Scenario: Building a board game

In this project-based learning scenario, students will work in teams to demonstrate their understanding of the storytelling elements represented in the “Hero’s Journey”.

The Hero’s Journey according to Joseph Campbell – video by Matthew Winkler and Kirill Yeretsky

Students are provided the following scenario:

Your team is starting a game company that specializes in multiple game formats. You’ve been hired to create a prototype for a unique and engaging board game. Your customer has given you total autonomy over the design of the game. You only have one requirement: this game should represent at least 4 elements of the teams’ “Hero’s Journey”; the game narrative must reflect one memorable and transformative experience of each of the game designers (this can be a figurative representation). Once you have completed your prototype, you will conduct a usability study with at least two other teams from the class to collect feedback and iterate your design.

Authentic Assessment

In the learning scenario presented above, the team is provided with a real-world project that requires both innovation and application of the storytelling concepts that the students have learned. Part of the assessment requires that the students conduct usability testing with other teams from the class. They must present their prototype to students who have not seen the game and observe how they interact with the game and each other. They must also collect feedback from the players and use this feedback and their observations to iterate the design of their game and make it better. This opportunity to test and improve their skills is another characteristic of authentic assessment.

Learning Theories

This learning scenario is most connected to the Cognitivism learning theory because throughout the creative process, the learner is constantly evaluating and adjusting their behaviors based on the pursuit of the desired outcome: a unique and engaging board game. Through constant feedback and iteration, the student is attempting to master the creative process as a means of producing self-efficacy. This scenario also represents elements of Andragogy in that

• Students are given autonomy on how they demonstrate their achievement of learning objectives
• Students can make full use of prior experience by incorporating memorable and transformative experiences into their games
• Students must engage in collaborative activities to both demonstrate and assess their learning

Indiana University Bloomington. (n.d.). Authentic Assessment. Center for Innovative Teaching and Learning. https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/.

Genareo, V., & Lyons, R. (2017, September 8). Problem-Based Learning: Six Steps to Design, Implement, and Assess. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/.