game design merit badge powerpoint presentation

Game Design Merit Badge

All Merit Badges

Requirements for the Game Design merit badge:

• Analyze four games you have played, each from a different medium. Identify the medium, player format, objectives, rules, resources, and theme (if relevant). Discuss the play experience, what you enjoy in each game, and what you dislike. Make a chart to compare and contrast the games.
• Describe five different reasons that people play games. For each, give an example of a game that fits that reason.
• Thematic game elements: story, setting, characters
• Gameplay elements: play sequence, level design, interface design
• Game analysis: difficulty, balance, depth, pace, replay value, age appropriateness
• Related terms: single-player vs. multiplayer, cooperative vs. competitive, turn-based vs. real-time, strategy vs. reflex vs. chance, abstract vs. thematic
• Define the term intellectual property. Describe the types of intellectual property associated with the game design industry. Describe how intellectual property is protected and why protection is necessary. Define and give an example of a licensed property.
• Pick a game where the players can change the rules or objectives (examples: basketball, hearts, chess, kickball). Briefly summarize the standard rules and objectives and play through the game normally.
• Propose changes to several rules or objectives. Predict how each change will affect gameplay.
• Play the game with one rule or objective change, observing how the players' actions and emotional experiences are affected by the rule change. Repeat this process with two other changes.
• Explain to your counselor how the changes affected the actions and experience of the players. Discuss the accuracy of your predictions.
• Write a vision statement for your game. Identify the medium, player format, objectives, and theme of the game. If suitable, describe the setting, story, and characters.
• Describe the reason that someone would want to play your game.
• Make a preliminary list of the rules of the game. Define the resources.
• Draw the game elements.
• Prototype your game from requirement 5. If applicable, demonstrate to your counselor that you have addressed player safety through the rules and equipment. Record your work in your game design notebook. You must have your merit badge counselor's approval of your concept before you begin creating the prototype.
• Test your prototype with as many other people as you need to meet the player format. Compare the play experience to your descriptions from requirement 5b. Correct unclear rules, holes in the rules, dead ends, and obvious rule exploits. Change at least one rule, mechanic, or objective from your first version of the game, and describe why you are making the change. Play the game again. Record in your game design notebook whether or not your change had the expected effect.
• Repeat 6b at least two more times and record the results in your game design notebook.
• Write an instruction sheet that includes all of the information needed to play the game. Clearly describe how to set up the game, play the game, and end the game. List the game objectives.
• Share your prototype from requirement 6a with a group of players that has not played it or witnessed a previous playtest. Provide them with your instruction sheet(s) and any physical components. Watch them play the game, but do not provide them with instruction. Record their feedback in your game design notebook.
• Share your game design notebook with your counselor. Discuss the player reactions to your project and what you learned about the game design process. Based on your testing, determine what you like most about your game and suggest one or more changes.
• With your parent's or guardian's permission and your counselor's approval, visit with a professional in the game development industry and ask them about their job and how it fits into the overall development process.
• Alternatively, meet with a professional in game development education and discuss the skills they emphasize in the classroom.

Dec 04, 2016 - David Marks

Mar 04, 2023 - Dale Hamann

A leader’s guide to the Game Design merit badge

By Mark Ray Photographs by W. Garth Dowling From the March-April 2013 issue of Scouting magazine Advancement & Awards , Magazine , Merit Badge Clinic , Merit Badges , Scouts BSA

The Game Design merit badge teaches planning and critical-thinking skills, while introducing Scouts to an industry that’s bigger than Hollywood.

Boy Scout leader and lifelong gamer Tom Miller of Irvine, Calif., began planning the badge as part of his Wood Badge ticket. Two years later, he was joined by Salem, Mass., resident David Radue, who runs the Salem Board Games Meetup Group.

Scouting talked with the two Eagle Scouts to learn more about the badge and how to teach it.

What are the badge requirements? Scouts begin by learning gaming terminology and analyzing various types of games they’ve played. They then pick one game, tweak its rules or objectives, and track how the changes affect players’ actions and emotional experiences. After that, they design a new game, a process that includes writing rules, creating a prototype, and play-testing. Finally, as with other career-oriented badges, they learn about jobs in the game-development industry.

The order of requirements is important. “Unlike some of the merit badges, this one really needs to be done in sequence,” Miller says. “It builds up from the first requirement.”

Can the badge be earned in a group setting? Much of the badge involves group interaction, so Scouts are encouraged to work together. “The first half works very well in group settings,” Radue says. “The project portion also works very well in group settings, but we have specifically required each Scout to make his own game. We strongly encourage Scouts to work together to test one another’s games.”

What if only one Scout in a troop wants to earn the badge? A Scout could play games with friends at school or have his family play-test his game. “You don’t necessarily have to work with other Scouts,” Radue says. “You can also [play-test a game] with just a counselor and a Scout, depending on the type of game you want to play.” Of course, normal Youth Protection standards apply. Sessions with a merit badge counselor must take place where others can view the interaction, or the Scout must have a buddy along with him.

Does someone have to be a game designer to counsel the badge? No. “While the merit badge will have a career focus, the counselors don’t need to be doing it as a career,” Miller says. “Anybody who has played games seriously would be able to be a counselor for the merit badge.”

That’s true even though Scouts must work with several types of games. “Most people who do gaming as a hobby don’t limit themselves to one genre or medium,” he says. “People who play video games will also tend to play card games and board games.”

How can an amateur gamer evaluate a Scout’s game concept? The requirements include easily measurable benchmarks Scouts have to meet. For example, they must go through at least three rounds of testing, changing one rule, mechanic, or objective each time. “We wanted to properly arm the counselors so that even counselors who are amateur board-game players would have the right kind of tools to effectively teach the merit badge,” Radue says.

How elaborate should a Scout make the game he creates? How much time should he devote to it? Radue field-tested the board game, card game, and party game options with a group of Scouts who met during a three-week period. He found that they spent a little over eight hours each. “Somewhere between six and 10 hours for the project is very doable,” he says. “Everyone could complete a project in that timeframe.”

Miller worked with Scouts to create role-playing games and electronic games. They spent roughly the same amount of time but could have spent much more. “You almost need to have the kids pull back to what would be closer to a playable, minimal game,” he says. “It needs to have the functionality, but doesn’t necessarily need to look good. They can always continue to improve their game after the merit badge is completed.”

What technical skills do Scouts need to create electronic games? Almost none. Free programs such as GameMaker: Studio and GameSalad Creator let anyone develop games. “You don’t have to know programming,” Miller says. “That’s the key thing.”

Does this badge work better with older Scouts? Not necessarily. “We had some 12-year-olds in the class, and the software was accessible to them,” Miller says. “One of the parents brought in a commercially published board game she had seen that was designed by a 9-year-old. Age really isn’t a barrier.”

Where can Scout leaders find resources to teach the badge? The first resource is the merit badge pamphlet. “It’s robust enough that a counselor could teach himself the terminology and then teach Scouts, even without a background in game design,” Radue says.

Your Scouts may know of other resources. “There are lots of classes and clubs at the high-school and college level for video game design,” Miller says.

Does the badge teach skills that are useful beyond the world of game design? “There’s a lot of scientific process in coming up with the rules, predicting what’s going to happen, playing the game, and looking at the outcome to see if it matches the prediction,” Radue says. “The critical-thinking skills are useful. The social-interaction skills are useful. We feel like the skill set is broadly applicable.”

Stay up to date on all the new (and updated) merit badges at Bryan on Scouting .

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• Game Design
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keep me updated on all new merit badgeg and updates.

I’m so excited for this thing! I’m a first class scout and I’m getting a jump on some pretty cool merits like graphic arts, cinematography, and computers. This will be a great addition to my “artsy” badge collection.

Gamestar mechanic is also good for designing games.

Rudolf – Eagle Scout

Discovery World is excited to offer the Game Design Merit Badge for the first time this year! https://www.discoveryworld.org/programs/boy-scout-workshops/

When leading a Merit Badge class for a group of scouts, how do you recommend handling requirement 7, blind testing the game with a group of people who have never seen the game. Odds are, you class isn’t large enough that you’ll be able to avoid having everyone else in the class see your game, so they wouldn’t be able to be your testing group for Requirement 7. Would this make 7 a post-class requirement? Or do you have a trick for doing it in class?

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Game Design Merit Badge

Game Design Merit Badge – Games have been a part of human culture for thousands of years. From ancient board games to modern video games, they’ve been loved by people from all walks of life. But have you ever wondered who creates these games? The answer is game designers, and their work is much more than just fun and games—it’s an art and a science.

Game designers wear many hats. They are builders who create worlds for us to explore. They are engineers, piecing together the rules and systems that make the game tick. They are scientists, testing and tweaking to make sure the game is fun. They are dreamers, coming up with new and amazing experiences. And they are also teachers, helping players understand the rules.

When designing a game, the goal is to make it fun, interactive, and social. The game should be easy to learn but hard to master, so that it’s accessible to new players but still challenging for pros. It should also be well-paced, immersive, and have lots of replay value. And of course, it should be affordable so everyone can join in the fun.

In short, game design is a skill that combines creativity and technical know-how to create games that bring joy and connection to people everywhere.

Game Design Merit Badge Requirements

1. (a) Game Analysis and Comparison

Here’s a simple chart and a paragraph to answers the requirement:

I’ve played four different games: Basketball, Chess, Poker, and Super Mario. Each game is different. Basketball is a team sport where you try to score points by shooting a ball into a hoop. I like the teamwork and exercise. Chess is a 2-player game where you move pieces to checkmate the king.

I enjoy thinking ahead but sometimes it’s too slow. Poker is a card game with 2-10 players where you try to get the best hand of cards. I like the risk and strategy, but losing money is not fun. Super Mario is a video game where you try to save a princess. I like the fun levels but some bosses are hard to beat.

I talked with my counselor about these games. We talked about what I like and don’t like in each game. It was interesting to see how each game is different but they all have things that make them fun.

Also Read : Sports Merit Badge

1. (b) Reasons People Play Games and Examples

People play games for various reasons, each contributing to the appeal and popularity of gaming in different ways. Below are five key reasons people engage in gaming, along with examples for each.

Also Read : Programming Merit Badge

2. Understanding Game Design

Game design is like cooking a great meal; various ingredients come together to create an unforgettable experience. Let’s discuss five game design terms to understand how they shape specific games.

3. Understanding Intellectual Property in Game Design

Intellectual property means the unique things you create with your mind, like a game idea or a character. In the game design industry, this can include things like game concepts, characters, and even how the game looks (graphics).

There are ways to protect these ideas so others can’t just take them. This protection is often through copyrights, patents, and trademarks. For example, a copyright could protect the unique artwork of a game.

Protection is needed so people can’t just copy your hard work and make money from it without your permission. A “licensed property” means using someone else’s intellectual property legally. For example, making a “Star Wars” video game would need a license from the owners of the “Star Wars” brand.

So, protecting intellectual property helps creators keep their original ideas safe and allows them to profit from their creativity.

4. Experimenting with Game Rules

n this “Experimenting with Game Rules” project, I’m taking a closer look at basketball to see what happens when the rules get changed. Usually, basketball is straightforward: two teams aim to score points by shooting a ball into a hoop, and the team with the most points wins.

But what if the rules are tweaked a little? Will it make the game more exciting or just confusing? I’m going to find out by changing some of the rules and observing how it affects the players. It’s like a mini science experiment, but focused on basketball!

(a) Standard Rules and Objectives

Basketball is a game where two teams try to score points by shooting a ball into the opponent’s hoop. The team with the most points wins. You dribble to move the ball, pass to teammates, and play defense to stop the other team.

(b) Proposed Rule Changes and Predictions

(c) playing with rule changes.

• With double points for 3-pointers, players focused more on shooting from long distance, neglecting other parts of the game.
• With no dribbling allowed, the game’s pace slowed down, and players found it harder to navigate towards the hoop.
• When all players had to touch the ball before a shot, teamwork was more noticeable, but scoring opportunities were reduced.

(d) Discussion

The predictions were mostly accurate. Double points for 3-pointers did make players focus on long shots, just as predicted. The no-dribbling rule made the game slower, and the requirement for all players to touch the ball did emphasize teamwork but at the cost of fewer scoring chances.

In summary, changing the rules of a game can have a big impact on how it’s played and how much fun people have. It’s a good way to see how important rules are in shaping the game’s experience.

5. Creating Your Own Game

Designing your very own game is an exciting journey that lets you be the boss of how everything works. First, you’ll need to figure out the basics like what kind of game it is, who’s playing, what they’re trying to achieve, and what the game feels like.

This is your vision statement. Maybe your game is a card game for two players where the goal is to collect certain combinations of cards, all set in a fantasy world with wizards and dragons.

Next, think about why someone would want to play your game. Is it super fun? Is it challenging? Does it make you think? Then, jot down the rules so everyone knows how to play, and list out the resources, like cards, tokens, or points.

Finally, sketch out what the game elements look like, such as cards, game board, or characters. But remember, before you go full speed ahead, get a thumbs-up from your merit badge counselor. Happy designing!

(a) Vision Statement

Medium: Board Game Player Format: 2-4 players Objectives: Be the first to reach the end of the board by solving puzzles and overcoming challenges. Theme: Adventure in a jungle to find a hidden treasure. Setting: A dense, perilous jungle filled with obstacles. Story: Players are explorers on a quest to find an ancient treasure hidden deep within the jungle. Characters: Each player can choose from one of four explorer characters, each with unique skills.

(b) Reasons to Play

People would want to play this game because it combines strategy, problem-solving, and a bit of luck. The jungle setting and quest for a hidden treasure add excitement and a sense of adventure.

(c) Preliminary List of Rules and Resources

• Each player picks a character and starts at the beginning of the board.
• Players roll a dice to determine the number of spaces to move.
• Landing on a puzzle space means solving a puzzle to move ahead.
• Landing on a challenge space means overcoming a physical task.
• Special cards can be collected to help skip challenges or solve puzzles.
• The first player to reach the end of the board wins.
• Character pieces
• Puzzle cards
• Challenge cards
• Special cards

(d) Draw the Game Elements

At this stage, you would sketch out the game board, showing the different types of spaces (puzzle, challenge, start, and end). You’d also sketch the character pieces, dice, and cards. These drawings don’t have to be perfect but should give a clear idea of what each element will look like.

Before proceeding to create a prototype, make sure to get your merit badge counselor’s approval for your game concept.

Below is some information that might help you complete the existing requirements.

Core Game Elements

Every game is built around four core game elements: player format, objectives, rules, and resources. A fifth element, theme, is also central to many games.

1. Player Format

This is all about who can play the game. How many people can play? Do players need to team up? Can players join or leave in the middle of the game?

2. Objectives (Goals)

What are players trying to achieve? This could be anything from scoring points, solving a puzzle, or collecting items.

3. Rules, Mechanics, and Systems

This is the guideline that everyone follows. It tells you how to start the game, what you can do during the game, and how the game ends.

• Setup : Things you do once at the beginning.
• Progression of play : What happens during the game.
• Resolution : What causes the game to end and how you decide who wins.

4. Resources

These are the things players can use or control in the game. This can be anything from pieces on a board, to the amount of time you have, to clues you’ve collected.

This is the story or setting that makes the game more interesting. A good theme can make the game more fun and easier to understand.

So, a game is usually made up of who can play, what they’re trying to do, the rules they have to follow, the things they can use, and sometimes a story or setting to make it more fun.

Developing Your Game

When prototyping, think about the following:

• Component list: What are the game pieces? Boards? Cards? Displayed resources?
• Setup: What, if anything, must be done before play can begin?
• The sequence of play: Precise description of what players must do, in what order, to play the game. This can be a game turn sequence or a flowchart, depending on the game structure and medium. For an electronic game, what interface screens will there be?
• Play progression: How does the game move from start to finish? Are there multiple levels or phases that must be completed in some sequence? Are there different rules for different times or circumstances?
• End-game and objectives: When does the game end? What are the game objectives? How do players measure their progress toward game objectives? Can the game end in a draw?
• Difficulty levels: If the game has multiple levels of challenge, explain how they work and how they differ from one another.

6. Testing and Refining Your Game Design

Testing and refining your game design is like making a tasty dish; you’ve got to taste it and tweak the recipe until it’s just right. After you’ve cooked up your initial game idea into a working prototype, it’s time to see if it’s actually fun to play. But you won’t know that until other people try it out.

So, gather some folks to play your game and listen closely to their feedback. This is your chance to figure out what works, what doesn’t, and how you can make your game the best it can be. It’s all about playing, learning, and tweaking until you’ve got a game that everyone enjoys.

(a) Prototype Your Game

Make a working model of your game. This could be a board, cards, or even a simple digital version. Make sure it’s safe for players. Write down what you did in your game design notebook.

Safety Measures :

• For board games, make sure the pieces have no sharp edges.
• For digital games, include a warning for those sensitive to flashing lights.

(b) Test Your Prototype

Play the game with other people according to your designed player format. See if the game is as fun as you thought it would be. If the rules are confusing or if there’s a way to cheat the game, fix it. Make at least one change to the game rules or goals, then play again. Write all this down in your game design notebook.

(c) Repeat the Testing

Keep testing the game like you did in part (b). Make changes and see if they make the game better or worse. Do this at least two more times and write down what happened.

Remember, the aim is to create a game that people enjoy and understand easily. Keep track of all your steps and thoughts in your game design notebook.

7. Conducting a Blind Test to Perfect Your Game Design

Conducting a blind test for your game design is like taking off the training wheels when you’re learning to cycle; it’s where you see if the game can stand on its own. In this crucial step, you hand over your game to people who’ve never played it before and observe.

You give them the rules, the pieces, and then step back to watch how they navigate through the game without any help from you.

The goal is to see if your game is fun, easy to understand, and engaging, all while you take notes on what can be improved. It’s the ultimate way to make sure your game isn’t just good in theory, but that it actually works in the real world.

(a) Instruction Sheet

Before playing, make sure you have all the game pieces you need. Lay them out on the table. The aim of the game is to collect as many points as you can before the game ends. Here’s how to set it up, play, and finish the game:

• Setup : Place all game pieces in the center of the table.
• Playing : Each player takes a turn picking a piece and performing an action.
• Ending : The game ends when all pieces are taken. Count your points!

Objective : To collect the most points by the end of the game.

(b) Blind Test Feedback

I’d give my game prototype and instruction sheet to a group of friends who have never played the game before. I would watch silently as they read the instructions and started playing, jotting down any moments of confusion or frustration.

Observations:

• Players were confused about how to earn points.
• Some pieces seemed more valuable but weren’t clear in the instructions.

(c) Discussion with Counselor and Changes

After sharing my notebook and observations with my counselor, we talked about how players reacted. I learned that instructions have to be super clear and that every game piece needs a purpose.

What I love most about my game is how engaged everyone was during their turn. Based on the tests, one change I’d make is to clarify the point system and the value of each game piece. This would make the game easier to understand and more fun to play.

8. Learning From Game Development Experts

Option A: Meeting a Game Development Professional

If you choose this route, first get permission from your parent or guardian and approval from your counselor. Then, arrange to meet a person who works in the game development industry. It could be a game designer, programmer, artist, or someone in marketing.

Ask them about what they do day-to-day, how they got into the field, and how their job fits into the bigger picture of game development. Take notes during the conversation so you can review them later.

Option B: Meeting a Game Development Educator

Another choice is to meet someone who teaches game development. This could be a college professor or an instructor at a specialized game development school.

Discuss the key skills they emphasize to their students and why those skills are essential for making games.

Either of these options will give you real-world insights into the game development process and can guide you on what skills and knowledge you’ll need to enter this exciting field.

Frequently Asked Questions (FAQ)

No, you don’t need to know programming. The badge focuses on the concepts behind game design, not just video games. You can create a board game, card game, or any other type of game.

Yes, working in a team is encouraged, but make sure each Scout contributes to the game’s design and development, and fulfills all the individual requirements.

Your prototype should include all the essential elements like rules, objectives, and resources needed to play the game. It can be as simple as a paper sketch or a basic digital model.

You will test your game by playing it with others. You should also make adjustments based on feedback and play it multiple times to ensure it works as intended.

A blind test involves giving your game and its rules to a new group of players who haven’t played it before. You watch them play without giving any instructions to see how well your game and rules are understood.

After you’ve tested and refined your game, you will discuss your findings and the whole design process with your merit badge counselor. Then, you can proudly say you’ve earned your Game Design Merit Badge!

Exploration Merit Badge Guide

Scout Vespers Song

Fingerprinting Merit Badge Guide

Merit Badge Book Library

Eagle required merit badges.

Optional Merit Badges

• Analyze four games you have played, each from a different medium. Identify the medium, player format, objectives, rules, resources, and theme (if relevant). Discuss with your counselor the play experience, what you enjoy in each game, and what you dislike. Make a chart to compare and contrast the games.
• Describe four types of play value and provide an example of a game built around each concept. Discuss other reasons people play games.
• play sequence,
• level design,
• interface design
• difficulty,
•  balance,
• replay value,
• age appropriateness
• single-player vs. multiplayer,
• cooperative vs. competitive,
• turn-based vs. real-time,
• strategy vs. reflex vs. chance,
• abstract vs. thematic
• Define the term intellectual property. Describe the types of intellectual property associated with the game design industry. Describe how intellectual property is protected and why protection is necessary. Define and give an example of a licensed property.
• Pick a game where the players can change the rules or objectives (examples: basketball, hearts, chess, kickball). Briefly summarize the standard rules and objectives and play through the game normally.
• Propose changes to several rules or objectives. Predict how each change will affect gameplay.
• Play the game with one rule or objective change, observing how the players’ actions and emotional experiences are affected by the rule change. Repeat this process with two other changes.
• Explain to your counselor how the changes affected the actions and experience of the players. Discuss the accuracy of your predictions.
• Write a vision statement for your game. Identify the medium, player format, objectives, and theme of the game. If suitable, describe the setting, story, and characters.
• Describe the play value.
• Make a preliminary list of the rules of the game. Define the resources.
• Draw the game elements.
• Test your prototype with as many other people as you need to meet the player format. Compare the play experience to your descriptions from requirement 5b. Correct unclear rules, holes in the rules, dead ends, and obvious rule exploits. Change at least one rule, mechanic, or objective from your first version of the game, and describe why you are making the change. Play the game again. Record in your game design notebook whether or not your change had the expected effect.
• Repeat 6b at least two more times and record the results in your game design notebook .
• Write an instruction sheet that includes all of the information needed to play the game. Clearly describe how to set up the game, play the game, and end the game. List the game objectives.
• Share your prototype from requirement 6a with a group of players that has not played it or witnessed a previous playtest. Provide them with your instruction sheet(s) and any physical components. Watch them play the game, but do not provide them with instruction. Record their feedback in your game design notebook.
• Share your game design notebook with your counselor. Discuss the player reactions to your project and what you learned about the game design process. Based on your testing, determine what you like most about your game and suggest one or more changes.
• With your parent’s permission and your counselor’s approval, visit with a professional in the game development industry and ask him or her about his or her job and how it fits into the overall development process. Alternately, meet with a professional in game development education and discuss the skills he or she emphasizes in the classroom.
• List three career opportunities in game development. Pick one and find out about the education, training, and experience required for the profession. Discuss this with your counselor. Explain why this profession might interest you.

BSA Advancement ID#: 151 Requirements last updated in: 2017  Pamphlet Publication Number: 35708 Pamphlet Stock (SKU) Number: 616249 Pamphlet Revision Date: 2013

Blanks in this worksheets table appear when we do not have a worksheet for the badge that includes these requirements.

Page updated on: November 18, 2021

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