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A Free Training Workshop for Cardboard Prototyping

It's often difficult to teach paper prototyping in a way that convinced students that it's worth learning. In this post I'll outline a technique of teaching the topic through board games. I hope you find it useful!

Michael Heron, Blogger

March 2, 2020

19 Min Read
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This is a modified version of a post first published on Meeple Like Us.

You can read more of my writing over at the Meeple Like Us blog.

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Introduction

A couple of years ago I wrote a special feature on Cardboard Prototyping. It was a discussion of how I and my colleague Mike Crabb were using board games as a mechanism for teaching the intricacies of paper prototyping within our user centred design module. It’s a post that I like a lot, and a technique that I think worked extremely well. It’s just a nice, self-contained island of an idea in the ocean of thoughts that is this blog. Over the years though some people have asked me for some more information around the topic. They want to know what they need to make it happen, and what games they should use for instruction and so on. So I thought I’d use today’s special feature to expand a little more on the idea and give you a kind of curriculum for cardboard prototyping. In fact, I’m going to write it exactly like the kind of module descriptor that you’d see in any university, except that the content won’t merely be indicative. If you wanted to run a course on cardboard prototyping, my advice is that it should look something like this.  Mrs Meeple has had great success using paper prototypes of games for induction purposes in a college setting. This might be useful if you’re a school, or you're holding a corporate event, or you're a library, a university, running a board game jam, or a community centre.  Basially if at any point you want to run a fun learning activity aimed around the idea.   It's a self contained workshop but there's no reason you couldn't run it as a series by working your way through each of the recommended games. I hope at least some of you find it useful!

Course Title

MLU001 - Cardboard Prototyping

Aims of Course

To provide the participant with the necessary skills, techniques and perspectives to explore user interaction requirements.  This is done through the use of paper prototypes of popular board games. Designs will be tested in groups, allowing participants to explore issues of usability. Experimentation within these designs will allow participants an opportunity to examine and iterate upon the solution space for a product.

Legal, Ethical and Professional Considerations Of this Course

This is a CC-BY 4.0 document. Feel free to use it in whatever way, shape or form you like. I’d appreciate a link-back to the page if you do, and I’d appreciate even more being told about how it went. The intention of this material is not to encourage piracy or to provide participants with the skills needed to avoid buying games.   The paper prototypes produced through this exercise will be far inferior to actual published games, and participants should be encouraged to purchase copies of those titles they especially enjoy.   Affiliate links to the Amazon page for each game are provided for that reason.   It's recommended that those demonstrating the course also buy a reference copy that they can use for the purposes of instruction. This is a legally and pedagogically appropriate exercise.  Rulings are clear that game mechanisms cannot be copyrighted, only their expression.   However, a lot of work goes into the design and development of any successful game.  It should be emphasised throughout that participants are building on hundreds or thousands of hours of effort and this is in no way a replacement for purchasing the games.

Formal Prerequisites

None. No technical skills are required to make a paper prototype.

Informal Prerequisites

None.

Learning Outcomes for the Course

  1. Examine, analyse and employ the technique of paper prototyping within a heavily qualitative environment.

  2. Examine, analyse and employ the rhetoric and conventions of game design to explore user satisfaction.

  3. Make use of a variety of techniques to assess the effectiveness of low fidelity game designs.

Consumable Course Material

For this course, demonstrators will need to make available a range of prototyping materials suitable for developing low fidelity games. An illustrative, but not exhaustive, list is:

All that is needed is a pile of paper and some pencils, but the more components you provide participants the more experimental they can be with the prototyping. A useful approach is to raid old Monopoly sets and other superfluous games and strip out whatever they have that could be repurposed.

Course Delivery

The course is delivered in a number of two-hour or longer sessions. A single session is sufficient to illustrate the basics of the concept. Two sessions will be enough to demonstrate functional understanding. Additional sessions allow for greater exploration of the subject. An indicative schedule for this course is provided below. There are no lectures within this course, but demonstrators are expected to explain how each game works before it is prototyped. It is recommended that this is done by showing the published game and its components and working through a round or two of play. Access to rules documentations, ‘how to play’ videos and more is considered an important part of the provided learning resources.  Video resources in particular should be provided in advance so as to make best use of available class time. Participants work together in groups, the size of which is determined by player-count guidance from the website BoardGameGeek.  Participants will be given tight time-limits for each activity, and so as part of the briefing they should be reminded that while it’s fun to play a game, having fun is not the intended outcome of the sessions. The procedure for each session will be as follows: First hour

  • Introduction or recap of the key aims and objectives of paper prototyping (approximately five minutes)

  • Introduction to the game for the current session (approximately ten minutes, although depending on the game it may take longer)

  • Provision of suitable prototyping material (approximately five minutes)

  • Activity – groups replicate the game as it exists using materials provided (approximately ten minutes)

  • Activity – groups play the game with their prototype (approximately twenty minutes)

  • Activity – groups iterate upon their prototypes to fix problems (approximately ten minutes)

Second Hour

  • Have each group discuss what they found fun about the game, and what they didn’t (ten minutes)

  • Have each group identify two game elements and associated components (good and bad) that they believe contributed to their view (five minutes)

  • Have each group rip up / destroy each of these components (five minutes, perhaps with some cajoling. Really get them to destroy it, not just put it aside)

  • Activity – redevelop the game with improved versions of their destroyed materials. No limits on what those improvements might be. Encourage experimentation (approximately fifteen minutes)

  • Activity – play the game with their new, revised prototype (approximately twenty minutes)

  • Groups note results and conclusions (five minutes)

A third hour, if available, can be spent in several productive ways:

  • It can allow additional iterations over the design (repeat the second hour)

  • It can allow more time to develop and play prototypes (make each suggested timing longer)

  • It can allow participants to see what other groups did (rotate membership around the groups)

Note here that the time limits are not linked to the specific game chosen. The idea is not fora participants to play a game, but to evaluate a prototype. As such, it doesn’t matter if a game is played through to the end. Some games are chosen not for the fun they are intended to provide, but the lesson they impart with regards to the limits of low fidelity prototypes. Not every game is supposed to be a success. If multiple sessions are available, I recommend the use of a weekly work-log where everyone makes a note of what they did, the reasons behind it, and the lessons learned.

Course Syllabus

The following games, ascending order of suitability, are recommended for the session structure outlined above. Notes on what participants should be expected to understand from each are included. Each game also includes my own observation as to whether a game is fun as a paper prototype. If running public outreach sessions it would be more appropriate to focus on these. I will provide a list of ten, all of which I and/or others involved in our UCD module have used in the classroom to successfully teach the specific lessons indicated. I have others I could have discussed, but this seems like plenty. More suggestions are welcome though! I will link to any existing print and play versions of which I know, but I wholeheartedly recommend ignoring these in favour of letting participants work it out themselves.

Game

Fun to Prototype

References

Specific lessons taught

One Night Ultimate Werewolf

Yes

ReviewTeardownRulesVideo

No specific lessons. A good starter example.

Game

Fun to Prototype

References

Specific lessons taught

Telestrations

Yes

ReviewTeardownRulesVideo

No specific lessons. A good starter example.

Game

Fun to Prototype

References

Specific lessons taught

Skull

Yes

ReviewTeardownRulesVideo

Preventing information leakage

Game

Fun to Prototype

References

Specific lessons taught

Love Letter

Yes

ReviewTeardownRulesVideoPaper Prototype Kit

Game Mechanisms and Game Balance

Game

Fun to Prototype

References

Specific lessons taught

The Resistance

Yes

ReviewTeardownRulesVideo

Social Context Dependency

Game

Fun to Prototype

References

Specific lessons taught

Billionaire Banshee

Yes

ReviewTeardownVideo

Framing and Tester Consent

Game

Fun to Prototype

References

Specific lessons taught

Spyfall

Sort of

ReviewTeardownRulesVideo

Reluctance to experiment

Game

Fun to Prototype

References

Specific lessons taught

Codenames

No

ReviewTeardownRulesVideo

Content critical mass

Game

Fun to Prototype

References

Specific lessons taught

Funemployed

Yes

ReviewTeardownRulesVideoPaper prototype kit

Incremental development

Game

Fun to Prototype

References

Specific lessons taught

Tiny Epic Galaxies

No

ReviewTeardownRulesVideoPrototype Kit

The limits of low fidelity

 

Assessment Plan

It’s really not that kind of course. Formative only.

Further Reading

   

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