Matchbox Travel Games Evaluation

Matchbox Games Evaluation
BY TERESA

The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. [What did others say about your game? Be specific.]

Seo-E, Justine and Pulee performed the test for my game. After playing I asked questions on how the game fits the design specifications. They said yes to all the questions and that means my game fits all the design specifications. My goal was that more than half answers yes to all the questions. This goal was reached so my game was successful. My game was mostly complimented. Seo-E said: “Some of the questions were hard and some were easy so there is a good range of questions.” Justine commented that my game was interesting but some of the questions were too hard. Pulee suggested that I could have included more questions and they could be harder. Based on these opinions I think my game was designed well for the target age group and was appealing to them. The questions were on different levels; hard and easy.

The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. [Evaluate your own work for each criterion: A, B, C, D. Say what you were supposed to do, compared with what you did do. Suggest improvements for next time.]

A) Investigate

For investigation first I was supposed to explain the project and discuss its relevance. I explained on my blog the unit question, AOI, Learner Profile and why this unit is relevant. Next time I could answer the questions that were set more thoroughly. The second part of Criterion A was to research about cultures and games, travel games and why people love games. You should have had a broad range of sources that were different kinds. I found information from the internet about games from different countries and about travel games. I also had a book about games from around the world. For further research I interviewed my mom and brother after playing a game with them. Next time I could look for more on the type of game I decided to do which was a trivia game.

B) Design

For design I was supposed to sketch three designs for my game, evaluate them against the design specifications and choose the design for my final game. I did all this in my notebook. I sketched out three designs of different kinds of trivia games and checked them with the design specifications. I picked the best one which was to be my final game. Mrs. Wilson scanned this design and I posted it on my blog. To improve my performance I could have made more detailed designs. I could have included the sides of the matchbox, the types of questions and more about the rules.

C) Plan

For plan I was supposed to make a plan to organize my time with six columns; dates, times, steps, materials, resources and changes. I did all this and planned out my project. I posted my original plan without changes on my blog but didn’t post the one with changes. To improve my performance I should have posted another copy of my plan with changes. I could also have made an even more detailed plan with specific resources and materials. The changes could have been more detailed because I might have forgotten some things that I did differently.

D) Create

For create I was supposed to produce the best matchbox travel game that I can following my design and plan. I was also supposed to write about my process on my blog and record changes that I made on my plan. I did this and tried my best when I made my miniature game. I wrote a process journal on my blog and tracked changes during the making of my game. I think my game turned out to be popular and people liked to play it. Next time I could write more clearly when I wrote the rulebook and questions. I could also make better questions that are different types.

The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. [Answer the following question: Why are games so well loved by people of all ages in cultures around the world? Be sure to use examples from your research or from your experience during this unit.]

Games are loved by people of all ages in cultures around the world because games are something you can do in your free time. Games a way to relax and do something enjoyable compared to work or school. You can socialize with other people and have fun. Games are also educational and you can learn from playing them. For example you learn how to spell words from crossword games and games where you have to make words. You can also exercise your brain and learn how to think in different ways. Many games teach you to think logically. An example of this is Mastermind where you have to figure out the code. Another reason why people love games is generally we people like to win. We want to compete and win. No one likes losing. When you win you get the feeling of superiority and that you are better than someone else in something. An example of this is my little brother who said that he likes to play games because he likes to win.

Attitudes in Technology

• personal engagement (motivation, independence, general positive attitude)
[Give yourself a score from 1-6 for each of the items in bold print above. Explain each choice.]

Motivation: 4. I sometimes don’t feel like doing the things I have to do but I push myself and complete all the tasks.

Independence: 5. I mostly work independently and organize my time. I sometimes ask for help on something I should do myself.

General positive attitude: 6. I complete all the assignments and even if I have something negative to say I don’t say it out loud.

• attitudes towards safety,
• cooperation
• respect for others.
[Give yourself a score from 1-6 for each of the items above. Explain each choice.]

Attitudes towards safety: 6. I don’t do anything stupid in class and know what is safe and what is not.

Cooperation: 5. I mostly do everything I’m supposed to do but sometimes I forget to complete something.

Respect for others: 6. I respect my classmates, their property and space. I also don’t insult them or make them feel bad.

Changes on my Plan

Changes

Saturday April 17: I decided the questions on Saturday and Sunday. I actually only made 16 questions. I wrote the questions on Thursday 29 April and I also used a ruler.

Thursday April 29: I planned out the rules on Thursday but completed the rulebook on Saturday 1 May. I used a ruler.

Saturday May 1: I did all this on Sunday 2 May. I didn’t draw on the box and the title of the game is made out of cut out letters. I also used a ruler and I used yellow paper instead of gold. I spent 3 hours on this.

Game Testing Report

I asked three of my classmates Seo-E, Justine and Pulee to test my game. Seo-E was the host and Justine and Pulee were players. My test took place in Technology class on the 6th of May. After my classmates finished playing the game I asked them these questions and got the following results:

- Do all the parts of the game fit into the matchbox?
Seo-E: Yes.
Justine: Yes.
Pulee: Yes.

- Does my game have a satisfactory name and a set of rules?
S: Yes.
J: Yes.
P: Yes.

- Does my game have a goal to reach?
S: Yes.
J: Yes.
P: Yes.

- Is the matchbox covered and decorated?
S: Yes.
J: Yes.
P: Yes.

- Does this game have an age group for whom it's designed?
S: Yes.
J: Yes.
P: Yes.

- Does the cover of the game look interesting?
S: Yes.
J: Yes.
P: Yes.

- Are the questions relevant for the age group?
S: Yes.
J: Yes.
P: Yes.

My classmates in the testing group answered yes to all the questions. This means that my game fits all the design specifications, the ones of Mrs. Wilson and the ones I set for myself.
I also questioned for additional comments. Seo-E said that some of my questions were hard and some were easy so there is a good range of questions. Justine said my game was an interesting one but some questions were too hard. Pulee said I could have more questions and they could be harder.

Matchbox Process 2

I planned out the rules of my game on Thursday April 29 and completed the rulebook on Saturday May 1. The rulebook has a red cover and 8 pages inside. Today on Sunday May 2 I finished making my entire game. I covered the top and sides of the matchbox with green paper, then glued magazine cutouts on it and finally cut out letters to make up the title of my game. On the bottom I first glued yellow paper and on top of that white paper with a small blurb of my game. This will make my game look more tempting. I think my matchbox travel game turned out pretty good, the box looks interesting and the questions are relevant. Next I need my classmates to test my game and see if my thoughts are proved right.

Matchbox Process 1

On Saturday and Sunday April 17-18 I researched and decided my questions for my game. Today on Thursday April 29 I cut out the question cards for my game. After that I wrote the questions on the cards and I also marked the right answers. I decided to do 16 questions instead of 23 because some questions were irrelevant. I also included three extra cards for more questions. Next time I need to brainstorm and write down the rules of my game in a rule booklet.

Plan

My Design

Game Design

I chose this design because this was my first and best idea of the game. The game will be called "So you think you know everything?" and it will be a trivia game with 23 multiple choice questions asked by the host and 2-4 players. The prize for a right answer will be a match and the person with the most matches or the last one left in the game will win. You can't back up from a question and if you answer wrong you lose. This design fits all the design specifications perfectly. The only things that I need to think about are the age range for which it's designed and that the questions are relevant for that age range. I have already decided that the game will be for teenagers so I need to make questions that they can answer.

Game Testing

To test my trivia game I will ask 4-5 people in our class to play it. One of them can be the host and the other people are answering the questions. My test will take place in Technology class after I have finished the project or during lunch or snack in school. After my classmates have played the game I will ask them these questions:
- Do all the parts of the game fit into the matchbox?
- Does my game have a satisfactory name and a set of rules?
- Does my game have a goal to reach?
- Is the matchbox covered and decorated?
- Does this game have an age group for whom it's designed?
- Does the cover of the game look interesting?
- Are the questions relevant for the age group?
Atleast more than half should say yes to all the questions.

Games Design Brief

I have decided to create a game where you ask questions like trivia. The questions can be about anything for example capital cities, vocabulary, history etc. It will be fun to play on long road trips and at the same time you'll learn. There are two versions of the game. Firstly there are the multiple choice a,b,c,d questions and secondly true or false questions. This kind of game is similar to another game called "Trivial Pursuit" and the show "Who Wants to be a Millionaire". I will only need small notes for the questions and some kind of prize for answering right for example one match for each right answer. The box I will decorate with the name of my game on the top which I have not decided yet. I will also include colorful paper or cut outs from magazines. The rules will be simple. If you answer right you will get a prize and if you answer wrong you will lose everything. In this game you can't skip the question and end the game, you have to answer. One person has to be the asker or the host. The winner of the game is the one who is the only one left or in the end of the game the one with the most "money". My game is generally for teen agers because the questions will be directed for them but the game can also be modified for younger kids if you ask simpler questions. For additional design specifications I can say that the cover of the game should look interesting and that the questions should be relevant for the age group.

Games Research

INTERNET:

Different forms of chess:




Shaturanga




- Ancestor of Chess.

- Invented by 6th century Indian philosopher.

- Fight between 4 armies under the control of a Rajahs (kings).

- 2 players work together against the other 2.

- Infantry, Cavalry, Elephants and Boatmen.

- The board has 64 squares.

- Game starts with 4 armies 4 corners.

- Dice decides what piece is moved.




Xiang Qi




- Chinese Chess.

- Found in a book called 'The Book of Marvels' by Nui Seng-ju, died in 847 AD.

- Pieces are flat disks with Chinese characters on them.

- Played on the points of the board.

- In the center is the 'River', an open area.

- Each player has an area of 9 points, the 'Fortress'.




Shogi




- Japanese Chess or "The Generals Game".

- Pieces are allowed back onto the board.

- Draws unusual.

- The pieces are pointed wooden counters with Japanese symbols on them.

- Orientation method to determine which piece belongs to who.

- 4 small crosses on the corners of the central nine squares: home territories of each player.

- If you enter enemy territory you are 'promoted' to a superior rank defined by the rules.


Sittuyin




- Burmese Chess.- Horse and elephant pieces.

- Boards and pieces tend to be large and robust.

- Tea houses of Upper Burma in the North West of the country.

- Starting position is variable.

- Players have a secretive starting position.


Changgi





- Korean Chess.

- Similar to Chess in China, the river.

- Players can "pass" their turn.

- Increase chances of a draw.




Makruk




- Thai Chess.

- Nationally televised attraction.

- Played in Cambodia and Thailand.

- Related Japanese and Burmese Chess.

- Pieces shaped like the Stupas or Thai temples.


(Masters)


Wei Qi

- China: Wei Qi.
- Korea: Baduk.
- Japan: Go.
- World's greatest strategic skill game.
- No computer version has been good enough.
- Surrounding game.
- Goal is to conquer land by placing pawns on the board.
(Masters)

Shut the Box

- Pub gambling.
- 2 dices and a wooden playing tray.
- #1-9 in a row with a sliding cover.
- Goal is to cover all the #s to get the best score 0.
(Masters)


Children's Games

- Children's games allow a fun way to look at other cultures.
- Traditions and people's traits are seen in the games their children play.
- Many cultures have popular games that are not only competing.
- Many kids play games that create a group spirit, shared fun and exercise.
- Satisfaction comes from playing.
- In some cultures winning is more important.
- Someone is recognized as a winner.

Tanzania, Africa: How Many?

- Age: 9-12
- You need: beads, corn or pebbles.
- Players: 3 or more.
- Each has 15-20 pieces held in 1 hand.
- Other hand you take 0-4 from your pieces and ask how many.
- If the other player guesses right they get the pieces.
- If wrong the player has to pay.
- Players take turns guessing.
- The winner has all the pieces.

Japan, Asia: Hana, Hana, Hana, Kuchi

- Age: 9-12
- Players:10-20
- Players copy the leader who touches nose 3 times and mouth 1: nose, nose, nose, mouth.
- The leader may tap any part in any order.
- Goal is to do what the leader says and not what he does.
- Features: me = eye, mimi = ear, hana = nose, kuchi = mouth.

Portugal, Europe: Berlinda

- Age: teens.
- Players: 10 or more.
- Berlinda: One in the attention of others.
- Someone is it and leaves the group.
- Another is leader and collects funny secrets about it from others.
- It is called back and the leader says all the rumors out loud.
- It chooses a rumor and the person who said that rumor has to be the next it.


(Ethridge)


Apples to Apples To Go

- Players: 8.
- Cards are given to players and you have to pick a card that best fits the judge's card.
- If the judge picks your card you win.
- Comparisons with people, places, things and events.

("Funagain Games")


Mastermind Travelpack

- Players: 2.
- Age: 8-adult.
- Cloth carrying case for trips.
- Codemaker and Codebreaker face off.
("Amazon.com")

Monopoly Express

- Collect property and houses with a roll of the dice.
- Based on the luck of the roll of the dice.
- Takes under 20 min.
- Players: 2 or more.
- Property domination.
("Amazon.com")



BOOK:

GAMES Around the World Unicef

Checkers

- From France, Europe 800 years ago.

- Goal is to eat the opponent’s players.

- You move one by one diagonally forward and you also eat diagonally.

- When your player reaches the other side it’s crowned king.

- Royalty can go forward and backward.

- The winner is the one who has eaten all the opponent’s pawns.


Snakes and Ladders



- From India.

- Describes life when good things are awarded and bad things punished.

- You throw the dice and move to the number appointed.

- When you get to the foot of a ladder you climb up.

- When you get to a snake head you fall down.

- When you are in the same square with another player you have to start again.



The Run of the Goose



- From Italy, during Francesco di Medici (1574-1587)

- You throw the dice and go forward.

- If you get to a square with dice you throw again.

- An arrow pointing backwards you have to go back to the square you came from.

- An arrow forwards you can go that way the same amount as before.

- A raised hand and you have to stay in the square until the other players have thrown the dice twice.

- A goose and you can go forward twice as much as before.

- A red circle and you have to start again.

- The first prize and you can throw again and go twice as much.



Tic-Tac-Toe
- Egyptian pharaohs played it.
- You put one pawn at a time in one of the nine spaces.
- If you get three pawns next to each other in a line you win.

Pachisi
- Comes from India, national game of India.
- 2 dice and 2-4 players.
- Everybody has 4 pawns in the middle.
- You walk along your path to the side and to the middle again.
- You can plus the numbers on the dice or use them separately.
- If you enter a square with an opposing player that pawn has to start again.
- Squares with an X are places where you can’t do this.
- If you have two pawns in one space you form a wall which stands until you have to move one of the pawns.
- If you get all your players in the middle you win.

The House of Luck

- From Germany and is the ancestor of roulette.
- 2 dice and every player has 6 inputs.
- You throw the dice.
- If you get 3, 5, 6, 8, 9, 10, 11 then you put your input in that square and if there is something already in it you get it.
- 4 and you lose your chance.
- 7 and you have to put your input in the square.
- 2 and you can take the inputs from every square except 7.
- 12 and you get all the inputs.
- If you don’t have input you lose.
- The winner wins all of the pawns.

(Unicef )

SURVEY:

Interview with Marja-Kaarina and Justus Marttila about Rummikub

What is the goal of this game?
M: To get rid of your number cards.
J: To put all the number cards that you have on the table.

Do you like this game? Why?
M: Yes because you need to think logically.
J: No because it’s boring.

Why do you like games?
M: Games are educational and are a good way to unwind. It’s good for your aging brain.
J: Because games are fun. Because you can use your brain. Because I like to win.


Bibliography:

Masters, James. "The Chess Family - History and Useful Information." The Online Guide to Traditional Games. James Masters, n.d. Web. 31 Mar 2010. http://www.tradgames.org.uk/games/Chess.htm

Masters, James. "Go - Information, History and Where to Buy." The Online Guide to Traditional Games. James Masters, n.d. Web. 31 Mar 2010. http://www.tradgames.org.uk/games/Wei-Chi.htm.

Masters, James. "Shut the Box - History and Useful Information." The Online Guide to Traditional Games. James Masters, n.d. Web. 31 Mar 2010. http://www.tradgames.org.uk/games/Shut-The-Box.htm.

Ethridge, Sarah. "GAMES AROUND THE WORLD." GAMES AROUND THE WORLD. Ronald Press Company, Sep 1989. Web. 31 Mar 2010. http://edis.ifas.ufl.edu/pdffiles/4H/4H05500.pdf.

"Apples to Apples To Go." Funagain Games. N.p., n.d. Web. 31 Mar 2010. http://www.funagain.com/control/product/~product_id=020004/~affil=BGCX.

"Mastermind Attache Travel Pack." Amazon.com. N.p., n.d. Web. 31 Mar 2010. http://www.amazon.com/exec/obidos/ASIN/B000ETTFUS/ref=nosim/houseofcards3-20.

"Monopoly Express." Amazon.com. N.p., n.d. Web. 31 Mar 2010. http://www.amazon.com/exec/obidos/ASIN/B000OOGQKK/ref=nosim/houseofcards3-20.

Unicef, . Games Around the World. Bridgeport,CT: WJ Fantasy Inc., 1995. Print.

Survey Information: Marja-Kaarina and Justus Marttila