Modding Tabletop Games for Education

Abstract

This paper describes a learning-objective-centric workflow for modifying ('modding') existing tabletop games for educational purposes. The workflow combines existing research for serious games design with novel systematic analysis techniques for learning and game mechanics and gameplay loops to improve the understanding and rigour of the process. A detailed worked example applies the workflow to the development of a serious tabletop game with the educational goal of increasing knowledge and confidence of performing postgraduate literature reviews. Systematic application of the workflow to a real example supports the value of this approach and provides a useful template for educators to follow for increasing the quality and feasibility of self-designed serious games.

Game‐based learning: A review of tabletop exercises for cybersecurity incident response training

“…The findings further determined that TTX training offered opportunities for trainees to reflect on progress through self-analysis, and encouraged participants to learn from, and react to the strategies and actions of others like adversaries during an attack and defense training scenario. 46,73 The study established that despite their strengths, TTX SGs training has some shortcomings. It deciphered that some training activities were based on assumptions, relying on artifacts during training instead of actual incident handling equipment.…”

“…The fact that TTX provides opportunities for practical, experiential learning is essential given that one of the main criticisms of traditional training methods like classroom or lecture‐based training is that they do not offer many opportunities for hands‐on experiential learning. Reference 46 holds that a key advantage which SGs with simulations and hands‐on exercises has over classroom teaching and lecture‐based education is that they allow trainees to achieve far more skills and understanding than those who engage mainly in theory. Reference 46 suggests that SG like TTXs blend theory and practice, thereby reinforcing students understanding of what they already know.…”

“…Reference 46 holds that a key advantage which SGs with simulations and hands‐on exercises has over classroom teaching and lecture‐based education is that they allow trainees to achieve far more skills and understanding than those who engage mainly in theory. Reference 46 suggests that SG like TTXs blend theory and practice, thereby reinforcing students understanding of what they already know. Besides that, this method of training, with hands‐on exercises and simulations allow learners to reflect on their learning.…”

“…These two components are not only necessary for the effective functioning of a CSIRT but are also mutually inclusive as neither is self‐sufficient 42 . Furthermore, observations from TTX research indicate that to be successful during an actual crisis, IR teams must function as a unit whose responsibility is nothing less than protecting the very life of the entire organization 46 …”

“…42 Furthermore, observations from TTX research indicate that to be successful during an actual crisis, IR teams must function as a unit whose responsibility is nothing less than protecting the very life of the entire organization. 46 One pitfall of CIS is that it encourages segmentation which can be a stumbling block during the management of a real-life incident. It can lead to a communication breakdown and other difficulties like lack of clear leadership, with different groups like C-suite, and CSIRTs concentrating on their processes if exercises are conducted at departmental and team levels rather than the entire organization.…”