Wednesday, November 6, 2013

Teaching Iteration and Risk-Taking

In this article, game designer Ian Schreiber describes the inherent difficulty in getting students to embrace failure as a part of the iterative process.

There is an inherent conflict between the nature of classes and course objectives, when it comes to designing a game as a class project.

The best way to learn to design games is to make a rapid prototype, fail miserably, figure out what you did wrong, and try again. Repeat until you get it right. In order to do this, the student has to feel like it is okay to take risks, that it is perfectly acceptable (even expected) to try crazy stuff that may simply not work out.

But of course, this is for a grade. Enter the fear of failure. Or, it's not for a grade at all. No threat of failure, but likely no effort put in by students on an "optional" project. Is there a way around this paradox?

Here's the method I'm currently using:
  • My non-digital game design project has four milestones. The first is just a high concept, target audience, basic information (number of players, etc.) and some core mechanics. The second is a rough but playable prototype. The third is a playtested prototype, with the mechanics finalized or close to it. The final milestone is a polished product.
  • All milestones are graded. Early milestones are easy points -- just turn in something, anything, as long as it works. Later milestones are graded based on the quality of the design -- you'd better have done some iterations.
  • For the future, I'm thinking that early milestones should be worth fewer points than later milestones. This puts less importance on early work and more focus on the final product.
  • On the days where milestones are due, students bring their works-in-progress to class and present the work for peer review. This also gives me a chance to see how the projects are progressing. In the future, I should probably just give a grade right then and there for the early milestones.
  • Make it clear to students from the beginning that the more they iterate on their project, the more they playtest, the more they fail and then change, the better their final project will be. Unfortunately, this is one of those things they might just have to find out the hard way for themselves. I'll try bringing in a student work from an earlier course (with permission) in its various stages of completion, to show just how much difference playtesting can make.
[This article originally appeared on Ian Schreiber's blog, Teaching Game Design.]

Ian Schreiber has been in the game industry since the year 2000, first as a programmer and then as a game designer. Also an educator since 2006, Ian has taught game design and development courses at a variety of schools, and on his own without a school. He has co-authored two books, Challenges for Game Designers and Breaking Into the Game Industry. 


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