23/4/25 - 25/7/25 | Week 1 - 14

Iman Mikudim | 0338004 | Section 2

Games Studies | Bachelor of Design (Hons) in Creative Media

Final Compilation & Reflection

SECTIONS

| Lectures

Lecture 1: Principles of Game Design
Lecture 2: Balancing Fun and Educational Elements in Game Design

| Instructions

Exercise 1: My Favourite Video Game
Exercise 2: Non-Digital to Digital Game
Final Task: Tabletop Game Prototype

| Feedback

| Reflections

| Further Reading

LECTURES

Lecture 1 | Principles of Game Design

Lecture 2 | Balancing Fun and Educational Elements in Game Design

INSTRUCTIONS

Exercise 1 | My Favourite Video Game

23/4/2025 - 4/6/2025 (Week 1 - Week 7)

In this exercise, we were asked to reflect on our favourite video game or tabletop game and explore the elements that make it playful and engaging. I couldn’t decide on just one, so I went ahead and did both—a tabletop game, Uno, and a video game, Monster Hunter Wilds—to explore what makes each of them enjoyable in their own unique way.

Fig 1.1 Exercise 1: My Favourite 'Tabletop' Game Presentation Slides | Week 7 (4/6/25)

Fig 1.2 Exercise 1: My Favourite 'Video' Game Presentation Slides | Week 7 (4/6/25)

Exercise 2 | Non-Digital to Digital Game

7/5/2025 - 4/6/2025 (Week 3 - Week 7)

In this task, we were asked to identify a non-digital game which has been converted into a digital version.

Brief explanation of the gameplay

Differences and similarities of play dimension (real life vs on screen)

Tip! Pick a game with either real-time or turn-based action; describe its core game mechanics and explain how the player experiences them temporally during both play dimensions.

Benefits and disadvantages of three-dimensional:

Tip! Find a game that has appeared in both two-dimensional and three-dimensional versions; compare, and give grounds for whether three-dimensional is beneficial or not in games.

Fig 1.2 Exercise 2: Non-Digital to Digital Game Presentation Slides | Week 7 (4/6/25)

Final Task | Tabletop Game Prototype

23/4/2025 - 25/7/2025 (Week 1 - Week 14)

This group project focuses on the design and development of an engaging tabletop edutainment game aimed at educating young adults about the body's glucose pathways, specifically glycolysis, glycogenesis, and the pentose phosphate pathway (PPP).

The objective is to transform complex scientific principles into a fun and interactive learning experience, where players explore how glucose is processed to produce energy. The game should utilize playful learning mechanics to support conceptual understanding through hands-on experimentation, teamwork, and problem-solving.

Target Audience:

Young adults from the general public with an interest in science or educational games.

Gameplay Requirements:

For 2 or more players
10–30 minutes to learn
Approximately 45 minutes to play
Designed with simple and intuitive rules for accessibility

Learning Goals:

Introduce and clarify the science behind glucose pathways in the human body
Promote active learning through interactive components (e.g., cards, tokens, dice)
Encourage collaboration and discovery-based learning

Final Deliverables:

A physical tabletop game prototype, including essential elements such as:

Game board(s)
Cards
Tokens
Dice, timers, and any other necessary components

Click HERE for the link to the Google Drive folder, which includes all game documents.

Fig 3.1 Weekly Progression Slides | Week 1 (23/4/25)

Fig 3.2 Presentation Proposal Slides | Week 5 (21/5/25)

Fig 3.3 Final Presentation Slides | Week 5 (21/5/25)

FEEDBACK

REFLECTIONS

Exercise 1: My Favourite Video Game & What Makes This Game Playful

For this task, I couldn’t choose between a tabletop game and a video game, so I explored both. I chose Uno for its simple yet chaotic nature, and Monster Hunter Wilds for its immersive and strategic gameplay. Reflecting on these two very different types of games helped me understand how playfulness can take many forms, whether it’s through fast-paced, social interaction in Uno, or deep, cooperative combat and exploration in Monster Hunter. I found that both games rely on a mix of player agency, unpredictability, and emotional engagement to create fun. This exercise reminded me that playfulness isn’t limited to one genre or format; it’s about how the game makes you feel and interact.

Exercise 2: Non-Digital to Digital – Evolution and Remediating This Game

For the second exercise, I analyzed chess, a timeless non-digital game that has been successfully adapted into various digital forms. Comparing the real-life experience with the on-screen version made me more aware of how gameplay can shift depending on the platform. I appreciated the tactile and social aspects of physical chess, but also saw the convenience and added features of digital chess—such as tutorials, hints, and time control variations. The comparison between 2D and 3D interfaces further showed how visual presentation can influence player clarity and engagement. This task helped me reflect on how digital adaptations can enhance or reshape traditional games, and how different design choices affect player experience. Overall, it deepened my understanding of how remediation works in game design, and how translating games across mediums involves more than just visuals; it’s also about preserving the essence of play.

Tabletop Game Prototype

What began as a module I was genuinely excited for slowly turned into a source of stress—not because of the project itself, but due to the unexpected weight of managing it largely on my own. While I had looked forward to the creative aspects, the lack of team support made the experience feel isolating at times, as I found myself responsible for almost every part of the process—from ideation and design to documentation and submission. Although I recognize there’s always room for improvement in the final outcome, especially in terms of refining the mechanics and visuals, I’m proud of the effort I put in and the resilience it took to see the project through to the end.

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Iman Mikudim (0338004)

Games Studies | Final Compilation & Reflection