When my son joined Boy Scouts, I decided to teach the Game Design Merit Badge to his Troop. When I picked up the guide to teaching the badge, I was pleasantly surprised to see tabletop role-playing games prominently represented. Over the seven weeks that I ran the Badge Workshop, I learned a lot that’s of interest to any aspiring game designer.
Here's the other articles in this series:
To determine which games we should play, I had the Scouts vote on topics from my game library. The top four were Dungeons & Dragons, 1-2-Switch, Star Wars Family Feud, and Jenga. Each of these games features a very different aesthetic and play style, so I was pleased to see such a good mix of games – and that D&D tied with the Nintendo Switch video game, 1-2-Switch, for most popular!
Our Troop consists of 20 boys ranging from ages 11 through 17, so their proficiency in games varies greatly. Additionally, their interests range from sports to geek-themed hobbies, so different games appealed to different Scouts. Despite their varied interests, we run the workshop for all of them and Scouts can choose not to participate if they so choose.
Before we got started though, it was important to explain what a game is. Here’s what the Merit Badge Pamphlet (which can be purchased here) defines as a game:
For each game, we reviewed the medium, player format, objectives, rules, resources, and theme. I gave out notebooks to every Scout as well, which would serve as their idea journal to jot down concepts, sketches, maps, and prototypes of their game. In addition to the basics of each game and reviewing four games, the Scouts needed to play three other games and tweak the rules. They play floor games frequently (dodgeball, floor hockey, handball) so we set aside sessions to modify those and discuss how it changed the game. And then finally we discussed a few other aspects of game design, like intellectual property. The badge wraps up with a Q&A about game design which I'll be hosting.
The Game Design Workshop has been taught at many other Boy Scout Troops, so if you’re interested in seeing how it’s run check out this Slideshare. With the introduction out of the way, we sorted the games in order of their complexity of their rules, building from the simplest (Jenga) up through a variety of mini-games (1-2-Switch) to a party game (Family Feud) and finally to a free-form role-playing game (Dungeons & Dragons). We used Jenga as a test run to get comfortable with the format and the boys -- and it was a learning experience for sure. I'll explain how it went next week.
Here's the other articles in this series:
- How Scouts Teach Gaming to Kids
- Week 1: What's a Game? (this article)
- Week 2: Jenga
- Week 3: Star Wars Family Feud
- Week 4: 1-2-Switch
- Week 5: Dungeons & Dragons
- Weeks 6-9: Intellectual Property
- Week 10: Wrap-Up
To determine which games we should play, I had the Scouts vote on topics from my game library. The top four were Dungeons & Dragons, 1-2-Switch, Star Wars Family Feud, and Jenga. Each of these games features a very different aesthetic and play style, so I was pleased to see such a good mix of games – and that D&D tied with the Nintendo Switch video game, 1-2-Switch, for most popular!
Our Troop consists of 20 boys ranging from ages 11 through 17, so their proficiency in games varies greatly. Additionally, their interests range from sports to geek-themed hobbies, so different games appealed to different Scouts. Despite their varied interests, we run the workshop for all of them and Scouts can choose not to participate if they so choose.
Before we got started though, it was important to explain what a game is. Here’s what the Merit Badge Pamphlet (which can be purchased here) defines as a game:
- Games are a form of play. Most games are played for recreation, others are played by amateurs and professionals alike, and some are even used as tools for training and education.
- Games have objectives or goals that players work to achieve.
- Games have rules. Rules govern the components of the game and the ways that players interact with those components and each other.
- Games have feedback. As players work toward their goals, the game provides information about how they are doing. Scores are a form of feedback.
- Games have challenges. In the vast majority of games, the rules, other players, or other elements impede player progress toward the objectives.
- Games employ a variety of skills. These include physical abilities, communication, strategic thinking, patience, observation, and problem solving.
- Games present choices. Players make meaningful decisions in order to affect game outcomes.
- Games are participatory. Unlike many other forms of entertainment, games are not just about observing. They are about taking action.
For each game, we reviewed the medium, player format, objectives, rules, resources, and theme. I gave out notebooks to every Scout as well, which would serve as their idea journal to jot down concepts, sketches, maps, and prototypes of their game. In addition to the basics of each game and reviewing four games, the Scouts needed to play three other games and tweak the rules. They play floor games frequently (dodgeball, floor hockey, handball) so we set aside sessions to modify those and discuss how it changed the game. And then finally we discussed a few other aspects of game design, like intellectual property. The badge wraps up with a Q&A about game design which I'll be hosting.
The Game Design Workshop has been taught at many other Boy Scout Troops, so if you’re interested in seeing how it’s run check out this Slideshare. With the introduction out of the way, we sorted the games in order of their complexity of their rules, building from the simplest (Jenga) up through a variety of mini-games (1-2-Switch) to a party game (Family Feud) and finally to a free-form role-playing game (Dungeons & Dragons). We used Jenga as a test run to get comfortable with the format and the boys -- and it was a learning experience for sure. I'll explain how it went next week.
Last edited:
