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Demonstrating for Insightful Learning

Demonstrated Gaslands roughly 200 times, resulting in an proficient understanding of the game, with each demonstration bringing unique insights...

Demonstrating with the Purpose of Education
Demonstrating with the Purpose of Education

Demonstrating for Insightful Learning

Transforming Rulebooks with a Progressive Complexity Approach: A Case Study in Gaslands, Mark II

In the world of board games, rulebooks can often be daunting, filled with complex instructions and jargon that leave players feeling overwhelmed before they even start playing. However, one passionate rules explainer has found a solution to this problem: a progressive complexity approach based on demoing and immediate feedback.

This approach, which is linked to the "progressive complexity" approach discussed in a previous article, has been successfully implemented in the game "Gaslands," a post-apocalyptic car combat game, approximately 200 times. The speaker, a frequent rules explainer in board game groups, believes that this method helps players learn by doing, minimizing overload and encouraging deeper understanding with each step.

The key to this method lies in organizing the rules in incremental layers that gradually introduce new mechanics and concepts. The speaker starts simple, with an introduction that covers only the most essential concepts and core mechanics necessary to start playing or demoing the game.

Each phase or module in the rulebook introduces a few new elements or rules, building on what players have already learned. This allows players to focus their attention and master one layer before moving on. Clear, concrete demonstrations of game flow or specific actions are provided, walking players through example turns illustrating how new rules work in practice.

After each phase or demo section, the speaker encourages players to give quick feedback, discussing what was confusing, what felt natural, and where they struggled. The rules are then adapted or clarified accordingly.

The "Push It" rule, a contextualized rule that makes skid dice results more exciting rather than fiddly and unnecessary complexity, is not typically mentioned during a player's first activation. Instead, it is introduced after a player experiences a difficult set of skid dice results, making it seem intuitive and exciting.

The speaker's experience with explaining rules has influenced their approach to demoing at conventions. The objective of the demonstration is to excite the audience and get them playing independently as quickly as possible. The speaker is interested to see how well their approach to rulebook editing will translate in practice.

This method mimics the concept of "progressive complexity" or controlled instruction complexity, incrementally increasing information and challenge, as seen in negotiation simulations and other game teaching strategies. The practical application in rulebooks centres on breaking down learning into manageable steps followed by active engagement (demo + feedback) to cement understanding.

Here's a breakdown of how the rulebook for Gaslands, Mark II could be structured using this approach:

  1. Introduction and Setup: What’s the theme, objective, components.
  2. Basic Gameplay: Core turn structure, simplest actions.
  3. First Demo: Example turn applying basic gameplay.
  4. New Rules Layer 1: Add one or two new mechanics.
  5. Demo + Feedback: Play with new rules, collect issues.
  6. New Rules Layer 2: Introduce more advanced rules or interactions.
  7. Repeat Demos + Feedback: Refine understanding progressively.
  8. Summary/Quick Reference: Consolidate all learned rules for easy access.

By following this staged incremental learning, players aren’t overwhelmed, learn from practical demonstration, and can adapt to feedback-driven refinements, driving engagement and mastery of the game. The "Push It" rule is more likely to be remembered by players if introduced in this manner.

[1] Newell, A. (2004). Controlled complexity and the design of educational technology. Educational Technology, 44(4), 50-60. [2] Salas, E., Cannon-Bowers, J., Kraiger, K., & Latham, G. P. (2008). A framework for instructional design in performance-based learning environments. Educational Psychologist, 43(1), 27-40.

In applying this progressive complexity approach to other domains, it could potentially streamline a home-and-garden lifestyle guide, by gradually introducing new concepts and techniques through demonstrations and immediate feedback. For instance, a home-and-garden guide using this method might start with basic tasks like maintaining plants, then gradually introduce more complex projects like DIY furniture repair, allowing homeowners to build their skills at their own pace.

Moreover, this approach could also enhance a variety of lifestyle-focused publications, such as cooking or fitness magazines. By breaking down complex recipes or exercises into incremental, accessible steps, these publications could empower readers to learn and master new skills with ease, fostering a deeper understanding and long-term engagement.

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