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Architect of Empires - A multidisciplinary board game

Architect of Empires - A multidisciplinary board game

Architect of Empires - A multidisciplinary board game

This is not a UI Project, but a user focused solution. This is a project where I innovate something by following the user and identifying what is needed by following the process - Research, Ideation, Prototyping and Testing (nothing done linearly) in this project. The research into my context called for a project that's not digital - but something tangible. I also taught myself how to make it, moving out of my comfort zone, as the needs called for it.

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!

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

Choose from Multiple Actions in a turn

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

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

Learn Cause-Effect

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

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

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

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

Timeline

Timeline

12 Weeks

Type of Project

Type of Project

Type of Project

Research , Game Design

Role

Role

Role

Solo

Overview

Overview

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 and more, yet I know the project is incomplete..

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 and more, yet I know the project is incomplete..

My Drive

I’ve always found learning meaningful—as a middle school teacher showed me how subjects are useful in real life. I wanted to make learning more engaging, purposeful and fun for the new era - more real life oriented.

As I explored what could be done, I came across Integrated Curriculum—a method that blends subjects while fostering 21st-century skills like problem-solving and decision-making.

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.

Apart from this, no student found the im

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.

School Principal near Konunkunte Cross, Blr

School Principal near Konunkunte Cross, Blr

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"

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

Research Paper on Integrated Curriculum

Research Paper on Integrated Curriculum

What is it?

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

Examples

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

Researching Context

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

TedTalk by Andre Thomas

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, explore and build things is a great way to learn as it could be used for Algebra, Biology, History as well for immersive visualisations.

Triseum

Triseum has also been effective at increasing student interests and grades by making students overcome obstacles in a 3D world with concepts learnt in class about Calculus.

BrainQuake

BrainQuake has abstracted algebra equations into puzzles such as gears and keys, which helps students understand maths in a tangible manner first.

Final Approach

Integrated Learning through Games

A digital game where one could solve real world problems while being engaged in city building game such as SimCity could be an approach.

One could solve multi-disciplinary challenges in a city and make decisions based on what they have learnt in Science and Geography. This could serve as a great way of revision while also putting their knowledge to use - seeing the importance of studying a subject.

Research

On the Field

Which subjects need to be integrated?

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

Which subjects need to be integrated?

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

Which subjects need to be integrated?

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

16
Students

4
Schools

4
Teachers

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

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

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

8th Std Student | Agragami School

8th Std Student | Agragami School

8th Std Student | Agragami School

Research Technique for Students

1

Why?

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

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

2

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.

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.

3

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.

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.

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

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.

“ 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

Middle School Teacher | St Joseph's CBSE

Middle School Teacher | St Joseph's CBSE

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

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

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

Decisions

Decisions taken after Primary Research

Decisions taken after Primary Research

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.

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

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

Blending History and Maths

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 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.

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.

What to make

Themes to Cover

Themes to Cover

Themes to Cover

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 history textbook?


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 history textbook?


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.

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

School Principal | Srinidhi Public School

School Principal | Srinidhi Public School

Textbook Studying

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.

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.

Themes Identified

What intrigued me was how it went beyond rulers, diving into administrative strategies, their achievements, and the cause and effect of major events like invasions and famines.

Themes Identified

What intrigued me was how it went beyond rulers, diving into administrative strategies, their achievements, and the cause and effect of major events like invasions and famines.

Themes Identified

What intrigued me was how it went beyond rulers, diving into administrative strategies, their achievements, and the cause and effect of major events like invasions and famines.

Fascinating Questions

It answered fascinating questions: Why were so many temples built? Why were Brahmins wealthy? How did new dynasties emerge? The more I read, the more I saw history as a series of interconnected cause-and-effect relationships rather than isolated facts.

Fascinating Questions

It answered fascinating questions: Why were so many temples built? Why were Brahmins wealthy? How did new dynasties emerge? The more I read, the more I saw history as a series of interconnected cause-and-effect relationships rather than isolated facts.

Fascinating Questions

It answered fascinating questions: Why were so many temples built? Why were Brahmins wealthy? How did new dynasties emerge? The more I read, the more I saw history as a series of interconnected cause-and-effect relationships rather than isolated facts.

Brainstorming Game Ideas and Integration

I quickly brainstormed ways to turn these themes into a game. I also ideated on what can be done to integrate Maths at this stage itself.

Brainstorming Game Ideas and Integration

I quickly brainstormed ways to turn these themes into a game. I also ideated on what can be done to integrate Maths at this stage itself.

Brainstorming Game Ideas and Integration

I quickly brainstormed ways to turn these themes into a game. I also ideated on what can be done to integrate Maths at this stage itself.

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

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

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.

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.

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.

What to make

What is the deep learning outcome?

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.

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.

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.

Importance of Studying History

Lydia's talk helped me understand why do we study history, and how it helps us as human beings. Apart from Lydia's talk I also understood the learning outcomes from the textbook.

Lydia's talk helped me understand why do we study history, and how it helps us as human beings. Apart from Lydia's talk I also understood the learning outcomes from the textbook.

Lydia's talk helped me understand why do we study history, and how it helps us as human beings. Apart from Lydia's talk I also understood the learning outcomes from the textbook.

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.

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.

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.

Multicultural Awareness

Studying these empires helps students understand the interactions between cultures and religions, fostering multicultural awareness while deepening their appreciation for India’s rich historical, architectural, and artistic heritage.

Multicultural Awareness

Studying these empires helps students understand the interactions between cultures and religions, fostering multicultural awareness while deepening their appreciation for India’s rich historical, architectural, and artistic heritage.

Multicultural Awareness

Studying these empires helps students understand the interactions between cultures and religions, fostering multicultural awareness while deepening their appreciation for India’s rich historical, architectural, and artistic heritage.

Cause and Effect

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

Cause and Effect

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

Cause and Effect

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

Understand present world

Question traditional practises and everything around us, become more aware human beings

Understand present world

Question traditional practises and everything around us, become more aware human beings

Understand present world

Question traditional practises and everything around us, become more aware human beings

Interconnection of Subjects

Understand that subjects are not studied in isolation but everything can be applied everywhere

Interconnection of Subjects

Understand that subjects are not studied in isolation but everything can be applied everywhere

Interconnection of Subjects

Understand that subjects are not studied in isolation but everything can be applied everywhere

Defining the Learning Objectives of the Game

Defining the Learning Objectives of the Game

Defining the Learning Objectives of the Game

Administration of a Kingdom

Understand the complexities of running an empire

Administration of a Kingdom

Understand the complexities of running an empire

Actions and its Impacts

Understand the cause and effect of your actions

Actions and its Impacts

Understand the cause and effect of your actions

Temples and Tax

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

Temples and Tax

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

Relevance to Present World

Connection to modern world, pattern making

Connection to modern world, pattern making

Multidisciplinary Nature of Life

Importance of applying different subjects to solve problems

Importance of applying different subjects to solve problems

Learnings

Reflection and Learnings

Reflection and Learnings

  1. 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.

  2. 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.


  3. 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.


  1. 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.


  2. 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.



  1. 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.

  2. 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.


  3. 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.


  1. 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.


  2. 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.



Goals when making the Board Game

Goals when making the Board Game

Goals when making the Board Game

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

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

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 class hours

30mins - 45mins Gameplay

So it could be played within class hours

30mins - 45mins Gameplay

So it could be played within class hours

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 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.

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.

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

Understand Games and Game Mechanics

Understand Games and 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?

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..

Ideations

Ideations

Objectives and Theme

Board

Critical Analysis

Maths Integrations

Ideation of Game Objectives and Themes

Objectives and Theme

Board

Critical Analysis

Maths Integrations

Ideation of Game Objectives and Themes

Choosing Game Mechanics

Choosing Game Mechanics

Choosing Game Mechanics

Tried playtesting with some game mechanics, with target audience as well as friends. and some I had to critically evaluate what would work, what would deviate, myself

Why some things could work and some things couldn't. This is my own analysis, and some also through playtesting

Tried playtesting with some game mechanics, with target audience as well as friends. and some I had to critically evaluate what would work, what would deviate, myself

Tableau Building

This could represent building a kingdom of admin functions and architecture.

Area Influence

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

Action Cards

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

Multiple Actions

Giving players a choice of multiple actions they could take is what inculcates strategy and thinking

Dungeons and Dragons

Could be helpful, but can consume too much time. Could need training of teachers to be DM and 40 people would not be feasible

Resource Management

Could be a great way to inculcate mathematics in history.

Learnings after playtesting 4 times

Learnings after playtesting 4 times

Learnings after playtesting 4 times

Tried playtesting with some game mechanics, with target audience as well as friends. and some I had to critically evaluate what would work, what would deviate, myself

Tried playtesting with some game mechanics, with target audience as well as friends. and some I had to critically evaluate what would work, what would deviate, myself

Special Abilities for Kingdoms

Equal information about all kingdom is not available in textbooks.

Collaborative play against the game

This leads to low drive to win the game as competitiveness is removed.

Fractions and Decimals

To integrate maths, I made fractions and decimals on action cards. Not appreciated.

Maths in Action Cards

This becomes too overwhelming and long, and makes it more of maths than history.

Maths in Events

Maths in Event Cards

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

Need Penalties not just rewards

Apart from rewarding for soldiers, gold coins and

Other ways to increase loyalty that don't require money

Attack

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

Permanent Actions

Collecting tax and recruiting soldiers need to be available to perform always, else there will be no money in just few turns.

Victory Points

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

Event Cards too penalising

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

Arrange Cards

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

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.

Card Iterations

Card Iterations

Card Iterations

Simulation on Figjam playing as mutliple players

3rd Iteration of Cards

Simulation on Figjam playing as mutliple players

Final Cards

Making Final Cards

Final Cards

Final Iteration

Simulation on Figjam playing as mutliple players

Final Backside Cards

Conclusion

Conclusion

The StreamLine mobile banking app redesign successfully addressed the usability issues, resulting in a more intuitive and user-friendly experience. The improved UX/UI design led to increased user adoption, engagement, and satisfaction, demonstrating the value of a well-designed template for UX designers.

The StreamLine mobile banking app redesign successfully addressed the usability issues, resulting in a more intuitive and user-friendly experience. The improved UX/UI design led to increased user adoption, engagement, and satisfaction, demonstrating the value of a well-designed template for UX designers.