Replay 1 (3) / 2016; I.

CEEGS 2015 Proceedings; Articles / Artykuły

http://dx.doi.org/10.18778/2391-8551.03.01
David Chircop

An Experiential Comparative Tool for Board Games

Introduction
As Booth (2015) states, “we are in the midst of a board game renaissance” (p. 2), and
with the increased presence of board games in our daily lives comes the increased
worth and importance of their analysis as social, textual, and experiential phenome-
na. This paper aims to present a comparative tool to help compare and differentiate the
traits that make board games different, bringing us a step closer to their understan-
ding through their analysis.
In this work, when I refer to a board game, I think of a game that comes packaged
as a branded game product, most often in a cardboard box (but may be packaged
otherwise), which contains all the physical components that make up that game and
are required to play, and is generally designed to be played on a tabletop in one sitting,
at the end of which there is one or multiple winners or losers.
The components generally include one or more of the following: boards, cards,
cardboard tiles, playing pieces (pawns, meeples , miniatures, cubes, and dice), cardbo-
ard tokens, and some other game-specific components (paper money, player screens,
player aids, timers, dice-towers, and so on). This comparative tool takes inspiration
from a variety of sources. Aarseth et al. (2003) and Elverdam and Aarseth (2007) have
inspired the goals of this tool. Elverdam and Aarseth state that a “typology serves best
as a tool for comparison” (2007, p. 4), not as a direct solution to the vagueness and
unstructured nature of other comparative modalities such as genres.

11
 Elias, Garfield and Gutschera’s systemic analysis (2012, p. 71) was also an inspi-
ration in terms of determining how the model is structured. Similar to Elias et al.’s
(2012) systemic analysis, this model will isolate a number of characteristics that affect
the general board game experience for the player. These characteristics are each sco-
red separately and objectively to form the board game experience profile of the game.
Although Elias et al. (2012) go in depth into no less than 31 different characteristics
that could make one game different to the next, it is not presented as an analytical tool
which can be practically used for typological analysis, and it is not specific to board
games. In this vein, this paper takes inspiration from Elverdam and Aarseth (2007)
in creating a tool focused on the ability to compare and highlight differences, with
a structural makeup inspired by Elias et al.’s (2012) systemic analysis, as well as an
increased focus on usability and practicality.
This model is based on how four different traits of board games generate different
experiences for the player. The four traits are as follows:
1. Rules
2. Randomness
3. Representational Backdrop (or Theme)
4. Interaction
Each of the dimensions operates as a continuum; that is, the trait has a minimum
and a maximum, and an infinite number of possibilities in-between. For the sake of
simplicity and practicality, each of the traits is scored as low, medium, or high, as this
is most often sufficient to highlight explicit differences from one game to another. If
need be, however, more specific markers along that continuum may be used (such as
medium-low, medium-high or 0–10).

Rules
Before the player is able to play a board game, they need to familiarise themselves with
the system. All board games feature some sort of a ruleset. This ruleset will display
varying complexities which will affect the player’s experience in terms of the time,
effort, and investment needed from the player before she is able to play the game. In
this model, the effort that the player needs to put in before gaining access to the game
is measured through the dimension of rule complexity.
Rule complexity refers to the length, difficulty, and intricacies of the rules. A game
like Mage Knight Board Game (Chvátil, 2011) with its two 20-page rulebooks full of in-
tricate rules and rule exceptions cannot be compared to Dixit’s (Roubira, 2008) 2-page
simple rulebook in terms of rule complexity. Dixit can be explained to experienced

12 David Chircop
players and non-experienced players alike in less than five minutes. Mage Knight is
known to take hours, if not days, to understand its rules properly.
Mage Knight has high rule complexity, Dixit has low rule complexity. The comple-
xity of the rules will greatly vary the experience of the player, not only in the initial
phases of learning, but also in the investment and effort the player will need to main-
tain throughout the play of the game, for which social situations the game is suitable,
and which players are best to play the game with.
The rules on their own do greatly influence experience; however, there is another
experiential dimension related to the relationship between the rules and the players.
I call this dimension: player reliance.
Many games, especially Eurogames, feature interactions with the rules where
the experience of the players mostly involves making choices from a set of available
options. This exemplifies a game with low player reliance. Other games, however, gre-
atly rely on the input from the player to be able to function. Some mechanics, such as
auctions and trading, although always rule-bound, involve multiple nuanced layers
of communication between the players that go above and beyond the rules. In some
games, players need to use conversation to be able to build trust in each other and
convince the other player that they are on their team, such as in Battlestar Galactica
(Konieczka, 2008). Other games, such as Spyfall (Ushan, 2014) and Once Upon a Time
(Lambert et al., 1993), require players to make up and use sentences, phrases, stories,
and questions around which the experience happens. The generation of this player
content is often still rule-regulated; however, the players are using input which has
been generated by the players, often regulated by pre-existing social rules, to be able
to move gameplay forward.
It is important to differentiate between low player reliance, high player reliance,
and Roger Caillois’ (1961) concepts of ludus and paidia. Whilst paidia is mostly fo-
cused on the absence of rules, player reliance is focused on the need for the player
to generate inputs which are outside the game as object. The rules that govern this
generation of content, be it trust, a hint, or a story, may seem not to be as strict as the
rest of the game’s rules; however, this is because the responsibility of regulating these
inputs is often transferred to the rules of social construct of the group, instead of the
game system itself.

Randomness
In Dice Games Properly Explained, Knizia (1999) explains the effects of different types
of randomness in the clearest and most understandable of formats. He states that the

An Experiential Comparative Tool for Board Games 13

different types of games, when it comes to luck, mostly vary with regard to how much
control the player has on the outcome of the game. After describing a set of games
which he calls “Games of Luck”, he states that these games “all have one thing in
common: essentially you had no influence over the game. You could hope and cheer
for your desired results, but there was little point in pondering about how to play best”
(p. 59). He then follows to introduce the next chapters by stating: “This is now going to
change. […] Although the outcome of these games still depends on luck, you have the
choice on which bets to place. And that makes a difference” (p. 59, italics in original).
The keyword here is choice. The player’s experience shifts considerably by intro-
ducing agency (Murray, 1998). As Murray states, agency is “the satisfying power to
take meaningful action and see the results of our decisions and choices”. Randomness
directly affects how meaningful a player’s action is within the gamespace, and that
directly affects the player’s experience of satisfaction. Knizia (1999) describes odds and
the “choice of which bets to place” (p. 59) as the factor that is giving the players agency.
This choice provider is, of course, specific to the types of games that Knizia proceeds
to describe, namely casino dice-based betting games – the main concept being that
“more often than not, some bets will offer better returns than others […] and better
chances of winning your games” (p. 59).
This “provider of choice” that Knizia describes translates to many modern board
game designs and is a fundamental factor in segregating the two types of luck. Having
better odds is simply one of many mechanics that could provide the choice and the-
refore generate some agency for the player, but this will vary greatly according to the
board game mechanisms specific to the game being discussed.
The two main types of randomness, however, remain the same: the randomness
that makes decisions for the player, and the randomness that generates options for the
player to make decisions on. I call these two types of randomness decisive randomness
and productive randomness, respectively.
Greg Costikyan (2008) differentiates between games of skill and games of chan-
ce, stating that very few games are really in those extremes (referring to roulette and
chess) and that “almost everything else is some mixture of the two” (Costikyan, 2009,
para. 20). Although he does point out that the common dichotomy between skill and
chance is a false one, he mostly attributes that falsity to the fact that it is more of
a spectrum rather than a binary decision.
Game designer and academic Richard Garfield, in his talk Luck in Games (2011)
and later in his book Characteristics of Games (Elias et al., 2012), takes this a step fur-
ther. He similarly admits that the luck versus skill dichotomy is a false one, but mostly

14 David Chircop
attributes this to the fact that they are not even on a spectrum. Essentially, they are not
opposites. He argues that there are possibilities of games which factor high skill and
also high luck at the same time.
In this classification, randomness is seen as a separate and unrelated factor to skill.
The skill required for playing is a resultant of all the different factors discussed in this
classification. A game can require skill in that it has high rule complexity and, therefore,
a steep learning curve. Another game may require skill congruent to its player relian-
ce in that it requires the player to draw or sing, or potentially memorise a sequence of
events, or even be familiar with a specific universe. Highly player reliant games often
also require skills of social interaction and emotional intelligence, where agreements
need to be made between players and the ability to convince other players is crucial in
winning the game. Randomness on its own is still regarded as a continuum. A game can
vary from a high dependence on randomness to no randomness whatsoever.
Let us look at a few examples of types of randomness, starting off with the classic
roll and move mechanic. The player rolls a six-sided die and then moves the pawn
or playing piece that number of steps on the board. This is an example of decisive
randomness through overt luck. The dice make a decision for the player with regard
to how many spaces he/she can move. The player has no possibility to influence that
die roll, and even if he/she does, that would not change the fact that the dice make
the decision, which is final, onto where the player will be able to move. This could be
mitigated through the use of a board. For example, in Snakes and Ladders, the track is
linear – therefore, the decision of the die immediately dictates the exact space to which
the player will be able to move.
Let us imagine a hypothetical move mechanic where the player, instead of rolling
1 die, rolls 3 dice, and the player then gets to choose which of the three dice he/she
would like to use for his/her move. This is a case of productive randomness. The dice
generate a set of three options for the player, and the player makes a choice, selecting
the best out of a set of available options to best suit her current game state.
The difference here is that the dice’s decision in Snakes and Ladders is unique and
final, while in the above example of productive luck, the dice create further choices for
the player, instead of making a decision for the player.
These two types of luck can also be used in different combinations of each other
in a single game. It is true that decisive luck is generally regarded within the game
design community as “bad randomness”; however, designers have managed to use it
in different ways to either conceal it or use it to create an experience where players still
feel that they are able to exert their agency in the game.

An Experiential Comparative Tool for Board Games 15

 Decisive randomness is a common feature in many modern board games, even
Eurogames. In modern board games, however, these mechanics rarely feature witho-
ut some sort of mitigation (Knizia, 1999). If they are unmitigated, they are generally
used for a global effect, affecting all of the players equally without a specific advantage
(or disadvantage, for that matter) to any single player. The popular board game The
Settlers of Catan (Teuber, 1995) features unmitigated decisive randomness in deci-
ding which resources are produced each turn. The 2014 Kennerspiel des Jahres winner
Istanbul (Dorn, 2014) features unmitigated decisive randomness in selecting where
certain non-player controlled characters appear and move to on the board. The adven-
ture game Mage Knight Board Game features partly-mitigated decisive randomness in
the random drawing of a monster, and unmitigated decisive randomness in the use of
the “dummy player” mechanic when playing with less than four players.

The Representational Backdrop

The game’s theme is a selling factor in most games. When one describes a game to ano-
ther person a short description of the theme often ensues: “you travel with camels across
the desert” or “you build spaceships and then watch them as they are broken apart by
meteors”. A game tends to capture your attention because it sounds compelling, simply
through the theme. Most games have a theme; how relevant that theme is to the actual
game mechanics is another question altogether. The theme is sometimes used as the ba-
sis of the game, creating mechanics that attempt to evoke the narrative or emotions that
the theme affords. In other situations, the theme simply works as a container, to act as
a context to the art and the game mechanics, which may or may not have been developed
with a theme in mind. This section, therefore, presents the dimension of theme syner-
gy, which measures the extent of synergy found between the game’s theme, aesthetics,
and mechanics. “Theme” represents the setting or “what you are doing in the game”.
Aesthetics is a combination of the visual and physical elements of the game. This mostly
includes the art, the representative elements (the cards, the board), and any miniatures
or playing pieces. Mechanics represent the mechanical function of the game’s play.
A commonly-used phrase within the board game community is that of “pasted-on
theme”, referring to a theme which was clearly added in the later stages of the deve-
lopment and is pretty much inconsequential to gameplay. For some other players or
designers, theme is important, as they may enjoy the narrative elements of the game
more than the interaction with the system.
This extent of theme synergy is useful in describing to the player where the focus of
the game experience lies. A game where the theme is central to its gameplay will inform

16 David Chircop
a player that he/she expects to play a game where he/she should be able to play the role,
create a story and play the game with the theme in mind. A game with a low theme
synergy would create an experience more based around the ludic aspects with specific
attention to the mechanics, and how to best make use of them to outsmart an opponent.
Some games, especially paratextual board games, rely on their high theme syner-
gy, as a selling point but also in form and function. Booth (2015) discusses a variety of
paratexutal board games and the relationship between the players, and the characters
that have been translated from other media. He discusses how paratextual board ga-
mes and the relevance of the mechanics to the theme in general are capable of opening
player dialogue with the media text. Booth also states: “the materiality of the game
pieces in paratextual board games facilitates fan interaction with the game as a system
while also externalizing the game as an additional episode within the media franchi-
se” (2015, p. 17).
Games with high theme synergy will feature mechanics specifically intended to
convey the theme upon which they set out to be based. A game about killing monsters
will most certainly involve combat, weapons, characters, and mechanics to afford its
own theme. Greg Costikyan (2011) describes Ameritrash games by means of a trait si-
milar to theme synergy, where he states that they focus on a “tight connection between
theme and mechanics” (Costikyan & Davidson, 2011, p. 183). A game with high theme
synergy is therefore one where, if it were to be stripped from its theme, the experience
is significantly adversely altered to an extent that mechanics lose context and imbued
meaning, to a point of potential redundancy. Fighting heroes becomes a matter of
who rolls higher. Exploration becomes a matter of flipping a tile or card, and hoping
for the symbols that you would have liked. Because flipping a tile was a mechanic that
was meant to inspire a feeling of exploration, when any connection to exploration is
removed from the equation, the generated experience runs the risk of being under-
whelming. A great focus on specific representative game pieces and aesthetics, such as
miniatures, maps and locations, as well as a good amount of effort in contextualizing
specific mechanics as an attempt to simulate meaningful actions within the context
of the theme, are often good indicators of high theme synergy. These games often
contain rules that are there specifically to evoke the theme and tend to feel less natural
or obvious when observed objectively without the contextualization and framing as
provided by theme.
Games with medium theme synergy are ones where the relationship between theme
and mechanics is still very significant, and removal of theme would have some adverse
effects, but not to an extent that specific rules or mechanics appear to be redundant.

An Experiential Comparative Tool for Board Games 17

 In simpler terms, in games with high theme synergy, the rules and mechanics si-
mulate and evoke the theme, while in games with medium theme synergy, the theme
complements and elevates the mechanics.
Not all games need to be based on a theme. Not all games have a theme at all. Games
with low theme reliance are games where the theme, present or not, is not the main
event in terms of the game’s appeal and gameplay. The mechanics are not based or tied to
a specific event or sequence thereof. From a commercial perspective, they are often still
themed, mostly to allow some art to be made, but the game would stand on its own right
without the theme. This is more commonly seen in Eurogames, and is also reflected
in the aesthetics. While games with high theme synergy are generally accompanied by
highly iconic playing pieces – such as numerous plastic miniatures to fit the game world,
Eurogames often feature more symbolic wooden pieces, such as pawns or meeples, as
although the theme is important, the designer or the publisher would prefer to highlight
the mechanical properties. When a game has a less strongly represented theme, less re-
presentative pieces and a lessened amount of mechanics directed towards evoking a cer-
tain theme, the game is regarded as low theme synergy. In other words, a game with low
theme synergy is one where, if it were to be stripped of its theme, the experience would
remain mostly unchanged, with little or no adverse effects.
Completely abstract games with no theme whatsoever, such as Haggis (Ross,
2010), are scored as having no theme synergy. Theme synergy is one continuum that
can frequently be scored as nil.

Interaction
Game designer Lewis Pulsipher talks about the “petty diplomacy” problem (2011). This is
a specific situation where, in three-player competitive games with interaction, the leader
would always be beat down by the other two players to prevent her from winning, resul-
ting in a never-ending stalemate. He mentions that “this is not usually a problem in games
where players can do little to affect other players, such as most race games” (Pulsipher, in
Costikyan & Davidson, 2011, p. 17). He continues to state that “many “Euro”-style board
and card games (which are often for three or four players) have been called “multiplayer
solitaire”, a popular style partly because it avoids the “petty diplomacy” problem” (p. 17).
The term “multiplayer solitaire” refers to a subset of games where players have very
little possibility to interact with each other from a game perspective, leaving them essen-
tially playing a game on their own, with little need to look at other players’ game states.
When the game ends, the players often compare points to see who wins the game. Social
interaction while playing may still be present, but not interaction through the game itself.

18 David Chircop
 The extent of player interaction is a factor which causes much debate within the
board game community. This is evident in an article on the game criticism website
and show Shut up and Sit Down (Smith & Dean, 2011). The two reviewers argue on
the value of multiplayer solitaire and interaction in board games, one of them stating:

Games where, fundamentally, each player is off in their own world, worrying
about their own problems, and not in anything resembling dynamic conflict
or co-operation with their friends. I find them dull. But I’d go further than
that. I’d actually call them failures of design. (Smith & Dean, 2011, para. 3)

In their arguments, they classify the popular board game Agricola (Rosenberg,
2007) as multiplayer solitaire. While one reviewer and game critic classifies it a “failu-
re in design”, the game has maintained its position in the top ten board games on bo-
ardgamegeek for more than half a decade. In fact, if one had to look at the list of the top
ten games rated by the worldwide community, five of the top ten have strong elements
of multiplayer solitaire. The above quote also introduces two other types of interaction
that the said critic finds enjoyable, namely dynamic conflict and co-operation.
Smith points out specific and significantly different game experiences from one
game to the other, based on how much interaction between players the game affords.
Whether a game is that of competition or of collaboration is a simple and functional
differentiator. Competition and collaboration, similar to luck and skill, are another
example of a false dichotomy. Although the two may seem opposite at first, one does
in fact allow for another in the course as well as the flow of a single game. A straight-
forward example would be that of the board game Diplomacy (Calhamer, 1959), where
a collaborative ally eventually becomes a backstabbing rival. This does not mean that
Diplomacy is not a competitive game. It simply means that although it is, in essence,
a competitive game, it affords some sort of co-operation.
The same applies for two-team games such as Tichu (Hostettler, 1991), where the
team-mates collaborate with each other to compete against the opposing team, the-
refore featuring high levels of co-operation as well as competition. Therefore, similar
to many of the other factors in this classification, player interaction works on two
separate independent spectra: collaborative interaction and competitive interaction.
A game with high competitive interaction and no collaborative interaction would
be one where there is a two-player conflict, such as a simulation of a war. For example,
the Commands and Colors series (Borg, 2006). The two players are in a constant com-
petition against each other and each move is premeditated so as to benefit the player or

An Experiential Comparative Tool for Board Games 19

damage the opponent, although the players most often attempt to achieve both at the
same time. As soon as a third player is introduced, a potential element of co-operation
emerges (as in the previously-discussed situation of petty diplomacy) and, therefore,
the game is no longer solely based on competitive interactions.
A game with medium competitive interaction and no co-operative interaction is
that of the classic Euro-style game. The players have little opportunities for direct at-
tacks; however, they have multiple opportunities to rush ahead of their opponents, mi-
xed in with a few opportunities to stall the opponent’s progress. If a trading mechanic
is introduced, this immediately increases the level of co-operative interaction, as “fair”
trades are almost always symbiotic.
A game with high co-operative interaction and low competitive interaction would
be that of the semi-cooperative game, such as Archipelago (Boelinger, 2012) and CO2
(Lacerda, 2012). The players play almost the entire game in a co-operative fashion; in
most cases, attempting to prevent a specific game condition that would make the players
lose collectively. Once the game ends, however, only one player wins the game. The com-
petition becomes understated and almost secretive. In fact, most of these games tend
to feature secret winning objectives for each player which are only revealed at the end.
A game with only collaborative interaction would be a fully cooperative game with
no traitor mechanic, such as Pandemic (Leacock, 2007) and …and then we held hands
(Chircop & Massa, 2015). These games’ only outcomes are that either everybody wins,
or everybody loses. All the interactions in such games are towards the collective win.
Depending on the type of game that is being played, interaction will play a more
or less significant role. Whatever the case, it should be noted that apart from the
interactions that happen between the players’ playing pieces, there is an overlying
layer of social interaction which the game generates that is present regardless of which
type of interaction it exhibits.

Using the Tool

This tool is intended to be a comparative tool, that is, useful mostly to point out diffe-
rences between two or more board games. When classifying different styles of games,
one will notice that similarities and differences will become apparent, and patterns
that define a certain experience will emerge.
In this section, I will briefly outline the use of the model and display some examples
of games as classified by it. To classify a game, the user should go through all of the se-
ven differentiators and score the game as low, medium, or high. In some cases, although
quite rare, some games could have one or more of the traits classified as nil. Although

20 David Chircop
this could occur, it is more common for games to have many of the traits, even if they are
classified as low. Pandemic (Leacock, 2007), for instance, is one game which features no
competition between players whatsoever and, for this reason, scores a nil on competitive
interaction. It should be noted that a score of nil is still a score, and should not be omit-
ted from the classification. The typology becomes particularly useful when displayed in
a bar-graph format, as a visual representation of the traits creates a clear visual distinc-
tion from one game to another and allows for visible patterns to emerge.
An interesting starting point would be to compare two games from the two ove-
rarching genres of board games – Ameritrash and Eurogames.

Figure 1. Board game experience profile for Agricola

Agricola (Rosenberg, 2007) and Descent: Journeys in the Dark (Wilson, 2005) offer
two very different experiences. Agricola (see Figure 1), as a Eurogame, seems to offer
a relatively balanced experience with no high extremes. The scores seem to be close to
each other, with more than half the traits scored on medium. There is no single trait
that is outstanding, indicating a multi-faceted experience of some competition, thought-
ful gameplay and representation, with a moderated dose of productive randomness to
keep things fresh from game to game. This moderated game design is a common trait in
many Eurogames, as we shall see when we compare two other types of games.
Descent (see Figure 2), on the other hand, has more than half the traits scored as
high, and a tendency to the extremes. The game has high scores for randomness (espe-
cially the decisive variety), with very high interaction between players both on the co-
operative as well as the competitive dimensions. The game has higher theme synergy

An Experiential Comparative Tool for Board Games 21

than the Eurogame, which is a common trait in Ameritrash-style games. Ameritrash
games therefore tend to have traits that generally score higher in the extremes and are
generally skewed to the right (theme and interaction).

Figure 2. Board game experience profile for Descent

Figure 3. Board game experience profile for The Castles of Burgundy

The model is not necessarily only used to compare functionally-opposite board

games, but can also be used to isolate experiential differences between similar games.
Agricola and The Castles of Burgundy (Feld, 2011) (see Figure 3) are both Euro-
games that are well-respected in the board game community. Although one could
still fit both of them within the Eurogame category, they do feature slightly different
experiences. As one can see, The Castles of Burgundy still features the moderation that

22 David Chircop
we saw in Agricola; however, it has less thematic synergy and a greater feature of ran-
domness. This is a product of the use of dice and the use of less representative pieces.
If we look at a completely different style of game, such as the more mass market ga-
mes, we will notice that the profile will not explicitly feature any of the characteristics
or patterns that emerged in Eurogames and Ameritrash games.

Figure 4. Board game experience profile of Monopoly

One would notice that this group of games features a lot less variation from this
common formula than the other types of games. As can be seen in Figure 4, the games
often feature relatively simple mechanics (roll and move) combined with an overlying
loosely player-reliant mechanic. For instance, in Monopoly (Darrow & Magie, 1935)
(see Figure 4), there is trading as a loose overlay; in Clue (Pratt, 1949), the roll-and-mo-
ve mechanic is overlaid with a deduction mechanic. The games are almost exclusively
competitive, with little cooperation. The traits that are found in early mass market
games are still featured in some more recent designs; for instance, the game Exploding
Kittens (Inman, Lee, & Small, 2015) features a very similar experience profile to Mono-
poly, which could explain why the game was well-received by the mass market, raising
millions of dollars on Kickstarter, but received a mixed reaction from the more critical
and analytical boardgamegeek community.
Another notable experience is that of more social, player-reliant games, such as
The Resistance (Eskridge, 2009), see Figure 5.

An Experiential Comparative Tool for Board Games 23

 Figure 5. Board game experience profile for The Resistance

Here we see an example of game design where there is high priority on extensive in-
teraction. This is reflected by the high occurrence of player-oriented traits; that is, player
reliance and interaction, and then a low occurrence on most other traits. This experience
is geared towards the social aspects of gameplay and gives the more ludic aspects, such
as rules and types of randomness, a much lesser value. This displays a “specialist” profile
pattern, in that the game seeks to specialise in some specific traits and highlight them.
Another contrasting profile pattern is that which I call the “maximalist” design
pattern. Here the game seems to fully maximise all the traits that it incorporates. An
example of this is Mage Knight Board Game, a game that aims to be highly thematic,
but also highly strategic, giving as much control to the player as possible. This is evi-
dently reflected in the game’s experience profile (see Figure 6).

Figure 6. Board game experience profile for Mage Knight Board Game

24 David Chircop
 Although implications as a descriptive and comparative tool have been clearly de-
monstrated in this paper, there are some potential applications as a game design tool
that are worth outlining. Perhaps the most practical of its uses lies in its ability to give
the designer an alternate perspective focused on player experience, rather than speci-
fic mechanics or genres. This applies both proactively, when drafting and visualizing
the desired player experience for a prototype, but also retroactively, when analyzing
actual player response compared to the expected one. Due to its simple nature and
its focus on player experience, the tool has potential applications for data collection,
where the players could plot their experience of a prototype using the tool, which co-
uld then be compared to the designer’s vision of it, visually revealing discrepancies
between the player’s current experience and the designer’s desired effect.

Conclusion
The comparative tool presented in this work, albeit within itself relatively basic, is the
first step into the deeper understanding of the board game medium. It is the under-
standing of subtle differences between the different experiences the medium is ca-
pable of generating that will lead us to a greater understanding of its overall cultural
significance. Although the above discussed observations are derived from the author’s
subjective analysis, this paper has showcased the capability of this tool to be able to
display diverse combinations of its basic traits and has already allowed to witness a de-
velopment of how the medium itself changed over the last few decades. Influences and
trends could be displayed visually, and evident patterns emerged from the analysis of
a few key games within the medium and the different focuses that different designers
choose to employ. This comparative tool is a first step towards a much needed thoro-
ugh typology specifically designed for board games while also providing a framework
and direction for future empirical research on the subject, without sidelining the me-
dium’s cultural and social circumstances.

References

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mes. Utrecht: DiGRA.
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trieved 1 July 2015, from http://www.boardgamegeek.com
Booth, P. (2015). Game Play: Paratextuality in Contemporary Board Games. New York:
Bloomsbury.

An Experiential Comparative Tool for Board Games 25

Caillois, R. (1961). Man, Play and Games. Urbana and Chicago: Univeristy of Illinois
Press.
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player-interaction/
Woods, S. (2012). Eurogames. Jefferson, N.C.: McFarland & Co.

Ludography

Boelinger, Ch. (2012). Archipelago. [Board Game], Asmodee.

Borg, R. (2006). Commands and Colors: Ancients. [Board Game], GMT Games.
Calhamer, A. B. (1959). Diplomacy. [Board Game], Avalon Hill.
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ations.
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Feld, S. (2011). The Castles of Burgundy. [Board Game], Alea.
Hostettler, U. (1991). Tichu. [Board Game], ABACUSSPIELE.

26 David Chircop
Inman, M., Lee, E., & Small, Sh. (2015). Exploding Kittens. [Board Game], self-pub-
lished.
Knizia, R. (1998). Through the Desert. [Board Game], Fantasy Flight Games.
Konieczka, C. (2008). Battlestar Galactica. [Board Game], Fantasy Flight Games.
Lacerda, V. (2012). CO2. [Board Game], Giochix.it.
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Summary

In the field of game studies, contemporary board games have until now remained rela-
tively unexplored. The recent years have allowed us to witness the emergence of the oc-
casional academic texts focusing on board games – such as Eurogames (Woods, 2012),
Characteristics of Games (Elias et al. 2013), and most recently Game Play: Paratextu-
ality in Contemporary Board Games (Booth, 2015). The mentioned authors all explore
board games from diverse viewpoints but none of these authors present a viable and
practical analytical tool to allow us to examine and differentiate one board game from
another. In this vein, this paper seeks to present an analytical comparative tool intended
specifically for board games. The tool builds upon previous works (Aarseth et al. 2003;
Elias et al. 2012; and Woods 2012) to show how four categories – rules, luck, interaction
and theme – can interact on different levels to generate diverse gameplay experiences.
Such a tool allows to score games objectively and separately in each of the categories to
create a combined gameplay experience profile for each board game. Following this,
the paper proceeds to present numerous practical examples of contemporary board
games and how it can be used from a design perspective and an analytical perspective
alike.

An Experiential Comparative Tool for Board Games 27

Keywords: board games, analysis, comparison, player experience, typology

David Chircop is a game designer from Malta. He was involved in the international
publication of more than 10 board games in roles such as Designer, Developer, Project
Lead and Publisher. His master’s thesis focused on building a model for the analysis of
player experience in contemporary board games. Currently, David works as a Game
Designer at CD Projekt RED.

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