This page discusses my measurement system and teaching suggestions for “Student Rules Comprehension.” The next page will discuss “Teacher Setup.”

I am classifying each game based on how well a student can comprehend the game’s rules in order to play it competently. This is based on an average, non-gamer student in a basic composition class.

“Easy” games will be learned by students almost instantly. There is usually only one main rule, and perhaps a few smaller rules that the teacher can mention “just-in-time.” (Popular Example: Trivial Pursuit)

“Medium” games will have a few rules, and thus take students a round or two to fully grasp, at which point the game’s rules will feel straightforward. Of course, getting better at a game’s strategy is another story altogether. (Popular Example: Monopoly)

“Hard” games will require some careful explanations, visual aids, and scaffolding by the teacher. But you will still be able to teach the rules and play the game within a single classroom period. The key is to get the students playing at a comfortable level of competence, then slowly introduce the rest of the rules. (Popular Example: Chess)

“Very Hard” games will require at least the same preparation as “hard” games, but you will have to devote more than one classroom period to explaining the rules or the setup. They can still be taught quite successfully and relatively painlessly, especially if you have: A) smart students, or B) students who you know will be heavily interested in the game, or C) personally done extensive research on how exactly to teach that game and you are confident in your ability as an games-based learning instructor. Otherwise, it is not recommended that you attempt the use of a very hard game in the classroom. (Popular Examples: Diplomacy; World of Warcraft; Second Life; role-playing games).