Playing Games and Interpersonal Communication

"Life Goes On: It’s hard to say exactly when it happened, but life itself seems to have outstripped the popular board game, The Game Of Life. So Milton Bradley Co. is introducing an updated version, the first revision since 1960. IN both the old and new versions, the object is to retire with the most money (things haven’t changed that much). But in the old version, wealth was more a matter of serendipity. IN the new game, you are rewarded with "Life titles"- which translate into cool cash at the game’s end- for doing the right thing, such as recycling the trash, learning CPR, adopting a pet and saying no to drugs." USA TODAY, July 1993

Directions: We all love playing games. Games are also a fun way to introduce the idea of interpersonal communication ideas. The reasoning to this activity is by having students create a game based on some aspect of your lives, the analysis necessary to break your lives down into game components would provide a safe and interesting entry into a kind of personal examination.

First: Divide into groups of 5-6.

Second: PLAY-Bring in one of the existing "Life" games. Titles of games that you could bring in:

•The Disneyland Game •Luck or Logic •Struggle

•90210 •Life •Clue

•Therapy •He Said, She Said •The Un-Game

Third: Play the Game as a group. Then fill out the

WORKSHEET: GAME DESIGN AND MECHANICS

Fourth: DESIGN: Then you will have one class meeting to design your own game.

Some game titles have been:

•The Quest For College •How to Survive the Weekend

•Date 101 •School Daze

•Shop ‘til You Drop •Car, College and Children

•Glendale 80123 •Get A Clue

Five: Your group will present the game to the class:

WORKSHEET: GAME PRESENTATION

 

 

Playing Games and Interpersonal Communication

WORKSHEET: GAME DESIGN AND MECHANICS

Directions: While playing the game you and your group will need to analyze the games’ mechanics and the designs of the games. You want to find what you like and what you don’t like about the game. Come up with areas to critique based on the following.

 

DIRECTIONS AND RULES OF THE GAME:

 

 

PLAYING PIECES, CARDS, TIMER, GAME BOARD:

 

 

PACKAGING:

 

 

HOW TO KEEP SCORE AND MONEY:

 

 

WAY TO DETERMINE THE WINNER:

 

 

START AND END OF GAME:

 

 

BALANCE OF LUCK VS. SKILL:

 

 

AGE APPROPRIATENESS:

 

 

ADHERENCE TO A THEME:

 

 

OTHER IMPORTANT CRITERIA:

 

 

Playing Games and Interpersonal Communication

WORKSHEET: GAME PRESENTATION AND CRITIQUE SHEET

PART ONE: Directions: In front of the class you and your group will present your game to the class. Remember that you are trying to sell this game. What would make people play it? find ways to make your presentation exciting such as PowerPoint, overheads, a commercial, or poster-print advertisements. Things to include in the presentation: A. Rationale- How does the game fit your theme of life? How does the game fit interpersonal communication? Who would want to play this game? B. Directions- How do we play the game?

PART TWO: Each group will then play one of the other group’s games. While you play it you and your group will need to use the critique sheet and make an assessment of the game. Write your evaluation on the back of the page for each category and circle you rating. Then add up the ratings.

DIRECTIONS AND RULES OF THE GAME: (a brief write up and quick evaluation)

1 2 3 4 5 6 7

vague adequate above average

PLAYING PIECES, CARDS, TIMER, GAME BOARD:

1 2 3 4 5 6 7

vague adequate above average

PACKAGING:

1 2 3 4 5 6 7

vague adequate above average

HOW TO KEEP SCORE AND MONEY:

1 2 3 4 5 6 7

vague adequate above average

WAY TO DETERMINE THE WINNER:

1 2 3 4 5 6 7

vague adequate above average

START AND END OF GAME:

1 2 3 4 5 6 7

vague adequate above average

BALANCE OF LUCK VS. SKILL:

1 2 3 4 5 6 7

vague adequate above average

AGE APPROPRIATENESS:

1 2 3 4 5 6 7

vague adequate above average

ADHERENCE TO A THEME:

1 2 3 4 5 6 7

vague adequate above average

TOTAL SCORE: ________

Playing Games and Interpersonal Communication

WORKSHEET: GROUP EVALUATION

Names of Team: _________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Directions: Write down all of the names of the people in your group. Rate them for participation on a scale of 0 to 8 (0 = "never made any effort to assist the group" to 8 = "did all the work; group did not assist") And give them a grade. Then discuss your perception of their role. Were they helpful? Did they add or subtract from the task? Things to consider might include: Take initiative, propose ideas, get things started? Sit back and wait passively for others to lead? Express feelings most freely, frankly, openly or hidden, reserved, unexpressed? Give you a feeling of encouragement, warmth, friendly, interest, support? Converse privately with someone else while another member is speaking to the group? Talk of trivial things, superficial chitchat? Criticize you, put you on the guard? Feel superior to other members? Contribute good ideas? Contradict, disagree, argue, raise objections? Sulk or withdraw when the group is displeasing? Be the one you would like to have on your side if a conflict arose in the group? Agree or conform with whatever is said? Be missed, if absent, more than any other member? If you need more room use the back of the paper.

 

NAME: RATE OF PARTICIPATION: GRADE

1. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

2. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

3. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

4. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

5. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

6. Group Member: _________________ 0 1 2 3 4 5 6 7 8 _______

your perception of their role:

Who emerged as the leader? Name: ____________________________