P1: Reflection

Before diving into the development of Sunnyvale, I imagined designing a teaching game would feel like curating a lesson plan—organized, linear, and driven by clear objectives. I expected players to engage with the mechanics in a predictable way, following the intended learning path without much deviation. However, the process turned out to be anything but predictable, and it was that unexpected dynamism that made the experience so intriguing.

This project also helped me become more familiar with the intricacies of housing issues in the Bay Area, a topic I wasn’t deeply knowledgeable about before starting. I’m not from the Bay Area, so I initially lacked context on local housing challenges and NIMBY attitudes. Researching and developing the game gave me a clearer understanding of these dynamics and their real-world consequences. Designing the game became not just about teaching others but also about expanding my own understanding of a complex regional issue.

I didn’t anticipate how much I would learn from observing players. I noticed that the cards not only facilitated strategic thinking but also invited moments of humor and creativity. Players joked about “doing the community a great service” when dumping housing on others, embodying the spirit of NIMBYism in ways that were more powerful than I expected. Yet, as we added more realism and complexity in later versions—like blueprints of real affordable housing and protest signs—some of that playful energy diminished. Players became more focused on mechanics, losing the spontaneous role-play that initially brought the theme to life. This made me reflect on the balance between fidelity and playfulness. Sometimes, less is more.

Going forward, I see how this experience can shape my approach to game design and teaching. I’ve learned that gameplay mechanics are not just tools to engage but also vehicles for insight. The mechanics need to leave room for players to explore the theme in their own way, rather than rigidly delivering a message. I also realized that moments of fun and humor are not distractions—they are essential in driving engagement and learning.

Ultimately, designing Sunnyvale reminded me that teaching, whether through games or in a classroom, works best when learners discover things for themselves. It’s not always about presenting polished lessons but about creating space for exploration. As I refine this game or develop new ones, I’ll keep that in mind: a little ambiguity, humor, and space for creativity can go a long way in making learning meaningful.