d t h e b o a r d i m m e d i a t e l y changes a n d a are u n w i l l i n g to sacr i f ice a t u r n to c a l l

I so a n i m a l s t h a t lag b e h i n d d u e to b a d d . Bs i n t r o d u c e some e lements o f c o m p e -g r o u p p l a y aspect o f the c o o p e r a t i v e

I chance t h a t one or m o r e p l a y e r s m i g h t B d e s i g n e d so t h a t at least one p l a y e r a i tor . Batt lestar Galact ica ensures t h a t p e r s o n m a y n o t f i n d o u t t h a t he is t h e ame. T h e i n c l u s i o n o f a t r a i t o r makes c o o p e r a t i v e game e v e n m o r e c o m p e l -a t e a m k n o w i n g t h a t someone is (or at

i p p e a l i n g . I t m u s t be u n d e r s t o o d , h o w -r e d u c e o t h e r w i s e c o o p e r a t i v e games

avers s truggle to t r u s t a n y o n e besides game e n v i r o n m e n t , t h e p o t e n t i a l for

a r i l y s o m e t h i n g t h a t r e m o v e s a game ire t h a t n o t a l l c o o p e r a t i v e games are i w i t h t r a i t o r s can i n c l u d e a p e r i o d o f t i f i e d a n d t h e t e a m c a n b e g i n w o r k i n g

n g a g i n g p l a y exper iences t h a t eas i ly d i n v i d e o games. W i t h a v a r i e t y o f t r a d i t i o n a l r o U - a n d - m o v e , des igner

l ire , i n t e r p r e t , a n d act u p o n i n f o r m a -•haps m o r e i m p o r t a n t f o r schools a n d re soc ia l e n v i r o n m e n t w h e r e p l ayers ey p l a y . A s w i l l be seen la ter i n t h i s Qed w i t h l i b r a r y a n d i n f o r m a t i o n l i t -rds . T h r o u g h a c o m b i n a t i o n o f game l e m e s t h a t p r o v i d e c o n t e x t for l e a r n -re a v a l u a b l e resource l i b r a r i e s c a n i n t r o d u c t i o n o f games i n t o schools , )f p r o o f to o v e r c o m e the m i s c o n c e p -larate a n d d i s t i n c t states o f b e i n g .

r Why Games Matter

W h e t h e r t h e t o p i c is a n i m a l i n s t i n c t s or a d v a n c e d m i l i t a r y t r a i n i n g s i m u l a t i o n s , m a n y l e a r n i n g exper iences are b u i l t a r o u n d t h e i d e a o f f u n . So w h y h a v e m o s t schools been r e l u c ­t a n t to embrace p l a y as a n i n s t r u c t i o n a l m e t h o d ? C h i l d r e n ,

i t o f t e n seems, are b o r n w i t h a n i n n a t e sense o f p l a y as a w a y to e x p l o r e t h e w o r d a r o u n d t h e m , a n d y e t t h e t r a d i t i o n a l s c h o o l d a y is d e s i g n e d w i t h c lear separat ions b e t w e e n i n s t r u c t i o n a n d r e c r e a t i o n . L e a r n i n g i n t h i s p u r i t a n i c a l c o n t e x t is h a r d w o r k a n d there fore m u s t n o t be d i l u t e d w i t h s o m e t h i n g as t r i v i a l as p l a y . Games are seen as t h e r e w a r d for f i n i s h i n g r e q u i r e d w o r k , never p a r t o f the a c t u a l w o r k . I n t h e c u r r e n t e d u c a t i o n a l l andscape , w h e r e teachers a n d s tudents a l i k e are o v e r w h e l m e d b y h i g h -stakes t es t ing , h o w can a s c h o o l be e x p e c t e d to f i n d m o r e t i m e for p lay?

T h e a n s w e r is n o t t o m a k e ex t ra t i m e f o r p l a y , b u t r a t h e r t o use t h e i n h e r e n t l e a r n i n g p o t e n t i a l o f game p l a y as a p a r t o f t h e r e g u l a r i n s t r u c ­t i o n a l p r o g r a m . I n m u c h the same w a y t h a t fiction is u s e d as a w a y t o e x p l o r e the E n g l i s h language or to p r o v i d e a c o n t e x t for h i s t o r i c a l s tudies , games can be u s e d to e x t e n d a n d e n r i c h m a n y subjects. T h i s is n o t a r a d i ­ca l n e w idea ; there h a v e b e e n m a n y a t t e m p t s t o p r o v i d e e d u c a t i o n a l games d e s i g n e d to enhance i n s t r u c t i o n . U n f o r t u n a t e l y , m o s t o f those resources w e r e n o t c r a f t e d b y designers w i t h e x p e r i e n c e i n c r e a t i n g a u t h e n t i c game exper iences , a n d so m a n y f a i l to c a p t u r e t h e essence o f p l a y . Yet, w i t h a r i c h v a r i e t y o f game m e c h a n i c s t o p r o v i d e s k i l l s p r a c t i c e a n d the o p p o r ­t u n i t y to e x p l o r e n e w ideas t h r o u g h t h e m a t i c e lements , m a n y des igner games a l ready p r o v i d e a s t r o n g f o u n d a t i o n for l e a r n i n g . T h e s c h o o l l i b r a r y , a l ready adept at finding c o n n e c t i o n s b e t w e e n c u r r i c u l a r a n d r e c r e a t i o n a l resources i n o ther f o r m a t s , is t h e i d e a l p lace to r e i n t r o d u c e p l a y as a f o r m o f l e a r n i n g u s i n g c u r r i c u l u m - a l i g n e d des igner games.

A d v o c a t e s for p l a y are o f t e n d i s c o u r a g e d b y a t t e m p t s t o l i n k p l a y a n d i n s t r u c t i o n . A s D a v i d E l k i n d n o t e d i n a recent a r t i c l e e n t i t l e d " T h e P o w e r o f P l a y , "

11

12 Reintroducing Board Games

School administrators and teachers—frequently backed by goal-oriented politicians and parents—^broadcast the not-so-subtle message that these days play seems superfluous, that at bottom play is for slackers, that i f kids must play, they should at least learn something w h i l e they are doing i t . '

W h i l e t h e n e e d for u n s t r u c t u r e d p l a y is c l e a r l y e v i d e n t , the c u r r e n t e d u c a t i o n a l c l i m a t e makes a p u s h for free p l a y m o r e o f a c h a l l e n g e . B y u s i n g des igner games t h a t can also be a l i g n e d t o c u r r i c u l u m s tandards , s c h o o l l i b r a r i e s can s t i l l p r o v i d e a h i g h q u a l i t y o f p l a y w h i l e also r e m a i n ­i n g f o c u s e d o n s t u d e n t a c h i e v e m e n t . L i k e so m a n y o ther resources i n l i b r a r i e s , games e n r i c h a n d e x t e n d c l a s s r o o m i n s t r u c t i o n w h i l e p r o m o t i n g p e r s o n a l a n d aesthet ic g r o w t h . I n o ther w o r d s , s tudents can ( a n d s h o u l d ) p l a y , b u t f o r s c h o o l l i b r a r i e s t o be a l l o w e d to s u p p o r t t h i s n e e d i t m a y be necessary to d i r e c t l y a t tach p l a y to l e a r n i n g .

Des igner games can be d e s c r i b e d as s u p p o r t i n g l e a r n i n g i n f o u r f u n ­d a m e n t a l w a y s . Perhaps m o s t i m p o r t a n t for s c h o o l l i b r a r i e s is t h a t these games p r o v i d e a n a u t h e n t i c e x p e r i e n c e f o r s tudents . Secondly , b y co l l ec t ­i n g a n d u s i n g des igner games t h a t are f o c u s e d o n q u a l i t y game p l a y , l i b r a r ­ies are u s i n g m a t e r i a l s t h a t engage s tu dents o n a f a m i l i a r l e v e l . Des igner games can also r e i n f o r c e c r i t i c a l soc ia l a n d l i f e s k i l l s i n a n i n c r e a s i n g l y d i g i t a l w o r l d . F i n a l l y , these games a l i g n w i t h o u r core m i s s i o n o f p r o m o t ­i n g i n f o r m a t i o n l i t e racy .

AUTHENTIC EXPERIENCES

O n e o f t h e c o m m o n l y n o t e d features o f t h e g a m i n g g e n e r a t i o n n o w i n o u r schools ( i n c l u d i n g s tu dents a n d y o u n g teachers) is t h e h i g h l e v e l o f p e r c e i v e d exper t i se t h e y h a v e g a i n e d t h r o u g h g a m i n g . For e x a m p l e , those w h o p l a y t h e c o m p u t e r game C i v i l i z a t i o n I V get t o have t h e exper ience o f l e a d i n g a c i v i l i z a t i o n as i t g r o w s a n d d e v e l o p s . T h e y select t h e t e c h n o l o g i ­ca l p a t h t o take , shape g r o w t h o f b o r d e r s , a n d choose b e t w e e n d i p l o m a c y a n d w a r . John Beck a n d M i t c h e l l W a d e e x p l o r e t h i s f u r t h e r i n Got Game: How the Gamer Generation Is Reshaping Business Forever:

Gamers have amassed thousands of hours of rap id ly analyzing new situ­ations, interacting w i t h characters they don't really know, and solving problems quickly and independently. Admit tedly , they have gained that experience i n a s impl i f ied w o r l d focused almost entirely on themselves. But that w o r l d has also emphasized tangible results and given them con­stant, cr i t ical feedback.^

T h e go a l o f s i m u l a t i o n games l i k e C i v i l i z a t i o n is to present a n a u t h e n t i c e x p e r i e n c e t h a t creates a manageable r e p l i c a o f a s i t u a t i o n . T h o u g h v i d e o

games can use graphics to create a m o j designer games present e q u a l l y c o m p l e :

A g r i c o l a is a b o a r d game that provi i l y o f fa rmers i n t h e seventeenth c e n t u r as the C i v i l i z a t i o n v i d e o game, A g r i c o l p a r t o f h i s t o r i c a l l i f e . W i t h a h i g h p r i o r i p l a y e r s to m a k e d i f f i c u l t dec i s ions abo n u m b e r o f ac t ions . Players start t h e ga there fore get t w o ac t ions each t i u n . Pla n o t a l w a y s poss ib le , g i v e n t h e m o r e i m i i l y b y t h e harves t phase at t h e e n d o f ( e n d e d w o r k e r p l a c e m e n t m e c h a n i c , th( p layers t o d e v e l o p a l e v e l o f exper t i se are p r o b a b l y so -ca l led e d u c a t i o n a l gar w o r k w i t h i n a f a m i l y , b u t w i t h o u t b e i n o r i e n t e d e n v i r o n m e n t t h a t a c c o m p l i s l game is f u n does n o t m e a n tha t i t pres r i en c e . Players w i l l s t i l l s t ruggle w i t h p r o v i d e s m o r e w o r k e r s ( a n d an a d d i t i m o r e f o o d at each harvest .

T h e a u t h e n t i c i t y o f t h e exper ienc i r o n m e n t , as o p p o s e d to a d i r e c t i n s t r u game, is d e r i v e d f r o m the i n t e g r a t e d s i ers are i m m e r s e d i n t h e created w o r l d themse lves t o the m o d i f i e d w o r l d r u l cess ful at the game, t h e y w i l l h a v e t o t h e r e q u i r e d s k i l l s w i t h i n t h e game's c w i t h d i s d a i n w i t h i n t h e c o n t e x t o f h o i a game.

Des igner games o f t e n use r i c h t h e for s k i l l use. I n c a n G o l d has a g r o u p o f a n a n c i e n t I n c a n t e m p l e search ing the g r o u p o f e x p l o r e r s enters a new t h e y m i g h t find treasure . Treasure is e q u a l l y a m o n g the g r o u p ; t h i s m a y w a n t t o m a k e sure t h e y are b e i n g fair ers enters a r o o m t h a t offers f o u r t e e i as e v e n l y as poss ib le , w i t h t h e r e m a i the c a r d to be l e f t b e h i n d i n t h e roc b u t one t h a t requi res s tudents to eng key d i f f e r e n c e b e t w e e n t h i s a n d a ders, h o w e v e r , is t h e c o n t e x t . I n the i n g l y e n t e r e d i n t o the shared c o n t e x

Why Games Matter 13

!rs—frequently backed by goal-oriented St the not-so-subtle message that these at bottom play is for slackers, that if kids m something while they are doing it.'

•ed p l a y is c l e a r l y e v i d e n t , t h e c u r r e n t I fo r free p l a y m o r e o f a cha l l enge . B y io be a l i g n e d to c u r r i c u l u m s tandards , h i g h q u a l i t y o f p l a y w h i l e also r e m a i n -ent . L i k e so m a n y o ther resources i n c l a s s r o o m i n s t r u c t i o n w h i l e p r o m o t i n g i t h e r w o r d s , s t u d e n t s c a n ( a n d s h o u l d ) a l l o w e d to s u p p o r t t h i s n e e d i t m a y be l e a r n i n g .

ed as s u p p o r t i n g l e a r n i n g i n f o u r f u n -or tant for s c h o o l l i b r a r i e s is t h a t these !nce for s tudents . Secondly , b y c o l l e c t -re f o c u s e d o n q u a l i t y game p l a y , l i b r a r -s t u d e n t s o n a f a m i l i a r l e v e l . Designer ) c ia l a n d l i f e s k i l l s i n a n i n c r e a s i n g l y i l i g n w i t h o u r core m i s s i o n o f p r o m o t -

•es o f t h e g a m i n g g e n e r a t i o n n o w i n i y o u n g teachers) is the h i g h l e v e l o f 1 t h r o u g h g a m i n g . For e x a m p l e , those a t i o n I V get t o have t h e e x p e r i e n c e o f d e v e l o p s . T h e y select t h e t e c h n o l o g i -ders , a n d choose b e t w e e n d i p l o m a c y ide e x p l o r e t h i s f u r t h e r i n Got Game: ping Business Forever:

hours of rap id ly analyzing new situ-i i ey don't really know, and solving y. Admit ted ly , they have gained that used almost entirely on themselves, tangible results and given them con-

v i l i z a t i o n is to present a n a u t h e n t i c r e p l i c a o f a s i t u a t i o n . T h o u g h v i d e o

games can use g r a p h i c s t o create a m o r e i m m e r s i v e e n v i r o n m e n t , m a n y designer games present e q u a l l y c o m p l e x a n d a u t h e n t i c exper iences .

A g r i c o l a is a b o a r d game t h a t p r o v i d e s a s i m u l a t i o n o f l i f e f o r a f a m ­i l y o f farmers i n t h e seventeenth c e n t u r y . T h o u g h n o t as a l l - e n c o m p a s s i n g as t h e C i v i l i z a t i o n v i d e o game, A g r i c o l a p r o v i d e s a c o m p l e x l o o k at one p a r t o f h i s t o r i c a l l i f e . W i t h a h i g h p r i o r i t y o n a u t h e n t i c i t y , t h e game forces p layers t o m a k e d i f f i c u l t d e c i s i o n s a b o u t w h a t t o d o w i t h a v e r y l i m i t e d n u m b e r o f ac t ions . Players start the game w i t h t w o f a m i l y m e m b e r s a n d there fore get t w o ac t ions each t u r n . P l a n n i n g f o r t h e f u t u r e is h e l p f u l b u t n o t a l w a y s poss ib le , g i v e n t h e m o r e i m m e d i a t e cha l l enge o f f e e d i n g a f a m ­i l y b y the harves t phase at t h e e n d o f each r o u n d . B y u s i n g a v e r y o p e n -e n d e d w o r k e r p l a c e m e n t m e c h a n i c , t h e game p r o v i d e s a n o p p o r t u n i t y f o r p layers to d e v e l o p a l e v e l o f exper t i se about b e i n g p a r t o f a f a m i l y . T h e r e are p r o b a b l y so-ca l led e d u c a t i o n a l games m e a n t to teach p layers h o w t o w o r k w i t h i n a f a m i l y , b u t w i t h o u t b e i n g d i d a c t i c A g r i c o l a presents a p l a y -o r i e n t e d e n v i r o n m e n t t h a t a c c o m p l i s h e s t h e same task. Just because t h e game is f u n does n o t m e a n tha t i t presents a n y less o f a n a u t h e n t i c expe­r i e n c e . Players w i l l s t i l l s t ruggle w i t h t h e d e c i s i o n t o h a v e c h i l d r e n ; t h i s p r o v i d e s m o r e w o r k e r s ( a n d a n a d d i t i o n a l d a i l y a c t i o n ) b u t also requi res m o r e f o o d at each harves t .

T h e a u t h e n t i c i t y o f t h e exper iences p r e s e n t e d i n a t r u e g a m i n g e n v i ­r o n m e n t , as o p p o s e d t o a d i r e c t i n s t r u c t i o n a l resource m a s q u e r a d i n g as a game, is d e r i v e d f r o m t h e i n t e g r a t e d s k i l l s f o u n d i n game p lay . W h e n p l a y ­ers are i m m e r s e d i n t h e created w o r l d o f game p l a y , t h e y are s u r r e n d e r i n g t h e m s e l v e s to the m o d i f i e d w o r l d ru les for t h e game. I n o r d e r t o be suc­cessful at t h e game, t h e y w i l l h a v e t o a b i d e b y t h e r u l e s a n d m a k e use o f the r e q u i r e d s k i l l s w i t h i n t h e game's c o n t e x t . A c t i v i t i e s t h a t w o u l d be m e t w i t h d i s d a i n w i t h i n the c o n t e x t o f h o m e w o r k are g l a d l y c o m p l e t e d w i t h i n a game.

Des igner games o f t e n use r i c h t h e m a t i c e l ements to create t h i s c o n t e x t for s k i l l use. I n c a n G o l d has a g r o u p o f p layers d e s c e n d i n g i n t o t h e r u i n s o f a n a n c i e n t I n c a n t e m p l e search ing for treasure . W i t h each f l i p o f a c a r d , t h e g r o u p o f e x p l o r e r s enters a n e w r o o m . T h e y m i g h t find danger, or t h e y m i g h t find treasure. Treasure is a l w a y s w e l c o m e b u t m u s t be s h a r e d e q u a l l y a m o n g t h e g r o u p ; t h i s m a y be a b a n d o f t o m b robbers , b u t t h e y w a n t to m a k e sure t h e y are b e i n g fair . I f , fo r e x a m p l e , a g r o u p o f five p l a y ­ers enters a r o o m t h a t offers f o u r t e e n treasures, t h e l o o t m u s t be d i v i d e d as e v e n l y as poss ib le , w i t h the r e m a i n d e r o f t h e t reasure pieces p l a c e d o n t h e c a r d t o be l e f t b e h i n d i n t h e r o o m . T h i s is a s i m p l e game m e c h a n i c , b u t one t h a t requi res s tudents t o engage i n d i v i s i o n w i t h r e m a i n d e r s . T h e k e y d i f f e r e n c e b e t w e e n t h i s a n d a w o r k s h e e t o n d i v i s i o n w i t h r e m a i n ­ders, h o w e v e r , is t h e c o n t e x t . I n the case o f I n c a n G o l d , p layers have w i l l ­i n g l y e n t e r e d i n t o t h e s h a r e d c o n t e x t o f e x p l o r a t i o n created b y t h e game's

14 Reintroducing Board Games

t h e m e . W i t h i n t h a t e n v i r o n m e n t , d o i n g d i v i s i o n w i t h r e m a i n d e r s is s i m ­p l y a n a t u r a l a c t i v i t y a n d n o t a chore .

STUDENT ENGAGEMENT

Y o u r s tuden ts are gamers . A t least, t h i s is t r u e for t h e 97 p e r c e n t o f t h e m w h o p l a y v i d e o games, as r e p o r t e d b y a P e w I n t e r n e t a n d A m e r i c a n L i f e s t u d y o n "Teens, V i d e o Games, a n d Civ ics . "^ T h i s represents a s i g n i f i ­cant e n o u g h percentage o f t h e s c h o o l p o p u l a t i o n t h a t t h i s b o o k is g o i n g to u n a p o l o g e t i c a l l y i g n o r e t h e 3 p e r c e n t w h o d o n o t p l a y games. E v e n t h o u g h t h i s s tat is t ic refers to v i d e o games, t h e d i f f e r e n c e is s i m p l y one o f a n e l e c t r o n i c f o r m a t as o p p o s e d to a n ana log f o r m a t . Games are one o f the f e w a c t i v i t i e s t h a t cross g e n e r a t i o n gaps to l i n k teachers w i t h s tude nts . A t f i r s t g lance , t h e latest f i r s t -person-shooter or sports v i d e o game m a y n o t seem to h o l d u p i n c o m p a r i s o n to t h e l i g h t e r p u z z l e a n d c a r d games w i t h w h i c h a d u l t s m a y be m o r e f a m i l i a r , b u t the exper ience is the same. N o m a t t e r t h e t y p e o f game, there is a shared e l e m e n t o f p l a y t h a t t ranscends f o r m a t , genre , or d i f f i c u l t y . A q u i c k game o f s o l i t a i r e or B e j e w e l e d can p r o v i d e t h e same engagement as a m a r a t h o n session i n W o r l d o f W a r c r a f t . H a r d - c o r e gamers m a y t r y to d i s p u t e t h i s c o m p a r i s o n w i t h a r g u m e n t s t h a t success i n W o r l d o f W a r c r a f t takes h o u r s o f p r e p a r a t i o n , m o n t h s o f s k i l l b u i l d i n g , a n d c o m p l e x i n t e r a c t i o n s w i t h dozens o f o the r p l a y e r s , b u t t h e y w o u l d be m i s s i n g t h e p o i n t . For some, h o u r s o f engagement are b o t h pos­s ib le a n d en joyable . For others , f i f t e e n m i n u t e s m a y be the l i m i t o f poss i ­b i l i t y — b u t t h e shor ter t i m e s p a n does n o t m e a n d i m i n i s h e d e n j o y m e n t or engagement w i t h the task.

G i v e n t h i s s t r o n g shared c o n n e c t i o n a n d t h e near u b i q u i t y o f g a m i n g i n the l i v e s o f o u r s t u d e n t s , h o w can schools a n d l i b r a r i e s not harness t h e p o w e r o f games for i n s t r u c t i o n ? A n y o n e w h o has los t t r a c k o f t i m e w h i l e engrossed i n a game is f a m i l i a r w i t h t h e p o t e n t i a l for engagement t h a t p l a y offers . B y p r o v i d i n g t i m e for game p l a y w i t h i n t h e s c h o o l day, s c h o o l l i b r a r i e s are r e a l l y p r o v i d i n g s tudents w i t h a n o p p o r t u n i t y for re f resh­m e n t t h r o u g h p lay . T h e basic i d e a is n o t n e w to l i b r a r i e s ; w e h a v e l o n g p r o v i d e d i n t e r l u d e s t h r o u g h magaz ines , n e w s p a p e r s , f i c t i o n , a n d o the r p r i n t sources c o l l e c t e d for r e c r e a t i o n a l r e a d i n g . O t h e r l i b r a r i e s p r o v i d e a chance to u n w i n d w i t h p u z z l e s , a n d a h i g h e r n u m b e r t h a n y o u m i g h t i m a g i n e h a v e h a d t r a d i t i o n a l games l i k e chess or checkers a v a i l a b l e . T h e m e d i u m w a s never as i m p o r t a n t as the n e e d t h a t l i b r a r i e s m e t b y p r o ­v i d i n g a p lace for s tudents ( a n d staff !) t o step o u t o f the i n t e n s i t y o f the l e a r n i n g e n v i r o n m e n t f o r a chance to recharge. B y u s i n g des igner games a l i g n e d to c u r r i c u l u m s tandards t h a t p r o v i d e a c o m b i n a t i o n o f a u t h e n t i c p l a y a n d e m b e d d e d l e a r n i n g , h o w e v e r , i t is poss ib le for s c h o o l l i b r a r i e s to p r o v i d e r e n e w a l w i t h i n t h e l e a r n i n g e n v i r o n m e n t i t se l f .

Why Games Matter 15

T h e real cha l l enge to success i n a s c h o o l l i b r a r y p r o g r a m l i k e t h i s is n o t g a i n i n g s u p p o r t f r o m a d m i n i s t r a t o r s or o ther teachers w h o s truggle w i t h t h e w o r k versus p l a y issue, b u t ra ther the d i f f i c u l t y o f finding a p p r o ­p r i a t e games t h a t o f fer the m a g i c a l b l e n d o f engagement a n d e n r i c h m e n t . Fake games d e s i g n e d t o teach w i l l f a i l to p r o v i d e t h e l e v e l o f engagement d e m a n d e d b y s tudents u s e d to the o v e r w h e l m i n g s t i m u l a t i o n o f v i d e o games. G u i t a r H e r o , t h o u g h q u i t e engaging, struggles to pass the test o f games t h a t p r o v i d e a l e a r n i n g exper ience . Some des igner games, h o w e v e r , manage to b l e n d c o m p l e x m e c h a n i c s a n d r i c h themes i n t o a game t h a t can w o r k a n d p l a y w e l l i n a s c h o o l l i b r a r y .

So w h a t t y p e o f game fits the b i l l ? M y W o r d ! is a q u i c k game f r o m t h e c o m p a n y b e h i n d t h e i n c r e d i b l y successful A p p l e s to A p p l e s p a r t y game. T w o to as m a n y s tudents as can fit a r o u n d a table race to find w o r d s as le t ­ter cards are f l i p p e d b y a dealer. Be w a r n e d , t h i s is a v e r y f u n game t h a t can l e a d to a b i t o f e x u b e r a n t noise . For a s i m i l a r , t h o u g h m o r e q u i e t game, c h e c k o u t Q u i d d l e r for a n o t h e r w o r d c r e a t i o n game u s i n g le t ter cards . L i k e m a n y other des igner games, these t w o e x a m p l e s p r o v i d e the neces­sary escape i n t o the f a m i l i a r a n d engaging w o r l d c reated b y shared game exper iences . T h e y d o t h i s w h i l e also r e i n f o r c i n g E n g l i s h language s k i l l s a n d b u i l d i n g v o c a b u l a r y as s tudents are f o r c e d to r e v i e w a m e n t a l l i s t o f k n o w n w o r d s . These games are w o r k , b u t t h e y are also v e r y m u c h p l a y .

SOCIAL AND LIFE SKILLS

B e y o n d the d i c h o t o m y t h a t va lues w o r k a n d demeans p lay , the o ther per­vas ive m y t h s t h a t s u r r o u n d g a m i n g t e n d to be o f a m o r e soc ia l n a t u r e . T h e idea o f a s o c i a l l y i n e p t g r o u p o f outcasts h u d d l e d i n a basement a r o u n d D u n g e o n s a n d Dragons r u l e b o o k s , or the e q u a l l y flawed v i e w of ant i so ­c i a l v i o l e n t y o u t h g o i n g o n rampages after b e i n g d e s e n s i t i z e d to v i o l e n c e i n H a l o , persists i n m a i n s t r e a m v i e w s o f g a m i n g . I n r e a l i t y , a great d e a l o f p l a y is b u i l t a r o u n d i n t r i c a t e soc ia l pat terns a n d ru les t h a t t h e w h o l e c o m ­m u n i t y o f p l a y m u s t s u p p o r t a n d f o l l o w . I n The Genesis of Animal Play, G o r d o n B u r g h a r d t c o m p i l e d a l i s t o f c o m m o n types o f p l a y i n c h i l d r e n . ^ Except for the m o s t basic types o f p h y s i c a l p l a y or n o n i n t e r a c t i v e p a r a l l e l p l ay , a l l o f the styles o f p l a y r e q u i r e soc ia l i n t e r a c t i o n . T h e shared fantasy o f s o c i o d r a m a t i c p l a y re l ies o n p a r t i c i p a n t s m a i n t a i n i n g t h e i r ro les w i t h i n a shared soc ia l c o n t e x t ; e v e n r o u g h - a n d - t u m b l e p l a y has a set o f shared soc ia l r u l e s .

Games, as a s t r u c t u r e d a n d r u l e - o r i e n t e d f o r m o f p l a y , can d e m a n d e v e n h i g h e r levels o f soc ia l i n t e r a c t i o n . Des igner games can be e s p e c i a l l y effec­t i v e at c r e a t i n g a soc ia l exper ience t h r o u g h t h e use o f c o m p l e x m e c h a n i c s . Speech therapis t s o f t e n use games to create a r e l a x e d a t m o s p h e r e w h e r e s tu dents can concentra te o n a n engaging a c t i v i t y w h i l e t h e y w o r k o n t h e i r

Reintroducing Board Games

speech. C o o p e r a t i v e games l i k e M a x for v e r y y o u n g c h i l d r e n or Shadow^s over C a m e l o t w o r k w e l l f o r t h i s . S t u d e n t s are n o t o n l y engaged i n p l a y , b u t these t w o c o o p e r a t i v e games n a t u r a l l y r e q u i r e a h i g h l e v e l o f c o m ­m u n i c a t i o n a n d i n f o r m a t i o n s h a r i n g as p layer s w o r k together against the game. S h a d o w s over C a m e l o t , m o r e a p p r o p r i a t e for m i d d l e or h i g h s c h o o l s t u d e n t s , is a n e s p e c i a l l y c h a l l e n g i n g game t h a t re-creates the struggles o f K i n g A r t h u r a n d t h e k n i g h t s o f C a m e l o t . T h e game is v e r y a t t r a c t iv e , w i t h c o l o r f u l boards , k n i g h t figurines, a n d m a n y o t h e r pieces . W h e n s t ud e nt s f r o m d i f f e r e n t soc ia l g r o u p s s i t d o w n together to p l a y t h i s game, h o w e v e r , t h e y m u s t find c o m m o n g r o u n d i n o r d e r t o be successful . A s sports teams n e e d to r ise above p e t t y p r o b l e m s to ach ieve as a t e a m , p la ye r s i n coopera­t i v e games m u s t also d e v e l o p a q u i c k synergy t o beat t h e game.

M a x teaches v e r y y o u n g c h i l d r e n to l e a r n i m p o r t a n t soc ia l s k i l l s l i k e w o r k i n g for t h e g o o d o f a g r o u p , t a k i n g t u r n s , a n d t a l k i n g about d e c i ­s ions ; S h a d o w s over C a m e l o t teaches about t h e n e e d for c o o p e r a t i v e p l a n ­n i n g , l o n g - t e r m g r o u p strategy, a n d c o n s t a n t c o m m u n i c a t i o n . These s k i l l s w i l l serve s tudents w e l l n o t o n l y i n c l a s s r o o m pro jec ts , b u t also i n f u t u r e e m p l o y m e n t w h e n t h e y n e e d to w o r k as p a r t o f a t e a m w i t h p e o p l e t h e y d o n o t select a n d m a y n o t p a r t i c u l a r l y l i k e . W h i l e these s k i l l s can be f o u n d i n o ther types o f games, des igner games are u n i q u e i n t h e i r a b i l i t y t o gather p l a y e r s a r o u n d a c o m m o n b o a r d for face-to-face p l a y t h a t is so c r i t i c a l for soc ia l d e v e l o p m e n t . T h e s h a r e d game exper ience a r o u n d t h e table creates a t e m p o r a r y c o m m u n i t y o f p layers b o u n d together b y t h e game. W i t h i n t h a t g r o u p , s tudents have a n a u t h e n t i c o p p o r t u n i t y to p r a c t i c e soc ia l a n d l i f e s k i l l s as t h e y w o r k t h r o u g h game chal lenges .

HIGHER-ORDER THINKING

Designer games p r o v i d e a n o t h e r w a y t h a t s c h o o l l i b r a r i e s can r e i n f o r c e t h e n e e d for i n q u i r y , strategic ana lys i s , p r o b l e m s o l v i n g , a n d c r i t i c a l t h i n k i n g . A s w i l l be e x p l o r e d at l e n g t h i n the n e x t se c t io n , there are m a n y games a v a i l a b l e t h a t address these concepts as seen t h r o u g h a l i g n m e n t w i t h l i b r a r y a n d i n f o r m a t i o n l i t e r a c y s k i l l s .

T h e r e is n o t h i n g m o d e r n a b o u t t h e use o f games a n d p l a y f o r h i g h e r -o r d e r t h i n k i n g . W r i t i n g i n 1893 o n c h i l d d e v e l o p m e n t , W i l l i a m Preyer n o t e d the i m p o r t a n c e o f p l a y for d e v e l o p i n g c r i t i c a l t h i n k i n g i n y o u n g c h i l d r e n :

We easily overlook i n l ike manner the great intel lectual strain connected w i t h the early play of chi ldren. H o w m u c h there is of combination—i.e. , of put t ing together! H o w m u c h of analyzing or taking to pieces of tangible things! H o w m u c h of construction and destruction! H o w m u c h investi­gation, persistent penetration accompanied w i t h great muscular effort.

Why Games Matter 17

l a x for v e r y y o u n g c h i l d r e n or S h a d o w s S tu d ents are n o t o n l y engaged i n p l a y , n a t u r a l l y r e q u i r e a h i g h l e v e l o f c o m ­

ing as p layers w o r k together against t h e re a p p r o p r i a t e for m i d d l e or h i g h s c h o o l i n g game t h a t re-creates the struggles o f m e l o t . T h e game is v e r y a t t rac t ive , w i t h a n d m a n y other pieces . W h e n s tudents rtTi together to p l a y t h i s game, h o w e v e r , o r d e r to be successful . A s sports teams 0 ach ieve as a t e a m , p l ayers i n coopera-i c k synergy to beat the game. ran t o l e a r n i m p o r t a n t soc ia l s k i l l s l i k e

t a k i n g t u r n s , a n d t a l k i n g about d e c i ­les about t h e n e e d for c o o p e r a t i v e p l a n -1 c o n s t a n t c o m m u n i c a t i o n . These s k i l l s a c l a s s r o o m pro jects , b u t also i n f u t u r e r k as p a r t o f a t e a m w i t h p e o p l e t h e y d o l i k e . W h i l e these s k i l l s can be f o u n d i n les are u n i q u e i n t h e i r a b i l i t y t o gather r face-to-face p l a y tha t is so c r i t i c a l for ne exper ience a r o u n d t h e table creates 1 b o u n d together b y t h e game. W i t h i n i t i c o p p o r t u n i t y to p rac t i ce soc ia l a n d 18 chal lenges .

ay t h a t s c h o o l l i b r a r i e s can r e i n f o r c e d y s i s , p r o b l e m s o l v i n g , a n d c r i t i c a l f t h i n the n e x t s ec t i o n , there are m a n y concepts as seen t h r o u g h a l i g n m e n t

V s k i l l s . the use o f games a n d p l a y f o r h i g h e r -

c h i l d d e v e l o p m e n t , W i l l i a m Preyer e v e l o p i n g c r i t i c a l t h i n k i n g i n y o u n g

le great intellectual strain connected T m u c h there is of combination—i.e. , i l y z i n g or taking to pieces of tangible m d destruction! H o w m u c h investi-apanied w i t h great muscular effort.

in to the interior of things that are shut u p ! The passion for u n v e i l i n g the vei led, for getting at the concealed, for finding the reason w h y things h o l d together, the cause of a noise, the cause of an effect of l i g h t — i n a w o r d , the insatiable, hereditary appetite for causality i n man—this i t is w h i c h finds its first satisfaction i n ch i ld i sh play. Hence come feelings of plea­sure, and the removal of the discomfort occasioned by ignorance.^

M a i n s t r e a m A m e r i c a n b o a r d games t e n d t o be b u i l t a r o u n d c l o s e d sys­tems t h a t h a v e p l a y e r s m o v i n g a r o u n d a t r a c k c o m p l e t i n g preset goals . To p u t t h i s i n a n e d u c a t i o n a l p e r s p e c t i v e , t h e r o U - a n d - m o v e m e c h a n i c can be c o m p a r e d t o t h e k n o w l e d g e or c o m p r e h e n s i o n leve ls o n B l o o m ' s T a x o n o m y of E d u c a t i o n a l Ob jec t ives . (See tab le 2.1.)

W i t h m o v e m e n t a n d a c t i o n p r e d e t e r m i n e d b y t h e r o l l o f d i c e a n d spaces o n the b o a r d , there is l i t t l e or n o n e e d f o r p la ye r s t o m o v e b e y o n d basic levels o f t h o u g h t . For e x a m p l e , i n T r i v i a l P u r s u i t , p l a y e r s m o v e a r o u n d t h e b o a r d a t t e m p t i n g to r e c a l l m e m o r i z e d k n o w l e d g e . I n M o n o p o l y , there is some n e e d to c o m p r e h e n d p r o p e r t y va lues a n d select a p p r o p r i a t e matches for c u r r e n t p r o p e r t y o w n e d , b u t these choices are s t i l l severely l i m i t e d b y r a n d o m r o l l s o f the d i c e . I t m u s t be stressed, t h o u g h , t h a t B l o o m ' s T a x o n o m y represents a c o n t i n u u m of poss ib le e d u c a t i o n a l ob ject ives a n d n o t a h i e r a r c h y . T h e k n o w l e d g e a n d c o m p r e h e n s i o n leve ls are n o t l o w e r or w o r s e t h a n others ; t h e y are j u s t m o r e s i m p l i s t i c i n t h a t t h e y r e q u i r e less

TABLE 2.1 G a m i n g b y Bloom's T a x o n o m y

B l o o m ' s T a x o n o m y

Evaluation argue, assess, compare, judge, predict, support

Chicago Express, Battlestar Galactica, Max

Synthesis

Analysis

Application

Comprehension

Knowledge

arrange, collect, create, develop, manage,

organize, plan

Puerto Rico, Once upon a Time, I960: The Making

of the President

appraise, calculate, criticize, examine, question

Bolide, Citadels, Shadows over Camelot

choose, illustrate, dramatize, solve, use

classify, explain, locate, recognize, select

memorize, define, arrange, list

Charades, Portrayal, Numbers League

Pictureka, Monopoly, Lost Cities

Trivial Pursuit, Sorry!, 10 Days in the USA

18 Reintroducing Board Games

i n d e p e n d e n t i n t e r p r e t a t i o n . T h e r e are some w o n d e r f u l des igner games i n these leve ls as w e l l : 10 Days i n t h e U S A has p layers arrange states i n t o a t e n - d a y j o u r n e y based o n a f e w s i m p l e r u l e s for t r a v e l . T h i s is n o t a c o m p l i c a t e d game, b u t i t does p r o v i d e a m o r e o p e n m e c h a n i c t h a n r o l l -a n d - m o v e games a n d is c e r t a i n l y m o r e c u r r i c u l u m a l i g n e d . T h i s does n o t m a k e i t a b a d game ( i t is a great game for u p p e r e l e m e n t a r y or m i d d l e s c h o o l soc ia l s tudies ) , b u t i t w o u l d n o t be t h e best cho ice for f o c u s i n g o n h i g h e r - o r d e r t h i n k i n g s k i l l s .

W h e n the goa l is to s u p p o r t h i g h e r - o r d e r t h i n k i n g , t h e des igner games d o m i n a t i n g the o t h e r levels o f B l o o m ' s T a x o n o m y are e x c e l l e n t resources . O n c e u p o n a T i m e is a s t o r y t e l l i n g c a r d game tha t requi res synthes i s o f i n f o r m a t i o n for a n o n - t h e - f l y c r e a t i o n o f a f a i r y ta le . Players are deal t h a n d s o f cards w i t h c o m m o n objects, ideas, or characters f r o m f a i r y tales s u c h as a n axe, l o v e , sisters, or a n e v i l s p e l l . U s i n g t h e cards, t h e f i r s t p l a y e r begins t e l l i n g a s tory. A s e lements f r o m the cards s h o w u p , he p l a y s t h e cards d o w n , a t t e m p t i n g to get r i d o f a l l the cards he has. T h e o ther p layers are l i s t e n i n g for m e n t i o n o f cards t h a t t h e y have or w a i t i n g to cha l l enge t h e i n c i d e n t a l use o f a c a r d t h a t d i d n o t f i t i n t o the story. T h i s means t h a t t h e n o n s t o r y t e l l i n g p l aye rs m u s t be f u n c t i o n i n g at t h e e v a l u a t i o n l e v e l o f B l o o m ' s T a x o n o m y as t h e y l o o k for chances t o steal c o n t r o l o f t h e story.

O t h e r games at these levels o f B l o o m ' s T a x o n o m y focus o n i n q u i r y a n d p r o b l e m s o l v i n g w i t h i n a c o n s t a n t l y c h a n g i n g game e n v i r o n m e n t . I n 1960: T h e M a k i n g o f t h e Pres ident , p l ayers take o n the r o l e o f e i t h e r John F. K e n n e d y or R i c h a r d N i x o n d u r i n g t h e i r h i s t o r i c 1960 c a m p a i g n s . Each s ide has to d e v e l o p a strategy for d r a w i n g a t t e n t i o n to event cards t h a t b e n e f i t t h e i r c a n d i d a t e w h i l e b u r y i n g those t h a t w o u l d p r o v e d a m ­aging . T h e r e is ne v e r e n o u g h t i m e t o d o e v e r y t h i n g t h a t is necessary; b e t w e e n c a m p a i g n i n g i n states, k e e p i n g u p pressure o n the issues, m a k ­i n g m e d i a appearances , a n d m o r e , p l aye rs c o n s t a n t l y feel t h e y are f a l l i n g b e h i n d . L o n g - t e r m p l a n n i n g a n d strategic ana lys is are t h e secrets to v i c ­t o r y . Players have to r e m e m b e r t h a t the k e y to w i n n i n g is h a v i n g t h e m o s t e lec tora l votes at t h e e n d o f game. T h i s means t h a t i n ear ly r o u n d s i t is c r i t i c a l t h a t p l a y e r s are assessing b o t h t h e shor t - a n d l o n g - t e r m i m p a c t o f t h e i r ac t ions . I n o the r w o r d s , t h i s is a n e n t i r e u n i t w o r t h o f h i g h e r - o r d e r t h i n k i n g s k i l l s w r a p p e d u p i n a n engross ing game t h a t p r o v i d e s a s c h o o l l i b r a r i a n w i t h a p o w e r f u l i n c e n t i v e for c o l l a b o r a t i o n w i t h a h i g h s c h o o l soc ia l s tudies class.

GAMES DO MATTER

Schools t o d a y are se arch i ng for w a y s t o address t w e n t y - f i r s t - c e n t u r y l e a r n ­i n g s k i l l s w i t h a focus o n r i g o r a n d re levance . Des igner games are a p o w e r ­f u l resource s c h o o l l i b r a r i e s c a n p r o v i d e to s u p p o r t t h i s goa l . T h e i r c o m -

Why Games Matter

) some w o n d e r f u l des igner games i n JSA has p layers arrange states i n t o n p l e ru les for t r a v e l . T h i s is n o t a e a m o r e o p e n m e c h a n i c t h a n r o U -; c u r r i c u l u m a l i g n e d . T h i s does n o t le f o r u p p e r e l e m e n t a r y or m i d d l e t be t h e best c h o i c e for f o c u s i n g o n

o r d e r t h i n k i n g , t h e des igner games T a x o n o m y are e x c e l l e n t resources, r d game tha t requires synthes is o f a f a i r y ta le . P layers are dea l t h a n d s )r characters from f a i r y tales s u c h 1. U s i n g the cards, the first p l a y e r 1 the cards s h o w u p , he p l a y s t h e he cards he has. T h e o the r p l a y e r s *Jiey h a v e or w a i t i n g t o c h a l l e n g e fit i n t o the story. T h i s means t h a t : t i o n i n g at t h e e v a l u a t i o n l e v e l o f ices t o steal c o n t r o l o f t h e story, im's T a x o n o m y focus o n i n q u i r y l y c h a n g i n g game e n v i r o n m e n t . ) layers take o n t h e r o l e o f e i t h e r ig t h e i r h i s t o r i c 1960 c a m p a i g n s , d r a w i n g a t t e n t i o n to event cards i g those t h a t w o u l d p r o v e d a m -lo e v e r y t h i n g tha t is necessary; u p pressure o n t h e issues, m a k -s c o n s t a n t l y feel t h e y are f a l l i n g : ana lys i s are t h e secrets to v i c -sy t o w i n n i n g is h a v i n g t h e m o s t neans t h a t i n ear ly r o u n d s i t is

shor t - a n d l o n g - t e r m i m p a c t o f i t i r e u n i t w o r t h o f h i g h e r - o r d e r n g game t h a t p r o v i d e s a s c h o o l i l l a b o r a t i o n w i t h a h i g h s c h o o l

p l e x m e c h a n i c s a n d r i c h t h e m e s can p r o v i d e a n a u t h e n t i c a n d r e l e v a n t l e a r n i n g exper ience . By u s i n g p lay , these games engage s tuden ts i n a n a c t i v i t y w i t h w h i c h t h e y are a l r e a d y v e r y f a m i l i a r . T h e p l a y e n v i r o n m e n t also a l l o w s t h e i n t r o d u c t i o n o f a m u c h h i g h e r l e v e l o f r i g o r ; g i v e n t h e engagement , s tudents w i l l m o r e w i l l i n g l y r ise t o t h e c h a l l e n g e t o m a i n ­t a i n i n v o l v e m e n t i n t h e p l a y exper ience . T h a t shared p l a y e x p e r i e n c e also creates a l o c a l i z e d c o m m u n i t y w h e r e s tudents h a v e to pra c t i ce p o s i ­t i v e soc ia l a n d l i f e s k i l l s t o w o r k together w i t h i n a game. F i n a l l y , m a n y des igner games address p layers at t h e m o s t c o m p l e x leve ls o f B l o o m ' s T a x o n o m y a n d so r e q u i r e m a n y o f t h e t w e n t y - f i r s t - c e n t u r y l e a r n i n g s k i l l s t h a t are n e e d e d f o r success. F o r these reasons, des igner games s h o u l d be a d d e d to a l l s c h o o l l i b r a r i e s as a n e w t y p e o f i n s t r u c t i o n a l resource . I n some cases, t h i s m i g h t be easier sa id t h a n d o n e .

N o t e s

1. David E lk ind , "The Power of Play," American Journal of Play 1 (Summer '•'•'•̂

2008): 1 . 2. John Beck and M i t c h e l l Wade, Got Game: How the Gamer Generation Is

Reshaping Business Forever (Boston: Harvard Business School Press, 2004), 80.

3. Amanda Lenhart et a l . , "Teens, Video Games, and Civics ," 2008, w w w . p e w internet.org/Reports/2008/Teens-Video-Games-and-Civics.aspx.

4. Gordon Burghardt, The Genesis of Animal Play (Boston: M I T Press, 2006), 97. 5. W i l l i a m Preyer, Mental Development in the Child (New York: D. Apple ton and

Co., 1893), 43.

ress t w e n t y - f i r s t - c e n t u r y l e a r n -e. Des igner games are a p o w e r -s u p p o r t t h i s g o a l . T h e i r c o m -