Technologies · Year 5

Active learning ideas

Game Design Principles and Storyboarding

Active learning works well for game design because students need to experience mechanics hands-on to understand their impact. When Year 5 students analyze, create, and discuss games in real time, they connect abstract principles like feedback loops to tangible outcomes they can see and adjust.

• ACARA Content Descriptions
• AC9TDI6P06

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 25 min · Pairs

Pairs: Game Analysis Jigsaw

Pairs select and play a simple digital or board game for 5 minutes. They list three elements that make it engaging, such as goals or rewards, then teach their findings to another pair. Groups combine notes into a class chart.

Analyze elements that make a game engaging and fun.

Facilitation Tip

During the Game Analysis Jigsaw, provide a timer so pairs have 3 minutes to compare one mechanic in each simple and complex game before moving to the next.

What to look for

Present students with three short descriptions of game mechanics (e.g., collecting items, solving puzzles, racing). Ask them to write one sentence for each explaining why it might be fun for a specific audience, like younger siblings or classmates.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 35 min · Small Groups

Small Groups: Storyboard Sprint

In groups of four, students brainstorm a game idea based on a prompt like 'save the reef.' Each member draws two frames in sequence, passes to the next for additions, and reviews the full storyboard. Groups present key decisions.

Design a storyboard for a simple interactive game.

Facilitation Tip

For the Storyboard Sprint, give groups exactly 15 minutes to plan their game’s opening sequence, forcing quick decisions about player actions and feedback.

What to look for

Provide students with a template for a single storyboard panel. Ask them to draw a scene from a game idea, label the player action, the game's feedback, and the objective for that moment. They should also write one sentence explaining their design choice.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 30 min · Whole Class

Whole Class: Feedback Carousel

Display student storyboards around the room. Students rotate in pairs, leaving sticky note feedback on strengths and suggestions. Return to revise one element based on input, then share improvements.

Justify design choices based on target audience and game mechanics.

Facilitation Tip

In the Feedback Carousel, place feedback stations around the room and have students rotate every 2 minutes to ensure focused, efficient critiques.

What to look for

Students share their game storyboards in small groups. Each student provides feedback on one aspect of their peer's storyboard, answering: 'What is one thing that looks engaging about this game idea?' and 'What is one question you have about how the player would do that?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 20 min · Individual

Individual: Pitch Your Game

Students create a one-page storyboard summary and practice a 1-minute pitch explaining design choices. Volunteers present to the class for applause or questions.

Analyze elements that make a game engaging and fun.

Facilitation Tip

While students Pitch Your Game, sit nearby with a checklist to quietly note which mechanics they describe clearly and which need refinement.

What to look for

Present students with three short descriptions of game mechanics (e.g., collecting items, solving puzzles, racing). Ask them to write one sentence for each explaining why it might be fun for a specific audience, like younger siblings or classmates.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teach game design by focusing on iterative playtesting rather than perfect planning. Use simple, familiar games to demonstrate core principles, then guide students to apply those lessons in their own designs. Avoid overwhelming students with too many mechanics at once; start with one clear objective and build from there.

Successful learning looks like students confidently explaining how game elements connect to player motivation. They should use storyboards to show clear objectives, challenges, and outcomes, and provide constructive feedback that improves each other’s designs.

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Watch Out for These Misconceptions

• During Game Analysis Jigsaw, watch for students who focus only on graphics when comparing simple and complex games.

  Direct pairs to complete a Venn diagram on their worksheet, forcing them to list mechanics, objectives, and feedback in both versions before discussing which elements truly affect engagement.

• During Storyboard Sprint, watch for students who focus on drawing detailed characters instead of planning player actions.

  Provide a template with labeled sections for ‘Player Action,’ ‘Game Feedback,’ and ‘Objective,’ and require at least one label per panel before they begin drawing.

• During Feedback Carousel, watch for students who give vague feedback like ‘It looks cool’ or ‘I don’t get it.’

  Hand each student a sticky note with two sentence stems: ‘One thing that is engaging is…’ and ‘One question I have about the player’s action is…’ to guide specific, actionable feedback.

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Methods used in this brief

• Project-Based Learning