by ellen.dressler -

19 | User Testing Insights: Adaptation of „Mensch ärgere dich nicht“ with Sustainability Twist

Recently, I also conducted the first user testing for my adaptation of the classic board game „Mensch ärgere dich nicht“, infused with sustainability elements. The aim was to assess the game mechanics and gather feedback on how well it integrated sustainability concepts. Here’s a rundown of what I discovered during the testing session with three adult players.

What Didn’t Work

  • Self Throw Dilemma: It wasn’t clear if they HAVE to move their piece for e.g. two spaces, if a card says so (cause it is meant to be a bonus for the player, not a penalty), if they would need to kick out their own player. Could they just accompany another player of their own or not execute the move at all? Or are they allowed to use another piece of their own to fulfill the moving?
  • Integration of Energy-Saving Fields: The energy-saving fields weren’t integrated enough into the game, leading to questions about their role and impact.
  • Incoherent Rewards: The distribution and significance of rewards based on the complexity of questions or actions on the „Good News“/“Bad News“ cards weren’t clear or consistent.
  • Broad Questions: Some sustainability concepts/questions were perceived as overly broad, with lots of potentially correct answers.

Observations

  • Rules Clarification: Many questions arose about the general rules of „Mensch ärgere dich nicht,“ especially when sustainability elements were introduced.
  • Answer Ambiguity: Uncertainty arose when a potentially correct answer conflicted with the actual answer on the card.
  • Penalty Questions: Players questioned what happens if they don’t have enough points but are required to give one away.

Positive Feedback

  • Overall Enjoyment: Carla expressed (more than once) liking the game, indicating initial appeal despite the need for refinements.
  • Clear Structure: Players appreciated the clear distinction between questions and actions that simply occur during gameplay.
  • Humorous Element: The rule requiring players without enough points to take an extra round added a humorous twist that kept the game engaging.
  • Enhanced Engagement: Max found the game more exciting than traditional „Mensch ärgere dich nicht,“ appreciating the sustainability angle.

Ideas for Improvement

  • Example „Auto-in-die-Schule“ Card: There was the idea to really ask players if they drove to school with the car instead of just deciding for them and giving them sustainability points.
  • Multiple Choice Answers: Introducing ABC answer choices for questions could enhance player engagement and clarity.
  • More Penalties: Considering adding more penalties, e.g. forcing a player to sit out the next round.
  • Excess Points Utilization: Allowing players to use excess environment points for strategic advantages could add depth to gameplay.
  • Refining Energy-Saving Fields: Either integrate energy-saving fields more meaningfully and often or reconsider their inclusion.
  • Mini-Games Addition: Incorporating mini-games like drawing a recycling icon could diversify gameplay and reinforce learning.
  • Separation of Elements: Separate questions and good/bad news events into specific event fields or other designated spots to better utilize both.

This initial test provided valuable insights into the existing game mechanics. While there are refinements to be made, the positive reception and constructive feedback indicate potential for this game to successfully blend fun with learning about sustainable practices. Because of that and also because I think in a board game I might have more possibilities for adaptions and introducing more elements, I will most probably develop this game further rather that the card game GOPS.

by ellen.dressler -

14 | The role of digital media in children’s education

Due to the fact that physical gadgets only offer very limited opportunities to make different learning content interesting in the long term, I have decided that I will not pursue this idea for now.

In the modern educational landscape, digital media is omnipresent and offers new, innovative ways to impart knowledge. These technologies have the potential to significantly complement and enhance traditional teaching methods, which is why they are increasingly finding their way into classrooms.

Digital media encompasses a wide range of interactive platforms and tools, including apps, websites and online courses, all of which aim to enrich the learning process through interactivity and individualization. Research shows that digital media, when used correctly, can increase learner engagement and attention and allow them to learn at their own pace.

A critical look at digital media

Despite its benefits, digital media should not be overused for educational purposes with young children without good reason.
Excessive screen time can lead to a reduction in physical activity and social interaction, which is particularly concerning for children. Interaction with digital media can lead to superficial learning as content is skimmed over too quickly and without in-depth processing. This can inhibit the development of deeper cognitive skills.

Furthermore, Mark Bauerlein argues in his book “The Dumbest Generation” that digital media can shorten young people’s attention spans and reduce their understanding of complex literary and philosophical concepts. Such perspectives are particularly relevant when it comes to assessing the long-term effects of digital media on cognitive development.

The advantages of digital media are its scalability, the ease with which content can be updated and the ability to appeal to different learning styles through multimedia content. On the other hand, there are risks such as the potential promotion of a passive learning mindset and the danger of distractions caused by multitasking between different apps and platforms. Other disadvantages include the often underestimated need for self-regulation and media literacy in order to use digital learning resources effectively.

In “Learning with Board Games”, Elizabeth N. Treher explores the educational benefits of board games, highlighting their ability to improve engagement and retention of information. It is emphasized that effective learning combines hands-on (physical interaction) and minds-on (strategic thinking) activities that board games naturally integrate. Board games promote deeper understanding and improve retention by requiring players to physically engage with the game elements and mentally develop strategies. These games also promote critical thinking and problem solving skills by providing fun challenges. In addition, the social aspect of board games improves communication skills and teamwork through interaction between players, supports different learning styles and adapts to individual educational needs.

For me, the question now was whether I wanted to move further in the direction of a digital learning app or to what extent digital media could possibly be a useful addition if I continue to pursue my prototype for a board game.

Despite the advantages mentioned, I tend to avoid digital media for the moment and instead consider other methods that promote deeper, more reflective learning. This approach is based on the belief that children learn more effectively through direct, physical and social interactions, and that real-life experiences and direct interpersonal exchanges deepen learning and increase retention.