Final Project – Matching Game

GROUP DESIGN RATIONALE

For our final project we created a matching game using a few of the important concepts we learned about in Comm 165. We completed many matching quizzes over the course of the semester, so we thought this was a good way to tie in that method of learning. There are five categories, and cards that have aspects specific to each. Players will then match the blue (aspect/definition) cards to the red (category) cards.

The first category that we created for our game was “Mind Maps”. Mind mapping is a topic that we focused on for a while in this class. There were periods of trial and error in the beginning, and students were not grasping the full concept of mind mapping. When creating a mind map, one must draw attention to the subject by placing the subject in the center of the page. Once the subject is crystallized, the mind map must consist of themes that relate to the subject radiating from the central focus. These themes must be capitalized and underlined. They should also be one worded themes to avoid overloading your map with random words. These branches should form a connected nodal structure, bringing the map together as one.

One category of the game we created is storyboards. Storyboards were something we learned about and focused on in class. We created our own storyboards as one of our blog assignments. For this category of our matching game, we put the aspect/definition cards as “moment to moment”, “action to action”, “subject to subject”, “aspect to aspect”, and “non sequitur”. We chose these as the aspect/definition cards to be matched with the red storyboard card because these were a big focus for us in class when we learned about storyboards. These were the transition names that we learned about, in order to create our storyboards using them. We formed our storyboards around these transitions, choosing photos that together would create one of these. Since these aspects were a big part of our learning about storyboards, we felt they were perfect for our game.  

Another category our game focused on is “Explanation Graphics”. This method of visual and sensory learning works well together with the material we are learning because it is interactive, repetitive, and features multiple themes and topics discussed in our Comm 165 course. We included critical aspects of this concept such as Schriver’s Model of storytelling which describes combinations of words and images within a frame: a) redundant, b) complimentary, c) supplementary, d) juxtapositional, and e) stage-setting as well as Gestalt’s Principle of proximity: things that are close together are perceived as being grouped together. These definitions tie together with Explanation Graphics in regards to reflecting the different storytelling/narrative modes and demonstrating clear, concise information.

For the category of simple tables and graphs, we wanted to make sure to include the many different aspects that this category includes. There are many different options for what you can do with a table or chart, so we wanted to make sure to include all of these options in this category, which is shown in the option that includes pie chart, bar graph, and line graph. However, there are many qualities that tie all of these different visuals together, and these are shown in the options of displaying quantitative and qualitative data. The combination of both types of data is something that was stressed in our blog post on simple tables and graphs, because the having both types present and working together is integral in having a successful chart or table. Finally, the most important aspect of a table or graph is that it provides an effective and simple visualization of the data, which is the final match for this category. We felt that these four statements summed up the category of simple tables and graphs well.

The final category of our game focused on flow charts. A flow chart describes a process, system of model through shapes and lines. Earlier in the semester, we created flow charts explaining the advisement process to new students. A flow chart begins with a topic or idea, such as the advising process. This idea is put into a rounded rectangle. This shape is called the terminator, as it signifies the beginning and end of the process. In between the terminators are rectangles and triangles that help explain the steps. The rectangles are used to show the steps in order and triangles are used to pose a question. From these triangles stems arrows saying yes or no. Depending on the individual’s answer, this determines if they need to go back a step or if they should continue through the chart. Flow charts are useful in communicating the details of a task or process, documenting each stage of a process, and acting as a blueprint of a process. When learning about flow charts, we learned about Occam’s Razor Principle of Parsimony, which says to “never increase beyond what is necessary the number of entities required to explain anything.” This idea was helpful when creating a flowchart because it is important to simplify the ideas in order to not complicate the process. All of these statements were included in the game we created, as they are important to understanding a flow chart and how it works.

Mind maps, storyboards, explanation graphics, simple tables and graphs, and flow charts were important topics that we spent a lot of time learning throughout the semester. When creating this presentation, there were many decisions to be made. Upon beginning the assignment we made the decision to create a matching game because we felt it was the best way to explain and test a person’s knowledge of the topics. We then decided to use more than one matching card for each topic to enhance the information being provided. We originally were going to use one information card per topic, but felt that each topic needed more explanation. The audience for this assignment was someone who had never taken the course. By creating a matching game, we are providing the information, while also giving them a tool to test their knowledge once it is learned.

INDIVIDUAL REFLECTION

With our final project, we were really working to create a visual that summarized everything we have learned so far this semester in a fun, creative way. We wanted the project to be very easy to understand, but also interesting and engaging, since it is a game. With the presentation in mind, we wanted to make sure that it was something we could talk about clearly and understand when we were presenting to the class. We also wanted our project to be different from the others, not just the first idea that popped into our heads. We decided on making a matching game, because we felt this fit the project guidelines perfectly.

The biggest problem we encountered with this project was the logistics of the game itself. Once we decided that we wanted to a matching game, we had to decide how we were going to make it. It would be easy to make a small scale matching game, but we knew that this was something we would be presenting to the whole class, so we wanted it to be large and legible for many people at once. We began by using poster boards and cardstock for our different categories and definitions, which was fairly easy. When it came to putting it all together though, we had to spend quite a bit of time trying different things out. We went through many different theoretical options of how the game would be played, whether we wanted to tape the blue cards to the poster board or cardstock, whether we wanted to hand out the blue cards or have people come get them, etc. We ended up decided on handing out one card to each person, and letting them come up and place the card on the correct poster board, where the category would be.

Our “AHA” moment came when we decided what we were going to do for the project. As mentioned previously, we knew we wanted a fun, simple, creative visual, so we decided to go with a game. This would make it interactive and fun, while still being educationally valuable. We decided on a matching game, because we thought it tied in everything perfectly. Also, matching is something that has recurred many times in this class over the course of the semester, in both quizzes and exams, so it was a concept that is familiar to the class. It was a very logical way to organize all of the information to be seen at a glance, but is still challenging to put together. Once we decided what we wanted our visual to be, we were able to move forward and work very well as a team to complete this project.

All parts of this project related heavily to what we have learned in class. Not only was the content of the game directly taken from material we have learned in class, but the process of putting the game together required us to draw of concepts we have learned throughout the semester as well. It was easy enough to look at definitions and facts and put those together, but the challenge was using the visual forms and concepts we have learned to create a final visual that was successful. As a culmination of the class, this project required us to draw on everything we knew, and not necessarily use it all, but decide what worked best for our situation.

With more time, I think our group may have invested in better quality materials and higher production. We created this game by hand, and while I am proud of what we have created, there is always room for improvement. However, better quality production would have cost more money, which was something that did place a limit on us. With that said, I am very happy with the way our final project turned out.