Final Reflection – Whayden Dhamcho

I took this class out of necessity, but also because I have always been deeply interested in video games and game design in general. Being a lifelong player of games, from the first time I can remember, I have loved all the aspects of fun that games bring. Whether that be enjoyment, social connection, challenge and mastery, or visual immersion, these facets of games make me want to engage whenever possible. Before this class, I played a lot of video games, created a game with friends for our CS194 project in Unity, and actively considered entering the video game industry. However, I now realize I didn’t genuinely understand what makes games enjoyable beyond my personal preferences.

Through this class, I learned to diagnose exactly which components of a game contribute to its enjoyment, how to tailor designs to specific audiences, remain ethically thoughtful, and craft meaningful narratives. The course helped me see games as more profound and complex than I previously recognized. Concepts such as the Mechanics-Dynamics-Aesthetics (MDA) framework, the importance of iterative playtesting, and the nuanced design of ethical mechanics were impactful in my realization of the importance of making a good game. One particular concept that I loved hearing early on was that everyone plays games. Games and fun have been around as long as humans have existed, even animals play little games, and this not only further stressed the importance but also made me feel better about playing so many of them. I implemented these insights directly into my game design work. For instance, while developing our game from P1, Code War, I carefully incorporated roles with unique abilities and considered how these roles would interact dynamically. I also ensured ethical considerations guided our game design decisions, avoiding sensitive historical contexts and carefully moderating language to maintain inclusivity. Additionally, I applied ideas like embedded narratives and emergent storytelling from class readings to create richer player interactions.

Despite these advancements, I experienced notable challenges. One was balancing creative ambitions with realistic project scopes. Early in the class, I often underestimated the complexity of my ideas, which sometimes led to overly ambitious and difficult-to-implement designs. This was definitely evident in P2, where, in our game, I had plans for a grandiose experience, but it was much harder to implement than I anticipated. Another challenge was realizing that not everything I find fun resonates with everyone. Simple experiences like playtesting and listening to others’ perspectives highlighted how diverse player preferences truly are.

Through these experiences, I have significantly grown in my game development abilities, now equipped with a deeper checklist of considerations ranging from ethical implications to player psychology. Additionally, I became much better at playing games, noticing subtle feedback loops, recognizing exploitative mechanics, and, most importantly, deepening my appreciation for the intentionality behind game designs. It is easy today to join in quickly on negative feedback, but this class taught me to better appreciate the meticulous choices behind good game design, making exceptional games stand out even more clearly. To be completely honest, I look at bugs in games so differently now after seeing how much work is put into creating games. Next time, or as I continue to develop my own games, I plan to use thorough and early playtesting, prioritize clear and inclusive design, and continue refining my understanding of what different audiences value. I hope to remain mindful of the ethical implications of game mechanics, using insights from this class to create experiences that respect and engage players from all walks of life. Whether in personal projects or a professional setting, these lessons will help me become a more intentional, reflective, and effective game developer and player.