Games Studies : Weekly Learning WEEK 1-WEEK 14

Games Studies  2 : 

 Weekly LearningWEEK 1-WEEK 14

Start from 23.4.2025
23.4.2025 -23.7.2025 /Week 1- Week 14
LI XIN LI / 0379305
Games Studies / Bachelor of Interactive Spatial Design 

WEEK 1:

At the beginning of this class, the teacher helped us understand what game development is by explaining the role of glucose in the body's decomposition and absorption to produce energy. He also gave many examples of board games such as Monopoly, saying, "Games are like the commercialization of biological sciences." I think "Games are like the process of glucose producing energy in the body."

The teacher then introduced the course schedule and main tasks of this module this semester (divided into individual tasks and group tasks, of which individual tasks account for 40%, and each group has five members), as well as the weekly course progress and plan for this semester.

After a brief pre-class introduction and arrangement, the first game learning class of this semester began, Game Design Principles：

• The essence of game design：Game design is the art and science of creating interactive experiences, with the core goal of making players have fun. It requires a combination of creativity, technology, and understanding of player psychology. Successful games tend to have several qualities: interesting gameplay mechanics, a narrative that resonates, and a response to the proposed adjustments - neither too much that is boring and easy to be boring, nor too difficult that is frustrating.
• Key considerations in design：

1. Player experience first: From emotional resonance to operational fluency, the design needs to be player-centric, and ideally, it should allow players to enter a focused and enjoyable "flow state". 
2. Mechanism design: Whether it is the core gameplay (such as combat, construction) or the auxiliary system (such as reward feedback), the mechanism needs to be clear and in-depth so that players can continue to find fun. 
3. Narrative and interaction: A good story does not necessarily have to rely on long dialogues. It can be delivered through environmental details, player choices or dynamic events to give players a sense of participation. 
4. Balance: The difficulty curve needs to be smooth, allowing players to meet challenges through growth (such as skill improvement or equipment acquisition), while adding appropriate randomness to keep it fresh.

• Continuous optimization:

1. The importance of iteration: Continuously adjust through internal testing and player feedback, such as observing which links players churn at, or which designs trigger unexpected fun. 
2. Build immersion: "Non-gameplay" elements such as art style, sound effects, and world view details can often greatly enhance players' emotional investment and make the virtual world more credible.

• Common challenges and pitfalls：

1. Over-design: Adding too many complex systems may make it difficult for players to understand, and it is not as attractive as a simple and elegant design. 
2. Ignoring feedback: Working behind closed doors or blindly following market trends may deviate from the real needs of players, and a balance must be found between creativity and user demands. 
3. Conflict between commercialization and experience: If the profit model (such as in-app purchases, advertising) is not designed properly, it may destroy the core fun of the game, and it needs to be carefully weighed.

At the end of the course, the teacher gave me the first exercise: choose a favorite video game or board game and share its advantages and areas for improvement in a blog.

Reflection:

Through this lesson, I have a deeper understanding of the game. In the future, I will strengthen my studies, practice more, and strengthen teamwork, hoping to achieve better results in future studies.

WEEK 2:

In this class on "Balancing Fun and Education" in game design, I deeply understood the core design logic of excellent educational games. Through course cases (such as the collaboration mechanism of "Pandemic" and the resource management of "Catan"), I mastered four key strategies:

1. Learning through Play: Naturally embed knowledge into game mechanisms (such as learning strategic thinking through simulating real-life scenarios);
2. Layered Learning: Unlock educational content as progress progresses (such as the narrative layering of "Betrayal at House on the Hill");
3. Mechanism as Teaching Aid: Use game rules to directly teach concepts (such as the trade system simulating economics);
4. Narrative Driven: Strengthen teaching goals through stories (such as "The Resistance" cultivates critical thinking).

The course also made me aware of design traps - avoid educational content that is too rigid (such as "Brain Age" uses mini-games to package cognitive training), and learn to maintain player investment through a combination of intrinsic motivation (exploration desire) and extrinsic rewards (progress unlocking). When designing educational games in the future, I will pay more attention to the principle of "invisible learning", allowing knowledge to be discovered naturally like treasure in an adventure, rather than forcibly instilling it.

Then the teacher asked us to start practicing. We needed to make a board game according to the process of glucose metabolism in the human body. At first, we were very distressed. We didn't review our previous learning experience. We tried to simulate the form of Monopoly. 

The core gameplay revolves around three core mechanisms:

1. Metabolic real estate system: convert biochemical pathways such as glycolysis and TCA cycle into colorful plots that can be purchased and upgraded

2. Energy currency system: use ATP as the base currency and NADH as a strategic resource

3. Physiological event engine: simulate the human body's metabolic state through random events such as diet lottery and hormone fluctuations

But after our group discussion, we felt that this game might be too complicated, so a second solution came up:

Core gameplay:

1. Dynamic balance mechanism:

Players need to accurately control the two basic actions of "intake" and "consumption"

Achieve a dynamic balance of blood sugar levels through turn-based selection

2. Event-driven system:

The board is set with 20+ life event cards:

Positive events (such as "morning jogging" to accelerate consumption)

Risk events (such as "staying up late" to reduce metabolic efficiency)

Special events (such as "physical examination" to obtain additional adjustment opportunities)

3. Double failure mechanism:

Obesity ending (excessive storage)

Hypoglycemia ending (energy depletion)

Victory condition: Be the last player to maintain balance

The teacher gave us feedback that our gameplay may be a bit simple, and we can add random events or draw and exchange ATP cards to increase the gameplay and game fun.

After class, we will discuss the game rules and game design in depth based on what we have learned.

Reflection:

This course taught me the design methods of educational games that naturally integrate knowledge, progress step by step, and are story-driven. In the design of games on the theme of glucose metabolism, I realized the importance of avoiding excessive complexity, focusing on "invisible learning", and increasing fun. In the future, I will combine these concepts to design more interesting games with teaching value.

WEEK 3:

We have no campus classes this week, so we need groups to discuss or play board games together, explore the game, find inspiration, take notes, and record the game process. At the same time, we also ushered in our Exercise 2: Non-digital to digital - develop and repair this game.

We set out and found a board game cafe Boards & Brews near Sunway University. We chose the game prototype we designed, Monopoly, and looked for inspiration while playing. At the beginning, we all had an equal first 1,200 ringgit, but as luck and strategy progressed, some people bought properties, some kept collecting rent, and some people were about to face bankruptcy and had to sell properties due to luck or strategic problems. 

Through simulated asset transactions, cash flow management, and random risks, players are helped to develop investment and financial management thinking and risk awareness; at the strategic level, players need to reasonably allocate resources, predict situations and make long-term plans; at the same time, the negotiation interactions and emergencies in the game also exercise social communication, psychological stress resistance and flexible adaptability. It is a comprehensive experience that integrates economic cognition, strategic thinking and social training.

Reflection:

Through today's game experience, I really realized that games are not just games, but also educational while having fun. This has provided great help for subsequent game research. I will focus on adding this part to our game. At the same time, I got a lot of game inspiration, such as random events, and other gameplay. In general, I was very happy today and learned a lot.

WEEK 4:

During the spare time of this week, our group got together and made the initial model of the corner game. Although the process was full of twists and turns, the final result was relatively good.

We corrected and innovated some new ideas during the production process.

Colorful Organic Child Psychology Presentation，作者 tian dong

This week class , we showed our teacher the prototype and initial model of our game.

We filmed videos for recording so that we can study them repeatedly later.

Teacher's  feedback: 

The teacher provided multiple feedback on game design, mainly focusing on game mechanics, card systems, game balance, and the association with monopolistic games, aiming to enhance the fun and rationality of the game.

1. Game mechanics: It is recommended to focus on VCD and remove unnecessary elements; Integrating glucose metabolism more closely with gaming mechanisms to explain the process of converting glucose into ATP; Increase game risks and avoid simple consumption and acquisition operations.

2. Card system: distinguish energy cards with different functions; Set up a reward and punishment card system for monopolistic games, and balance the number of reward and punishment cards.

3. Game balance and objectives: Clearly define the winning conditions for players …

WEEK 5:

This week, we presented the current achievements. The games designed by classmates were all very interesting. At the same time, the teacher gave us feedback, saying that there were too many Power parts in our games. Also, the Exercise part was very interesting, and we could consider it as a separate module and place it on the game board. Moreover, next week we will exchange and play each other's games in class. 

WEEK 6:

This week we conducted a Pre-Alpha game test. As we played, we needed to note the strengths and weaknesses of the game, record the game session for further observation and research.Finally, analyze these to make improvements.

We then recorded a video of the game process:

We found that the game description section is missing after trying the game. We will add it later so that new players can quickly understand the rules of the game.

At the same time, we will add the house section to more clearly display and distinguish the houses owned by different players.

The content of the power card is problematic: changing "a set of propositions" to "an attribute"

The ownership of companies and restaurants needs to be changed.

• Companies spend glucoin to own
• Restaurants take in glucose coins

Separate power cards: divided into two parts

1. Secret power

2. Power

Finally we completed the Game Mechanics Review for subsequent changes.

WEEK 7:

1. Submission and update of assignments

Update exercise

We need to update the blog and submit two links to exercises related to the game for assessment.

Assignment format

The assignment should include links to the two exercises and ensure the format is clear.

2. Game testing and observation

New player testing

This week's game testing will be conducted by new players from other groups. This group needs to arrange an observer to assist and record the game process.

Recording and feedback

The observer needs to record the game time and the feedback from new players in order to analyze the game's comprehensibility and fun.

3. Game review and improvement

Write a review

Players need to write a game review, compare it with last week's review, and find out the improvement points to make the game better.

Constructive feedback

Players are encouraged to provide constructive feedback to help improve game design and avoid bias.

WEEK 8:

This week we changed the game based on the feedback given by other groups after playing our game last week. We changed the content of the prop cards, such as sit-ups are relatively difficult for some situations or players, and changed the prop cards to simple and easy-to-understand words. We will note some content on the game and property cards so that players can understand more clearly.

In addition, we have also determined the main color scheme of the game board.

And canceled 1 ATP because after multiple tests, we found that 1 ATP was never used. At the same time, we determined the appearance of ATP cards and coins.

We also determined that the player model looks like this:

WEEK 9:

Due to force majeure this week, we have switched to online courses, and the teacher will communicate with each group.

Through feedback with teachers, we found the following problems.

1. Innovativeness of Game Mechanics

Players' Feedback on Unoriginal Game Mechanics

• Although some players consider the game mechanics to be innovative, others point out that these mechanics are similar to those of classic games like Monopoly, lacking in innovation.

Introducing New Game Elements

• It is suggested to add more activity elements to enhance the game's趣味性 (fun) and interactivity, preventing players from getting tired of repetitive mechanics.

2. Player Experience and Feedback

Ease of Understanding the Game

• Most players feedback that the game rules are simple and easy to understand, suitable for beginners. However, some inconsistent terminology causes confusion.

Game Rhythm and Duration

• Players think the game takes a long time. It is suggested to set time limits to improve the game's smoothness and sense of urgency.

3. Game Balance

Resource Management and Strategic Nature

• The resource management mechanics in the game need further balancing to prevent certain strategies from being too powerful, leading to unfairness in the game.

Clarity of Victory Conditions

• The game's victory conditions are clear, and a winner can be determined within a certain time, increasing the game's competitiveness.

Conclusion:

Overall, the game mechanics need adjustments in terms of innovativeness and player experience, especially in terms of terminology unification and game rhythm. At the same time, attention should be paid to the game's balance to ensure that all players can enjoy the game.

WEEK 10:

We have no classes this week and we will continue to refine our game mechanics.

WEEK 11:

This week we are still updating our game mechanics. We have improved the actual cards and purchased game character models.

WEEK 12:

This week we conducted another game test and found an intuitive and important problem. If you ask for glucose from zero, the player can always maintain a health value of 100. This is a game loophole. At the same time, there are multiple duplicates of energy cards, so we updated the card and changed 0-N to 5-n to ensure the game mechanism.

WEEK 13:

This week we did the physical printing and did our final playtest, when we were cutting out the game cards we discovered there was a problem with the card layout so we had to reprint them.

WEEK 14:.

We had our final presentation.

FINAL PROJECT PREPPT GROUP 3，作者 tian dong