1. FH CNET 119 Game Project Innovator ProjectOut Of The Box
2. Project Overview Mission Nurture and improve project management skills by developing a game that utilizes either innovation, leadership, communication or teamwork as a theme. Statement of Work Complete a game prototype by the end of class that fosters one of the theme topics. Use project management BKMs to initiate, plan, execute, monitor & control and close the project.
4. Game PurposeFoster Innovative Thinking Innovation is defined as “a new way of doing something.” (Wikipedia) To play the game, players: - Learn to either solve a known problem in a different way - Learn new strategies for problem solving Innovation – iTeam Emphasis Asked ourselves the question “What single attribute is most associated with Innovation?” Top few iTeam answers: - Creativity - Problem Solving - Adaptability / agility - Collaboration Tried to incorporate these few key attributes in a fun way to generate the game
5. Game Concept Individuals or teams of players are provided a game board, a game box and questions to answer. The game box contains random household items to be used to build a bridge “out of the box”. Players answers questions to earn pieces to help them build their bridge. The first team or player to build their bridge from inside to outside the box, wins.
6. Out Of The Box - Game Detail For 2 to 4 players – a “player” can be an individual, or a team of people Players decide up front what criteria will be used to determine the winning bridge – strongest, etc Challenge cards present problems/scenarios for discussion – bridge building pieces are earned Wild cards insert a twist now and then At a point in the game, players try to build a bridge from inside the box to outside the box using the pieces earned or available
9. How “Out of the Box” teaches Innovation The game provides historic examples of innovation (i.e. the wheel) and asks players to visualize a world without the wheel. This gets the student to understand the significance of innovative events. Game questions require a mix of Visual, Auditory, Reading/Writing or Kinesthetic skills to solve. This challenges the game players to use skills they may not be accustomed to using. This promotes learning new strategies of problem solving. Bridge building requires using non-standard construction items. Students learn to build a bridge (a known problem) in a different way by using non-standard items. Game activities include swapping accumulated bridge pieces. This forces players to think on their feet, innovate and modify their designs on the fly.
10. Game Cards : Questions use VARK (Visual, Auditory, Reading/Writing or Kinesthetic) skills to promote new strategies of problem solving Bridge building : Bridge building requires non-standard construction objects to solve a known problem in a different way Activities : Game activities include swapping accumulated bridge pieces to forces players to modify their designs on the fly Goals : Player learns what innovation means and how one can be innovative while playing the game Innovation During Game Play
11. Successful Focus Group Meeting “ It is a Blast !” Two groups of participants evaluated the game. Participants received a questionnaire about the following: The Game - The Game Board The Bridge Building Objects - The Game Cards The Game Rules/Scoring Focus Group Participants 10 participants 3 Girls, 7 Boys, 2 younger than 13 years old, 8 older or around 15 year old. 2 Subgroups (4 individuals; 3 teams of 2) 4 Observers
12. Lessons Learned from Focus Group Took specific feedback from teens Observed need to allow concurrent play, not just sequential play Modified some Game Rules Modified explanation of Game Objectives Modified some Challenges cards & eliminated others Modified Winning Criteria and triggers
