Former ESL teacher with a background in computer science, who bounced around a few countries and has also created ESL apps to help students with their English skills. It's a great feeling to be able to combine those two areas to help your students.
That being said, you hold (whether you realize it or not) a rather elevated position above the people from whom you might be trying to solicit objective feedback. Nothing inherently wrong with that, as long as you're aware that it’s in their best interest to heap praise on the game considering you hold their grades in your hands.
>That being said, you hold (whether you realize it or not) a rather elevated position above the people from whom you might be trying to solicit objective feedback. Nothing inherently wrong with that, as long as you're aware that it’s in their best interest to heap praise on the game considering you hold their grades in your hands.
This is true! This is why I never ask for feedback. I am completely silent whenever observing a playtest. Every change that I make is purely based on the problems I see my students and co-workers experiencing.
It is hard to do this when asking the question, "Was that fun?" But I try to answer this question by seeing player reactions. For example, many students think it's funny when all the bananas fall out of the sky on level 2. The original design goal for this level was trying to dig physics objects out of a pile of other physics objects. But the absurdity of that visual usually gets a couple laughs.
Nice~ related but if you want to look at what is perhaps the quintessential physics puzzle game series, I highly recommend checking out The Incredible Machine for inspiration.
It’s an older MS-DOS game, but its charm and personality still hold up today.
Former ESL teacher with a background in computer science, who bounced around a few countries and has also created ESL apps to help students with their English skills. It's a great feeling to be able to combine those two areas to help your students.
That being said, you hold (whether you realize it or not) a rather elevated position above the people from whom you might be trying to solicit objective feedback. Nothing inherently wrong with that, as long as you're aware that it’s in their best interest to heap praise on the game considering you hold their grades in your hands.
>That being said, you hold (whether you realize it or not) a rather elevated position above the people from whom you might be trying to solicit objective feedback. Nothing inherently wrong with that, as long as you're aware that it’s in their best interest to heap praise on the game considering you hold their grades in your hands.
This is true! This is why I never ask for feedback. I am completely silent whenever observing a playtest. Every change that I make is purely based on the problems I see my students and co-workers experiencing.
It is hard to do this when asking the question, "Was that fun?" But I try to answer this question by seeing player reactions. For example, many students think it's funny when all the bananas fall out of the sky on level 2. The original design goal for this level was trying to dig physics objects out of a pile of other physics objects. But the absurdity of that visual usually gets a couple laughs.
Nice~ related but if you want to look at what is perhaps the quintessential physics puzzle game series, I highly recommend checking out The Incredible Machine for inspiration.
It’s an older MS-DOS game, but its charm and personality still hold up today.
Playable online too:
https://classicreload.com/dosx-the-incredible-machine.html
> You see a crow fly into the tongue of a headcrab and die. You now know everything you need to know about this enemy.
But not everything you don't need to know, like it's name. That's a barnacle. But I still love the point your making here. :)
Now hook it up to Claude Code in voice mode and let them add new features and change things in real time