Methods for Educators

Collaborative Game Design Tool

Co-created with Grant Howitt

Purpose

This method enables diverse groups to design a playable game within three hours. It lowers the threshold for creative participation, strengthens collaborative decision-making, and fosters collective ownership. The tool is particularly effective in mixed-experience groups and inclusive learning environments.

Learning Objectives

• Strengthen teamwork and shared decision-making

• Encourage democratic participation in creative processes

• Develop storytelling, systems thinking and problem-solving skills

• Build confidence in participants with little or no prior game design experience

Method Overview

Duration: 3 hours
Group size: 4–6 participants per table
Materials: Modular cards or tiles , paper, pens, prototyping materials

Participants work in small groups. Each group selects a combination of modular tiles/cards (“bits”), which function as structured prompts. Each tile represents a core design element;

• At least one set of CHARACTERS (Who the players are)

• At least one GOAL (What the characters are doing) and preferably two

• Two or more VIBES (What the game should feel like to play)

• A CORE MECHANIC (How we determine success or failure)

• One set of STATS (How we measure a character’s power)

• A few important ACTIONS (How characters can affect the game)

• Two or more RESOURCES (Something valuable characters can gain, spend or lose)

• As many ABILITIES as you can stomach (How certain characters break the rules)

• And as many BITS (Additional fun rules) as you want.

By combining selected tiles, participants generate a unique framework for a new game. The structure ensures:

• A shared starting point

• Clear design boundaries

• Equal contribution opportunities

The facilitator guides groups through:

1. Selecting and combining tiles

2. Defining core gameplay

3. Rapid prototyping

4. Playtesting within the group

5. Short presentation and reflection

Inclusion and Democratic Participation

The modular structure:

• Reduces intimidation for beginners

• Prevents domination by experienced participants

• Encourages shared authorship

Decisions are made collectively. All participants contribute to worldbuilding, rules and tone. The visible, tangible tiles make the design process transparent and accessible to neurodivergent participants and those who benefit from structured creativity.

Transferability

The tool can be adapted to:

• Cultural institutions

• Youth and adult education settings

• Intergenerational workshops

• Community arts programmes

Email us at weare@chosenbygoblins.com for game tiles

The method requires limited materials and can be implemented by facilitators without specialist game design expertise.

Collective Worldbuilding and Mask-Making Workshop

Purpose

This methodology combines storytelling, participatory worldbuilding and material creation. It supports identity exploration, intercultural dialogue and collective imagination.

Learning Objectives

• Foster collaborative storytelling

• Explore themes of culture, identity and tradition

• Strengthen belonging and shared authorship

• Encourage reflection on diversity and representation

Method Overview

Duration: 4–6 hours
Group size: 10–25 participants
Materials: Paper, markers, post-its, mask bases, sculpting or decorative materials

Phase 1 – Collective Worldbuilding
Participants contribute words, short stories, cultural references and symbolic elements. These inputs are collected visibly (on walls or boards).

Through facilitated discussion, the group:

• Identifies recurring themes

• Defines shared geography, cultures or traditions

• Establishes values or tensions within the fictional world

All contributions are treated equally. The facilitator synthesises the material into a shared framework, ensuring inclusive representation.

Phase 2 – Mask Creation
Each participant designs and creates a mask that represents a character from the collectively built world.

Participants reflect on:

• Cultural identity within the fictional setting

• Social roles and traditions

• Visual symbolism

The final presentation includes a short performative or narrative moment where participants introduce their character.

Inclusion and Democratic Participation

This method:

• Validates all contributions

• Encourages participants to see their ideas reflected in a shared outcome

• Provides both verbal and non-verbal entry points

• Supports neurodivergent participants through structured creative steps

The shared world reduces competitive dynamics and fosters collective ownership.

Transferability

The workshop can be adapted to:

• Museums and heritage institutions

• Intercultural community programmes

• Adult education and non-formal learning contexts

• Artistic residencies

Materials can be low-cost and locally sourced.

Rotational Collaborative Sculpting (“Musical Chairs Sculpting”)

Purpose

This rapid collaborative making exercise promotes experimentation, peer learning and reduced perfectionism. It is particularly effective in mixed-skill groups and inclusive creative settings.

Learning Objectives

• Encourage experimentation and risk-taking

• Reduce fear of failure and perfectionism

• Foster peer-to-peer learning

• Increase production within limited timeframes

Method Overview

Duration: 1.5–2 hours
Group size: 10–30 participants
Materials: Sculpting materials (clay, kitbashing materials, assemblage objects), music, tables

Participants begin working individually on a sculpture. Music plays during creation. When the music stops, participants rotate to the next sculpture and continue building on someone else’s work.

The rotation continues multiple times, resulting in collectively created pieces.

Facilitators intentionally place:

• Experienced participants next to less experienced participants

• Participants with different working styles together

In one session, this method resulted in 30 finished works in 2 hours.

Inclusion and Learning Impact

The rotational structure:

• Removes ownership pressure

• Disrupts perfectionism

• Encourages learning by observation

• Lowers entry barriers for beginners

Participants experience democratic co-creation: each work reflects multiple contributors.

The fast pace prevents overthinking and promotes embodied, intuitive learning.

Transferability

This method can be applied in:

• Community arts centres

• Adult education workshops

• Inclusion-focused programmes

• Museum or festival contexts

It requires minimal explanation and can be adapted to different artistic media (drawing, writing, textile, etc.).