This was the first ever game design class I’ve taken, which makes P1 the first game I have ever designed! Coming from an education background, the learning and pedagogical component of this assignment particularly appealed to me. It was fascinating to explore how game design could become a medium for learning, not just in content, but also in the ways it invites creativity, collaboration, and empathy. Our game, The Maker’s Minute, centers on the creation of an interactive drawing and pitching experience that teaches players to think creatively about designing for accessibility while practicing fundamental design principles. The game combines elements of storytelling, improvisation, and visual thinking to engage players in designing for real-world accessibility challenges. Through timed drawing and pitching rounds, players are prompted to generate imaginative, yet practical solutions for diverse user needs, from individuals with visual impairments to those with learning disabilities. The goal is to make accessibility not an afterthought, but a natural part of the creative process.
Mechanically, the game relies on two key components: drawing and pitching. These elements work together to bring out the intended aesthetics of narrative (storytelling through pitching) and expression (self-expression through drawing and presentation). Players experience fulfillment and challenge as they continue to improve, developing both creative fluency and confidence in articulating their design ideas. In our newest version, The Maker’s Minute teaches players that creativity is iterative, not perfect. Each round rewards curiosity and imagination over polished outcomes. By the end of gameplay, we hoped players walked away as more inclusive and equitable designers and communicators, as the purpose of the game is to help them practice applying those core design principles to accessibility-focused problems and hone their ability to generate ideas under constraints. More importantly, we really wanted to design a game where players will leave with a stronger sense of flexible, empathetic thinking.
Personally, this project really taught me to embrace the iterative process, to see mistakes and failures not as setbacks but as the necessary steps toward improvement. As someone used to very structured educational frameworks, this shift toward creative experimentation felt very refreshing, and I’m excited to carry this new perspective and mindset with me as I continue learning game design. Watching others play our game was perhaps the most rewarding part out of this entire sprint. Observing moments of laughter, curiosity, and especially those “aha” realizations reminded me why playful learning matters so much. It was deeply satisfying to see players genuinely enjoying the experience while reflecting on important issues like accessibility, which is further proof to me that learning and fun can coexist when designed appropriately with intention.
