Before enrolling in the “Designing Serious Games” class, my understanding of game design was simplistic. I had never designed a game before and assumed the process was straightforward—just putting together some rules, defining a win-and-lose condition, and letting players dive in. My perspective on games was also quite narrow, categorizing them as either board games or video games, without considering the broader spectrum of possibilities and purposes that games could serve.
Through the class, I came to appreciate the complicated nature of game design. Games are not just about rules; they are intricate ecosystems requiring a seamless interplay of elements such as characters, goals, decisions, rewards, balance, agency, and narrative. Each of these components contributes to the player experience and must be thoughtfully integrated. For example, I had not previously considered how important storytelling is in creating games. A compelling narrative not only immerses players but also gives context to the mechanics, helping to evoke emotions and drive engagement. In every game I created in the class, storytelling played an important role especially for interactive fiction.
One of the most impactful aspects of the class was the opportunity to explore a wide variety of games. Playing learning games, interactive fiction, and systems games exposed me to different mechanics and purposes, each requiring a unique approach to design. For instance, learning games often focus on integrating educational content with engaging mechanics, while interactive fiction relies heavily on narrative to drive player decisions. Systems games, on the other hand, emphasize modeling real-world systems or phenomena, often challenging players to make strategic choices based on the dynamics presented. In addition, playing new games in every class also helped me appreciate the importance of aesthetics in a game – packaging, clarity of rules, colors, look of game pieces etc.
The fast-paced design sprints were particularly transformative. They pushed me to quickly ideate, prototype, and test games, helping me develop a better understanding of different mechanics and their effects on player engagement. The iterative process was invaluable in highlighting the importance of playtesting. Feedback from playtests often revealed gaps in the mechanics or unintended consequences, underscoring the necessity of continuously refining a game to align it with its intended purpose. Every playtest led to enhancement of the game in a way I had not thought about before.
Balancing the goals of a game with its fun and engagement was one of the most challenging aspects I encountered. For instance, in fish reproduction, the primary goal was to teach how fish reproduce. However, ensuring the gameplay remained enjoyable while delivering the educational content required numerous iterations and adjustments. We still continue to work on seeing how it can be more educational. Similarly, in Enshittification, which aimed to represent a real-life system, the challenge was to make the experience engaging without oversimplifying or distorting the complexities of the system. These experiences taught me that balancing different goals—whether they are educational, narrative, or representational—is a nuanced and ongoing process.
Another significant takeaway from the class was the diversity of game mechanics and how they can shape the player experience. I became familiar with mechanics such as action, strategy, exploration, resource management, and role-playing, each offering unique opportunities for creativity and engagement. For example, resource management mechanics are particularly effective for simulating scarcity and trade-offs (which we used in both fish reproduction and enshittification), while role-playing mechanics immerse players in a narrative-driven experience (which I used in the IF game)..
The class also introduced me to tools like Twine, which I had never used before. Learning about game design technology was exciting.
Looking ahead, I am excited to apply these lessons to future game design projects and potentially incorporate it into my LDT project. I will approach game creation with a deeper appreciation for its complexity, prioritizing iterative design and aligning mechanics with the intended goals. Whether the purpose of a game is to teach, represent a system, or tell a story, I now understand the importance of balance and thoughtful integration. Storytelling will remain a central focus, as it is a powerful tool for captivating players and giving context to their actions.
