3 thoughts on “Learning to Evaluate Analog Games for Education”

  1. Thank you for adding to the corpus of understanding the educational assessment of analog games, a topic which has been too often bypassed for just digital game deployment – or left at the level of the (admittedly sometimes great) works done on educational (e.g., management) simulation games in the 50’s to 70’s.

    One volume that you may find of interest on this topic is the book “New traditional games for learning” edited by Moseley and Whitton (Routledge, 2013), which discusses various types of analog games in educational contexts – and well correlates with your own ideas.

  2. Thanks for this great overview! I look forward to exploring these educational games with your points in mind.
    However, I suspect you are misrepresenting the Talk The Talk game – my interpretation of your words says that players complete the scenario phrase with the descriptors like “blogger” “cheerleader” etc, whereas the rulebook I downloaded indicates the player makes up their own question to end the scenario phrase, and the descriptor cards are used to generate a character who then gives advice in response. Perhaps worth a second look?

  3. Hello Morgan!
    It’s an oversight on my part but I should have elaborated a bit more about the flexibility of the games I’ve used as examples. All of them, Talk the Talk, My Gift of Grace, and Beyond the Storm are good examples of that socially negotiated game play – people can change the content of the game on the fly without difficulty and often with pre-built rules. In Talk the Talk, you can make up your own questions and modify aspects of the play. Beyond the Storm follows a similar mechanic too where you can create a limited amount of your own response cards during the game. My Gift of Grace allows for even more flexibility since there is no judge (apart from tie-breaking). Hopefully that clarifies my statements as I don’t want to misrepresent these great games.

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