Projects

Resume

Projects

Resume

Projects

Resume

Architect of Empires - A multidisciplinary board game

This is not a UI Project, but a user focused solution. I understand how it is to make a new product from the scratch - going into chaos, confusions, decisions and testing.

This is a project where I make a new product by following the user and identifying what is needed by following the process - Research, Ideation, Prototyping and Testing (nothing done linearly) in this project. And this time, my context called for a tangible product. Here is when I learnt to make a board game by myself, moving out of my comfort zone.

Decision Making

Critical Thinking

Research and Synethesis

Moving out of comfort zone

Constant Playtesting

Aspects of Play

Learn what it is like to run a kingdom

By taking on the roles of Kings, this makes students understand the complexities of running a kingdom and the importance of conducting admin measures as well as building infrastructure like temples

Build your empire with historical cards!

Place administrative actions or constructions by paying its cost, which increase loyalty points and helps you collect more tax and win the game.

Take administrative actions and constructions, which increase loyalty points and helps you collect more tax

Choose from Multiple Actions in a turn

Strategically think about what to play as you can choose only 2!

Learn Cause-Effect

Understand the cause and effect of your actions and importance of temples and taxes for a ruler. History is more than just dates and kings' achievements

Maths Integrated Event Cards

At the end of each turn, event cards are drawn which affects all relevant kingdoms and shows them the impact of their actions with fun math problems to calculate gains or losses

Timeline

12 Weeks

Type of Project

Research , Game Design

Role

Solo

School Principal near Konunkunte Cross, Blr

"Amazing Game. Please come back after your exams and let us see how can we make this available in our schools"

Overview

I wanted to make learning more engaging, purposeful and fun for the new era - more real life oriented where students see the application of their knowledge. I came across Integrated Curriculum and wanted to do video-game-based learning with it. However, the video game idea was not aligning with the users, hence I shifted to board games.

I taught myself how to make a board game along with some mentors to guide me, and then I playtested it with some difficulties and finally arrived at the game. This journey has been a rollercoaster.

I've gotten great positive feedback from people at the exhibition, the students I tested with, teachers who I introduced it to, and more,

I taught myself how to make a board game along with some mentors to guide me, and then I playtested it with some difficulties and finally arrived at the game. This journey has been a rollercoaster.

I've gotten great positive feedback from people at the exhibition, the students I tested with, teachers who I introduced it to, and more,

My Drive

I wanted to make learning more engaging, purposeful and fun for the new era - more real life oriented. Ideas on top of my head were of video games and interdisciplinary learning.

I wanted to make learning more engaging, purposeful and fun for the new era - more real life oriented where students see the application of their knowledge.

Challenges

Gaps

On the ground, I saw the challenge firsthand. Students in grades 7 and 8 found History and Mathematics dull and irrelevant.

History and Civics were considered boring,
Mathematics? “Basic arithmetic is fine, but why algebra and geometry?” a student asked.

Students in grades 7 and 8 found History and Mathematics dull and irrelevant.

History textbooks reduced the past to mere facts—what a king did, where he ruled, and when he died. What’s there to learn?
Mathematics? “Basic arithmetic is fine, but why algebra and geometry?” a student asked.

My Solution

So, I created a board game—a multidisciplinary space where students don’t just memorize history; they play it. They step into the role of rulers, make decisions, and experience the consequences, turning learning into strategy and discovery.

This game doesn’t just teach facts—it builds critical thinking, problem-solving, and a deeper understanding of history’s cause-and-effect dynamics—all while making learning engaging.

So, I created a board game—a multidisciplinary space where students don’t just memorize history; they play it.

They step into the role of rulers, make decisions, and experience the consequences, turning learning into strategy and discovery.

This game doesn’t just teach facts—it builds critical thinking, problem-solving, and a deeper understanding of history’s cause-and-effect dynamics—all while making learning engaging.

Researching Context

Integrated Curriculum

“In an age where knowledge is easily accessible, the ability to synthesize information from various disciplines and apply it to solve real-world problems has become paramount”

Research Paper on Integrated Curriculum

What is it?

Deskwork

In integrated curriculum, 2 or more subjects are blended together to solve real world challenges.

This boosts engagement and helps them retain information for longer and directly connects learning to student's lives, making it relevant. It also helps to inculcate necessary 21st Century skills like collaboration, problem solving, critical thinking,

Examples of PBL

Interviews

This is best done for STEM Subjects - primarily science and maths.

Usually done through project based learning and class activities - where students work on real projects and in the process, engage in applying concepts from various different subjects. For Eg: Recreating windmills, creating AR glasses requires knowledge from different disciplines, understanding latitudes using derivation.

This gives an opportunity to have games as an activity space.

Gap I'm targeting

Decision

This method is not introduced in CBSE/ICSE schools, just IB Curriculums. Thus, I am focusing on CBSE Schools to make this kind of learning accessible to all kinds of boards.

I am choosing CBSE over ICSE as the textbooks are freely available on the website.

Researching and Evaluation

Video Game Learning

“Play is the best way to learn. That's why 10 yr olds memorise 118 pokemon abilities and retain it for a lifetime but can't do the same from a textbook”

TedTalk by Andre Thomas

Minecraft

There is so much you can learn from Minecraft about Geography just through curiosity and the reason for applying that knowledge to achieve something.

A world where you can visualise and build things is a great way to learn. It could be a way to execute a project as well as a visualising tool, hence incorporate various disciplines.

Limitations:

Knowing how to use it for each subject, and a lesson plan with instructions to the student is required so that a sandbox and open world mechanism doesn't distract the students too much.

A reflection session is extremely important to tie the learning back to the studies else, learning could get lost in the gameplay.

BrainQuake

BrainQuake has concreted abstract algebra equations into representative puzzles such as gears and keys, which helps students understand maths in a representative manner first. These kinds of obstacles would be a way to incorporate Maths, if I have to.

Unrefined Approach

Integrated Learning through Video Games

A digital game where one could engage in building a city and overcome obstacles which resemble real world problems similar to SimCity as shown above.

Subjects and Learning

To build anything, you would need to apply the concepts of Science and Geography to make the right decisions, else you will face the impact of it. This is how the relevance of studying these subjects can come out while also revising the knowledge.

For Eg: You need to choose which power source for your city is better considering the circumstances, cost and other factors, the understanding of which comes from Geography textbook.

Video Games could be something as an assignment to play at home as students don't touch textbooks once they go home.

Linear Flow

Due to the limitations of Minecraft being a sandbox game, this could be more linear, following a narrative.

Concerns

This was the kind of games that I played growing up, however I needed to know the kind of games that students enjoy, and then possible make a game for that mechanic.

Currently, I have thought of the game and decided what subjects can fit in, but the reverse needs to be done - understand what subjects to fit in and then think of the game.

Research

On the Field

Which subjects should be made a game of?

My desk research pointed me to go ahead by integrating Science and Maths as it was the subjects where the most positive results were seen of integration in terms of increasing motivation in the subject. I started integrating Science and Geography as it tied well together for the city building game.

Which subjects should be made a game of?

16
Students

4
Schools

4
Teachers

“ Past is over, What's the point of studying it?”

8th Std Student | Agragami School

Research Technique for Students

Why?

It was hard to circulate a google form to middle school students. I needed valuable and authentic insights.

How did I meet them?

I went to school's exits and found students hanging out there. I would also go where the bus would stop and ask them if they had time.

What activity did I do?

I asked them them to play a game to answer basic questions about their opinions on subjects, games and motivations. I also asked them to rank subjects on various scales.

How was it?

As I questioned these groups of students, some agreed and some disagreed whenever someone answered, making it a very fun experience. This gave me varied insights and different perspectives, and allowed me to question "Why so?" whenever I found something opposite or interesting.

Earlier, it was hard to speak to students out of the blue, but I learnt that Introduction of yourself plays a huge role.

There could have been a better way to do this, such as chart paper and asking them to bucket the information themselves,

The Rapid Fire Questions

for the Research

View Qeuestions

The Rapid Fire Questions

for the Research

View Qeuestions

The Rapid Fire Questions

for the Research

View Qeuestions

Insights

Subjects to Integrate

On asking them to name subjects that could be categorised as Boring, Interesting, Tough and Irrelevant, I got these answers. Some are collective answers, some are individual.

Clearly, 3 subjects are in every negative association.
(Affinity Mapping)

On asking them to rank subjects from most to least interesting, got this spectrum with them.

“ All subjects in 7th and 8th are easy, but history is quite vast and elaborated, and has a lot of rote learning. It just gets worse when Civics is introduced.”

Middle School Teacher | St Joseph's CBSE

During Early Interviews with Teachers when sharing my Digital Video Game Idea

Positive Outlook:

The students already had a positive outlook on Science and Physics. It was the most fun subject as it was extremely practical. However, biology was considered extremely boring.

Negative Outlook:

Students mostly found history, civics and maths to be the most boring, tough and did not find real life application of anything, Some also mentioned language subjects. Some students did find it interesting as a story as well.

“ We try to conduct activities in class periods such as debates, quizzes and use storytelling to inculcate interest, but it's hard for each chapter”

Middle School Teacher | St Joseph's CBSE

During Early Interviews with Teachers when sharing my Digital Video Game Idea

Refined Approach

Decisions taken after Primary Research

These come after talking to students and teachers about various things. Open to understand rationale and the insights I recieved from both.

Blending History and Maths

It would be better to integrate History or Civics with Maths as this is where students lack interest and find it difficult, rather than doing science and geography as students already have a positive outlook to the subject.

Strategy Board Game instead of Video Game

Teachers and students both preferred tangible games for learning rather than video games.

Strategy Board Game instead of Video Game

Teachers and students both preferred tangible games for learning rather than video games.

Strategy Board Game instead of Video Game

Teachers and students both preferred tangible games for learning rather than video games.

Play once in 2-3 Chapters

There is a time gap of 1 period (40 mins) per 2-3 chapters, or 1 period per 2 weeks to conduct activities that inculcate interest.

Play once in 2-3 Chapters

There is a time gap of 1 period (40 mins) per 2-3 chapters, or 1 period per 2 weeks to conduct activities that inculcate interest.

Play once in 2-3 Chapters

There is a time gap of 1 period (40 mins) per 2-3 chapters, or 1 period per 2 weeks to conduct activities that inculcate interest.

Focus on Grade 7-8

Grade 7 offers the opportunity for students to be interested in forms of gamification like these, as well as the portions are not very difficult as 9th grade.

Focus on Grade 7-8

Grade 7 offers the opportunity for students to be interested in forms of gamification like these, as well as the portions are not very difficult as 9th grade.

Focus on Grade 7-8

Grade 7 offers the opportunity for students to be interested in forms of gamification like these, as well as the portions are not very difficult as 9th grade.

Research

What will students learn?

Now that I was clear I needed to make a board game, I needed to first define the learning outcome that I will be bringing out from the board game. What should students learn from the game?

The best method would have been to speak to the teachers, and I still hope to do that. However, due to examination season, I could only do deskwork, and this is still due, as without the teacher's inputs, the product cannot be truly catering to the needs.

Now that I was clear I needed to make a board game, I needed to first define the learning outcome that I will be bringing out from the board game. What should students learn from the game?

When I flipped the history textbook myself, I realised why they would hate this. The textbook just said that [This] king did [this] in [this] year. They ruled over [this] region and died in [this] year. They protected the kingdom from [this] invader.

Why does a student have to learn this? What will they honestly do by studying this?

This sparked my curiosity - What's the learning outcome of History? Why do we study this? Instead of focusing on rote learning, let me try to understand the learning outcome. How can it be useful?

Rather than focusing too much on ways of memorising history, I wanted to focus

on higher order thinking where students apply the concepts of history, rather than

learn the same thing. I went throughout the internet to understand the learning

outcome, asked some teachers and watched some YouTube to understand this.

Lydia’s talk stood out because she spoke about history in a unique way.

Why does a student have to learn this? What will they honestly do by studying this?

This sparked my curiosity - What's the learning outcome of History? Why do we study this? Instead of focusing on rote learning, let me try to understand the learning outcome. How can it be useful?

Rather than focusing too much on ways of memorising history, I wanted to focus

on higher order thinking where students apply the concepts of history, rather than

learn the same thing. I went throughout the internet to understand the learning

outcome, asked some teachers and watched some YouTube to understand this.

Lydia’s talk stood out because she spoke about history in a unique way.

Why do we study History?

“ History is not the study of the past, but the study of change. It’s not about what happened, but why it happened.”

Lydia Burton, TedxYouth

Lydia's talk helped me understand why do we study history, and how it helps us as human beings. In fact, it's more important than Science and Maths as it helps us be more culturally aware as humans beings.

Governance and Change

Learning about past governance, conflicts, and achievements can offer insights into leadership and decision-making today. Understanding what worked and what didn’t can guide better policymaking and social reforms. It could help create change as well, as a student can understand what works and what doesn't.

Governance and Change

Cause and Effect

Why did people make decisions? What were the consequences of those decisions? How did it change the world?

Cause and Effect

Why did people make decisions? What were the consequences of those decisions? How did it change the world?

Cause and Effect

Why did people make decisions? What were the consequences of those decisions? How did it change the world?

Understand Present World

History has a direct influence on the world around us. For example, cities connected by ancient Roman roads still have the highest economic activity, to date, 2000 years later.

Understand Present World

History has a direct influence on the world around us. For example, cities connected by ancient Roman roads still have the highest economic activity, to date, 2000 years later.

Understand Present World

History has a direct influence on the world around us. For example, cities connected by ancient Roman roads still have the highest economic activity, to date, 2000 years later.

Appreciation of Culture and Hertigae

Learning about empires helps students appreciate the country's rich historical and architectural heritage.

Appreciation of Culture and Hertigae

Learning about empires helps students appreciate the country's rich historical and architectural heritage.

Appreciation of Culture and Hertigae

Learning about empires helps students appreciate the country's rich historical and architectural heritage.

Activities while going through Textbook

While exploring the textbook, I was drawn to Kings and Kingdoms, a chapter covering India’s empires between Harshvardhan and the Mughals. Placed early in the book, it had the potential to spark students' interest in history from the start of the academic year.

Identifying Themes from Key Points

The textbook I downloaded from the portal went beyond rulers, diving into administrative strategies, their achievements, and the cause and effect of certain actions by the king, such as reasons that led to major events like invasions and famines.

Identifying Themes from Key Points

Understand Hows and Whys

It answered fascinating questions: Why were grand temples built? How did they become rich? How did new dynasties emerge? Why were Brahmins wealthy? How did certain systems and societal norms emerge over time?

Understand Hows and Whys

Brainstorming Gameplays and Actions

Turning these interesting key points into actions and events in the game. An event like invasion or famine would become an obstacle, and an action like construction or recruitment of soldiers would become an action.

Brainstorming Gameplays and Actions

Generation of Math Problems

After going through the Maths textbook, I started to come up with ways in which maths can be used in actions and events.

Generation of Math Problems

After going through the Maths textbook, I started to come up with ways in which maths can be used in actions and events.

Generation of Math Problems

After going through the Maths textbook, I started to come up with ways in which maths can be used in actions and events.

Adapting to Needs

But when I shared a rough prototype with the principal of Srinidhi Public School, she handed me a different textbook—one filled with dates, battles, and names meant for rote learning.That moment reshaped my approach. Instead of choosing one perspective, I decided to merge the best of both—bringing the depth and curiosity-driven themes of one book together with the structured historical facts of the other. The challenge now was to create a game that made history something to experience, not just memorize.

Adapting to Needs

Learnings

Reflection and Learnings

I chose the kings and kingdom chapter with my own assumption, however, when I went to the school, the teachers pointed to a different chapter that could actually be interesting and useful to students. Teachers also recommended to choose Civics over History. However, I was too deep inside to change my path - during printing my final cards.

Hence, it would be better to consult not just the end user, but other stakeholders such as principals and teachers into what would be the best thing to do whenever there is a confusion.

Defining

Learning Objectives of the Game

Administration of a Kingdom

Understand the complexities of running an empire

Achieved

Administration of a Kingdom

Understand the complexities of running an empire

Achieved

Actions and its Impacts

Understand the cause and effect of your actions

Achieved

Actions and its Impacts

Understand the cause and effect of your actions

Achieved

Temples and Tax

Importance of building temples as a king, collecting tax and more

Achieved

Temples and Tax

Importance of building temples as a king, collecting tax and more

Achieved

Relevance to Present World

Connection to modern world, pattern making

Not Achieved

Appreciate Culture

Understand India's cultural heritage

Not Achieved

Multidisciplinary Nature of Life

Importance of applying different subjects to solve problems

Somewhat

Learnings

Reflection and Learnings

Although this game succeeded in achieving the first 3 successfully, the pattern making and connections to the modern world could not be achieved with various tries and playtesting as it could only happen with reflection.
This game only somewhat achieved to make sure people remembered the information in the cards; mostly you could not unless you tried hard. Although I made a version of this game similar to GoFish to get people to remember the information, I realised this was not the intention of the game in the first place. It was to apply the concepts of history.
In hindsight, a D&D Campaign would have also been great as it would be more closely tied to the narrative, reasonings and learnings aspect than the resource management aspect as this has probably broken the time barrier of history - not knowing what happened when - and the region barrier - where something took place. It just focused solely on the cause and effect.

A game cannot do everything, and if it tries to, it won't be fun, and can't do everything at it's best. Prioritising what is to be done is important.
Here, prioritising the learning objective came from Lydia's Ted Talk rather than teachers. If the teachers would have more say in the prioritising learning objectives, this game would have been very different.

Although this game succeeded in achieving the first 3 successfully, the pattern making and connections to the modern world could not be achieved with various tries and playtesting as it could only happen with reflection.
This game only somewhat achieved to make sure people remembered the information in the cards; mostly you could not unless you tried hard. Although I made a version of this game similar to GoFish to get people to remember the information, I realised this was not the intention of the game in the first place. It was to apply the concepts of history.
In hindsight, a D&D Campaign would have also been great as it would be more closely tied to the narrative, reasonings and learnings aspect than the resource management aspect as this has probably broken the time barrier of history - not knowing what happened when - and the region barrier - where something took place. It just focused solely on the cause and effect.

A game cannot do everything, and if it tries to, it won't be fun, and can't do everything at it's best. Prioritising what is to be done is important.
Here, prioritising the learning objective came from Lydia's Ted Talk rather than teachers. If the teachers would have more say in the prioritising learning objectives, this game would have been very different.

Defining

Goals of the Gameplay

Coming from reading papers on the internet on board game based learning

Playable Once a Month

For revision purposes

Playable Once a Month

For revision purposes

Playable Once a Month

30mins - 45mins Gameplay

So it could be played within one period

30mins - 45mins Gameplay

So it could be played within one period

30mins - 45mins Gameplay

So it could be played within one period

Application Based and Higher Order Thinking

Rather than rote learning

Application Based and Higher Order Thinking

Rather than rote learning

Application Based and Higher Order Thinking

Rather than rote learning

Collaborative

through pairs or groups To bring in 21st Century skill

Collaborative

through pairs or groups To bring in 21st Century skill

Collaborative

through pairs or groups To bring in 21st Century skill

Reflection and Prompting

To connect the game to the actual subject

Reflection and Prompting

To connect the game to the actual subject

Reflection and Prompting

To connect the game to the actual subject

Decision Making and Strategy

And seeing the impact of their decisions

Decision Making and Strategy

And seeing the impact of their decisions

Decision Making and Strategy

And seeing the impact of their decisions

Learning new Process

Learning To Make a Game

With the mentorship of a college faculty Shradha Jain, I approached her and asked her to help me understand how to make a board game. I understood this process long ago, just after getting actionable insights on the game.

Step 1

Game Theme

Ideate and Define The setting of the game and the objectives, the roles of people

Step 1

Game Theme

Ideate and Define The setting of the game and the objectives, the roles of people

Step 1

Game Theme

Ideate and Define The setting of the game and the objectives, the roles of people

Step 2

Game Mechanics

Ideate and Choose. Dice rolling? Resource Management?

Step 2

Game Mechanics

Ideate and Choose. Dice rolling? Resource Management?

Step 2

Game Mechanics

Ideate and Choose. Dice rolling? Resource Management?

Step 3

Make the Game

Define what happens in a turn, the cards and boards, and other nuances

Step 3

Make the Game

Define what happens in a turn, the cards and boards, and other nuances

Step 3

Make the Game

Define what happens in a turn, the cards and boards, and other nuances

Done 🎉

Playtest and Repeat

making changes based on what doesn't and what works

Done 🎉

Playtest and Repeat

making changes based on what doesn't and what works

Done 🎉

Playtest and Repeat

making changes based on what doesn't and what works

Choosing Game Mechanics

I explored different games, analyzing how mechanics like building construction teach geography, mathematics, and resource management. But how could gameplay bring history to life?

To find out, I studied various games—not just history-based ones but any with engaging mechanics. Since getting a copy was tough, I relied on hours of YouTube gameplay videos to break down their mechanics and reflect on which could be aligned with my objective..

I explored different games, analyzing how mechanics like building construction teach geography, mathematics, and resource management. But how could gameplay bring history to life?

Pax Pamir

Tableau Building

This could represent building a kingdom. I did this by increasing tax for more loyalty points.

Bharata 600 BC

Area Influence

Might move away from the goal of administration and cause and effect

Pax Pamir

Action Cards

Could be a great way to incorporate actions and strategies of government

Pandemic

Multiple Actions

A choice of multiple actions in a turn inculcates strategy and thinking

Pandemic

Co-operative

Playing together against a board would add collaboration. However, on playtesting - this led to low drive as no competition.

Dungeons and Dragons

Could be time consuming and need training of teachers to be DM. 40 people would not be feasible

Ideations

Objectives and Theme

Board

Critical Analysis

Integrating Maths

Ideation of Game Objectives and Themes

Objectives and Theme

Board

Critical Analysis

Integrating Maths

Ideation of Game Objectives and Themes

Card Iterations, Testing with Initial Gameplay

This gameplay involved playing roles of the same kingdom, taking actions and achieving set objectives such as building certain no. of temples and expanding to a certain extent. Everyone had cards and they could place it down to take the action.

Simulation on Figjam playing as mutliple players. Simply playing the actions and obstacles to understand how it will work.

Simplified Action Cards by categorising them and having the maths in paying the cost or receiving the reward

Revamping Event Cards to have modern impact and effect of your actions than just famine and invasions.

When showing a rough prototype of my game to the school principal

“Can design this game according to our textbook and get it to our school? It would be great to see students immerse in history”

School Principal | Srinidhi Public School

Testing and correcting the numbers and seeing if it works out

Iteration and Testing

Initial Gameplay Testing and Solutions

Too Much Maths

I played the actions using action cards and adding maths to it. However, this was not working as the maths was too much to solve, making it overwhelming in my simulation with myself.

Hence, I completely removed fractions and integers from the action cards.

Collaborative Building removes Fun

Although my desk research told me to go for a collaborative thing where people solve it together, it failed as there is no problem to solve together or figure out together.

Building together is not as fun as there is no competition involved.
Yes, people discuss things together, but it needs people with different roles, powers and actions. Plus, a tableau game mechanic cannot be collaborative.
Hence, to win the game I tried implementing higher population happiness points, later called Loyalty Points, similar to Victory Points.

Non Availability of Cards and Actions

As the cards were randomly distributed, people didn't have the ability to do something as they didn't have the card.

This could be fixed by giving set cards, giving them permanent actions they can take regardless of card. Here, the idea of having tax and recruit soldiers as permanent actions was born.

What's working, and what's not

Tried different game mechanics, with friends. to see how the gameplay is working, and what should be fixed

Maths in Events

Maths in Event Cards

Best way to integrate math, as well as show consequences of their actions

Special Abilities for Kingdoms

Equal information about all kingdom is not available in textbooks.

Need Penalties not just rewards from Event Cards

Event Cards too penalising

Introducing event cards later in the game could be more fun and less penalising.

No Winning Objective

Having Victory Points as a way to win the game could bring in incentive. Could be tied to population and rent.

Fixing the Tax

Either someone would have no money left, or not enough money to construct. Fixed the rental income.

Either someone would have no money left, or not enough money to construct. Fixed the income.

Can't connect to Modern World

Although there were cards to connect your actions to modern world, it was far fetched.

Either someone would have no money left, or not enough money to construct. Fixed the income.

Other ways to increase loyalty that don't require money

Such as performances at temples

Attack

Attack feature to make it more fun. Alliances would be more fun.

Arrange Cards

Might get too many cards which have prior requirement, hence give prerequisites earlier.

Final Game Loop

Making Final Cards

Final Game Loop

Bringing out Learning Objective

Using the correct cost and reward points, with prerequisites to perform certain actions, there could be a flow to the game.

Final Testing with Target Audience

Making Final Cards

Final Testing with Target Audience

Playing the game with CBSE School Students

Reflection session to understand the results with school type question answer to get insights

Final Backside Cards

Insights from Students and Teachers

What they learnt about the subject, how they played the game, and if the game met it's learning objective

Game is very enjoyable and Strategy Focused

Maths in Event Cards

Attacking friends, looting wealth and strategising is fun

Learnt about administration

Maths in Event Cards

They understood how it's not just about feeding people but also about managing money and people's loyalty.

Connection between History and Maths

Maths in Event Cards

Through gameplay, they saw how maths is used in historical settings.

Importance of Soldiers

Maths in Event Cards

Through gameplay, they understood to have a balance of money, construction and soldiers

Hard to remember the names

Very few could recall the content of the cards such as temple names and admin actions as students focused on gameplay, loyalty points and cost.

Many Remember 'Ur' only

Maths in Event Cards

Due to pre-requisities, they remember having 'Ur' government to build, nothing else, no rationale also.

Learnings

Final Thoughts

Although this game succeeded to explain the administration of a kingdom, complexities involved and importance of collecting tax, recruiting army and more, it failed to bring out the connection with modern world.
Maths was not only seen in event cards but also in calculation of loyalty points, adding soldier strength
This game did make history more fun as it was playing it than learning it.
Immediate reflection on actions such as "Without tax how will you function the government" and other comments and prompting questions would make learning history more connected. Need reflections for each action - giving rationale behind why, it's impact and more.
Should be played in teams of 2 so they can discuss and give rationale to each other rather than solo. This could bring in collaboration.

Final Cards

Making Final Cards

Final Cards

Administrative Actions and Constructions

Simulation on Figjam playing as mutliple players

Final Backside Cards

Architect of Empires - A multidisciplinary board game

Architect of Empires - A multidisciplinary board game

Architect of Empires - A multidisciplinary board game

Learn what it is like to run a kingdom

Build your empire with historical cards!

Build your empire with historical cards!

Choose from Multiple Actions in a turn

Choose from Multiple Actions in a turn

Learn Cause-Effect

Learn Cause-Effect

Maths Integrated Event Cards

Maths Integrated Event Cards

School Principal near Konunkunte Cross, Blr

School Principal near Konunkunte Cross, Blr

Overview

Overview

Overview

My Drive

Challenges

Gaps

My Solution

Integrated Curriculum

What is it?

Examples of PBL

Gap I'm targeting

Video Game Learning

Minecraft

BrainQuake

Integrated Learning through Video Games

Subjects and Learning

Linear Flow

Concerns

On the Field

16 Students

4Schools

4 Teachers

Research Technique for Students

Why?

How did I meet them?

What activity did I do?

How was it?

The Rapid Fire Questions

The Rapid Fire Questions

The Rapid Fire Questions

Subjects to Integrate

Subjects to Integrate

Decisions taken after Primary Research

Decisions taken after Primary Research

Decisions taken after Primary Research

Blending History and Maths

Blending History and Maths

Blending History and Maths

Strategy Board Game instead of Video Game

Strategy Board Game instead of Video Game

Strategy Board Game instead of Video Game

Play once in 2-3 Chapters

Play once in 2-3 Chapters

Play once in 2-3 Chapters

Focus on Grade 7-8

Focus on Grade 7-8

Focus on Grade 7-8

What will students learn?

Why do we study History?

Governance and Change

Governance and Change

Governance and Change

Cause and Effect

Cause and Effect

Cause and Effect

Understand Present World

Understand Present World

Understand Present World

Appreciation of Culture and Hertigae

Appreciation of Culture and Hertigae

Appreciation of Culture and Hertigae

Activities while going through Textbook

Identifying Themes from Key Points

Identifying Themes from Key Points

Identifying Themes from Key Points

Understand Hows and Whys

16
Students

4
Schools

4
Teachers