BCM300 – Confrontation and Reflection

Continuing on with my individual game design for another week, I’ll look into confrontation within my game as well as an overall reflection of the process and learning curve throughout the semester.

To read more about my personal game ‘Volcano Run’ make sure you check out my previous posts:

This week during class I actually participated in the play testing of a classmates work which was an intricate game with complex rules and held a wonderfully intense mood and theme. Essentially, you explored this old mansion and tried to evade capture. It was definitely one of my more enjoyable play tests. If you want to check out his work ‘The Other Side’, there is a link here!

Playtesting ‘The Other Side’


Taking a quick look at confrontation in my game, it is very obvious to see where it lies. At its core, you are racing other players to the Safe Zones. There is no direct, one on one confrontation, but you are still competing to get to the end. The fast nature of the game as well forces players to hurry others within their turn. You’re racing against the clock as well and a player taking to long will of course be hurried by the rest of the players attempting to get to the end.

Confrontation in games I believe often makes a playing it much more enjoyable and encourages a lot more talk and friendly competition. I think it is especially more enticing to adults. Confrontational games allow for a release you can’t normally get in every day life. However the confrontation in my game is low which is why I think it is better suited as a family or children’s game. Although with more work you could definitely adapt it to make it more enticing for different age brackets.



I decided to take on this subject, BCM300 knowing that a friend Justine, who had done well in this subject had quite enjoyed it and did well with her own game! I knew it was about making boardgames but didn’t really know what to expect from there.

What I have learnt from this semester is that the world of boardgames is far bigger and much more complex than I could ever have imagined! Even our first few weeks of playing boardgames showed me there were so many fun games that I’d never even heard of! It’s this part that I really wanted to continue, as much as that sounds like “wanting to play games at uni”, the study of these games was genuinely interesting and the games I did play definitely influenced how I designed my own game as well as how we designed our group game.

The iteration of the game making process is probably the key element that I would take into further endeavours and jobs. Starting with ideas, taking on criticism, making prototypes, finding flaws, making better prototypes and just continually attempting to make the game the best it can be was a really important part for me. This process can function in many realms but for me and working in the media industry, hopefully in film and television or something similar, the idea of pitching ideas, taking on feedback and creating an improved idea really resonates with me. In the creative industry you are constantly having to come up with ideas and learning how to pitch and how to understand your goal, audience and feedback are important skills I will take away from this subject. I’ve honestly had a lot of fun with this subject and would happily spend another semester digging deeper through this iterative process.

Jei and I play testing Sam’s game, Splendormon

Header Image Credit: https://unsplash.com/@jdiegoph

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