Final Class Reflection

Before taking this class, I didn’t really consider myself a “game person.” I mostly saw games as a way to pass time, something fun but ultimately just entertainment. I’d played some games like Mario Party, Sekiro, and Elden Ring, which are visually impressive and focused on smooth movement or challenging mechanics. So when I thought about game design, I assumed it was mainly about visuals, smooth controls, or good storylines. I had even read papers on game overuse and time moderation, which further framed games as something to limit, not something meaningful.

But this class completely changed how I see games. One major turning point was the first project, where we designed a social game. It made me realize that games are everywhere, not just digital ones, but also card games, party games, even games we played in school for learning or icebreaking. I had never really thought of things like poker or “24-point” math games as “games” in the same sense, but now I see their deep social value. This shift helped me realize how games can help build relationships, teach values, and create emotional connections.

I especially appreciated the readings and discussions that emphasized the ethical and cultural aspects of games. The reading “Play Like a Feminist” stood out to me; it reminded me of a paper I read, “Feminist HCI: Taking Stock and Outlining an Agenda for Design.” Both emphasized that games are not neutral: they reflect values and allow both the designer and player to co-create meaning. A powerful game, like good research, is a form of communication.

Certain class concepts stuck with me, especially the ones about the psychological needs games fulfill, like autonomy, competence, and power. I also found the lessons on onboarding super helpful. The idea that onboarding should make people do rather than just read is something I now see as applicable to many other areas of design, from apps to social media.

In our first project, we tried to design with these lessons in mind. We wanted our game to center around building relationships, not just winning. After early playtests, we realized that the mechanics encouraged betrayal, which didn’t align with our goals. So we redesigned the game to encourage collaboration and emotional engagement, adding character backstories, rotating roles, and more nuanced win conditions.

One of the biggest challenges for me was the technical side. I’d never built a game before and didn’t know which engine to use. I tested more than five engines (including Unity) before our team decided on one. This process helped me learn not only the tools but also what made games fun and accessible.

Overall, I’ve grown a lot from this class. I’ve started to see games not just as entertainment but as powerful design tools. The sketch-noting and mind-mapping assignments helped me think more visually and stay organized, even though I rarely draw. I plan to keep using these methods in future design work.

I still wouldn’t call myself a “game person”, but now I see how games can be so much more than just play. They can be thoughtful, emotional, and deeply human. And that’s something I’ll carry with me in all my design work ahead!