Designer Update
Monday, Apr 25, 2005
In March and early April, we conducted pilot tests of the game at Salem State College (MA), University of Illinois, and Oak Hill High School (IN). The game was played in two classes at Salem State; an introductory world-civ course, and an upper-level course focussed on World War II. At the University of Illinois close to 90 English History and English Literature students tried their hands at running a country. At Oak Hills High School all World Civ. classes participated in the "Making Historyâ„¢" unit covering the prelude to WWII.
It was very interesting and informative to see professors and students work with the game in actual classes, and to see how students interacted with the game and how they learned. We also conducted surveys, so we’ve got a lot of information that we’re now working with to improve the product.
Key improvements we’re making will focus the gameplay more strongly on goals, improve the presentation of the "world state" to the player, and simplify some game mechanics to get players playing more on a "policy" level.
A few of my favorite student comments:
- "In history all I really knew is what happened during the war and not what led up to it. Now I'm aware of how complex it all was."
- "Leading a country is not nearly as simple or as "easy" as I thought it was-things happen unexpectedly and not everyone reacts in the same way you would."
- I learned that once two countries go to war it is very difficult to remain neutral. "I’m a visual learner, so being able to use the history we learned and play something and develop it was valuable."
- "I'm an 18 year-old in charge of an entire country that is in a pre war stage. I think that's challenge enough in itself."
It was very interesting and informative to see professors and students work with the game in actual classes, and to see how students interacted with the game and how they learned. We also conducted surveys, so we’ve got a lot of information that we’re now working with to improve the product.
Key improvements we’re making will focus the gameplay more strongly on goals, improve the presentation of the "world state" to the player, and simplify some game mechanics to get players playing more on a "policy" level.
A few of my favorite student comments:
- "In history all I really knew is what happened during the war and not what led up to it. Now I'm aware of how complex it all was."
- "Leading a country is not nearly as simple or as "easy" as I thought it was-things happen unexpectedly and not everyone reacts in the same way you would."
- I learned that once two countries go to war it is very difficult to remain neutral. "I’m a visual learner, so being able to use the history we learned and play something and develop it was valuable."
- "I'm an 18 year-old in charge of an entire country that is in a pre war stage. I think that's challenge enough in itself."