blogs discussing the game developing process and their contributions.
In order to work collaboratively on the Group game design and keep on track of the process, we created a Group Journal where we had added in our weekly task, game ideas, images, research, playtesting and iterations. Josephine had put a lot of effort into providing research and sources weekly into our Group Journal.
Prior to creating ‘Don’t drop the Bomb’, our initial idea was a game called ‘Sneaky Blinders’ which was a party role-playing game that was influenced by Spyfall. When it came to play-testing the game, we had found there were the same common flaws no matter how much we adjusted the mechanics and play of the game. In Nielson et. al. ‘What is Game?’ it discusses Johan Huizinga’s idea that games require time, affect behaviour and affect our mood. After much playtesting of ‘Sneaky Blinders’ and given it time to potentially develop, it was apparent our attitude, emotion and response towards the idea of the game was that it was not what we were trying to achieve. This then led to a group discussion about the aspects of the game that worked and did not work.
We wanted a game that was simple, yet provoked thought amongst the individuals. There was also the collective agreement that an easy to understand and fast paced game was best as there were games we had played during class that lost our interest quickly due to the rules being quite extensive and hard to comprehend before playing. Josephine had mentioned a word association game that was trending on Tik Tok and from that the group brainstormed how we could adapt it into a game that included the elements we had discussed. This then led us to prototyping a game during class. Bella and Olivia were the 2 players versing each other, I had written a word on a sticky note and showed the 2 players. They then wrote their “Bomb word” on their own individual sticky notes. Sourcing a sand timer from the classroom, they began to play a few rounds of the game. Once one of the players had said their opponents “bomb word” then the round was over and a point was allocated. We were happy of the development of ‘Don’t Drop the Bomb’ as the game was fast paced, easily flowed, simple and required few mechanics.
When discussing with the group on the theme of ‘Don’t drop the Bomb’, it was agreed that it was an abstract game as it doesn’t fall under a specific theme and there is more emphasis and importance on the play of the game.
For the material and design of the game, we had agreed that whiteboards would be easy and effective to use during the game. Bella had provided the Whiteboards, Olivia created the deck of word cards and the timer was sourced from the classroom.
For the group pitch, we had split the tasks and selected the part that suited our strengths which can be seen in our Group Journal that notes which part was assigned to the member of the group. I had created a Canva presentation and shared it with the group members to allow us to work on our individual sections in a cohesive manner.
My section of the Group Pitch was the ‘Playtesting experience and response to feedback through iteration.’ For this part, I had taken the feedback forms of the other group who play tested our game and evaluated their feedback by splitting the feedback questions into sections:
- General overall feedback
- Improvements that could be made
- Iterations from feedback
In our group pitch, at 8mins and 30secs, I explain in detail of the feedback and how we iterated our game from the responses. Below I have provided the slides reflecting my audio.
For our pitch presentation, we had received feedback from Chris to potentially change the title of the game as our game can be played as an educational game but the title may be misinterpreted.
Throughout our Group Design experience, although we were faced with obstacles, which is expected when designing a game and is part of prototyping/ iteration, I am satisfied we were able to collaboratively find a solution and develop a game that incorporated each of our input. Being able to effectively communicate and bounce off each other’s ideas, has also provided me with a deeper understanding of the theory and how it applies to games. Reflecting on our work and what I have learnt throughout our development of our game, I have gained knowledge I can implement into my own Individual project.
Simon Egenfeldt-Nielson, Jonas Heide Smith, Susana Pajarest Tosca 2008. Chapter 3 “What is a Game?” Taylor and Francis. 22-40.