Why are board game instructions so difficult to understand?
Board games always come with instructions that list the rules. However, the more complex the game, the longer it takes to read the instructions, and some people may say that they could understand it faster by actually playing. Dean Ray Johnson, an editor of board game instructions, explains why board game instructions are difficult from the perspective of someone who has received specialized training in technical documentation.
Every Board Game Rulebook is Awful
(PDF file)
Johnson begins by examining the instruction manual for the space exploration film ' On Mars ' and analyzing the problems with what at first glance appears to be a well-written manual.
For example, the important concept of 'executive actions' is briefly mentioned on page 8 of the manual, stating that 'you can take one main action and one executive action per turn,' but then suddenly on page 10, new information is added that ' executive actions are listed on blueprint cards.' After that, pages 14 to 17 provide a fragmented explanation of various concepts related to executive actions, such as constructing buildings and accepting spaceships, and finally page 18 provides a detailed explanation of executive actions.
However, on page 18, it becomes clear that executive actions are actually those written in a place called a 'depot,' and that what is written on the blueprint cards is a different concept called 'advanced building actions.' At this point, the reader is forced to revise their previous understanding.
Johnson points out that this method of explanation requires the reader to temporarily remember a lot of information, which is likely to lead to misunderstandings and confusion. To avoid this, it is better to first explain the basic mechanism of executive action and then gradually introduce related concepts to help the reader understand.
Johnson said that a fundamental problem with instructions is the way the information is presented. For example, even when the steps the player needs to take should be listed in bullet points, many instructions are written in paragraph format, making it difficult to understand the steps. He also emphasized that visual examples need to be properly annotated and explained, rather than simply showing a diagram.
Johnson also shares his experience playing a game called '
When Johnson first picked up Keyflower, he noticed that the instructions included a summary that said, 'Each player randomly receives a blue, red, or yellow worker,' and 'Workers of the same color can perform certain actions.'
In a typical worker placement game, the blue player uses blue workers and the red player uses red workers. However, in Keyflower, all players use randomly colored workers, and there is a unique rule that once a worker is placed, it is no longer theirs. In addition, there is an important rule that even if a space has already been used by another player, you can use that space if you use two or more workers of the same color as the worker already placed.
These features are innovative mechanics that significantly differentiate Keyflower from other worker placement games, but Johnson pointed out that the instruction manual summary does not adequately convey key points that overturn the conventional wisdom of typical worker placement games.
Johnson argues that if the manual had explained these key differences in relation to existing game knowledge, it would have been easier for first-time players to understand the game's uniqueness. For example, explaining things like, 'Unlike typical worker placement games, this is how it works in this game,' might have helped readers grasp new concepts more effectively.
Johnson also questions the commonly heard notion in the board game world that 'visual learners are not good at reading instructions. For example, the instructions for
According to Johnson, modern research has disproved the ' VAK theory ' that classifies people into visual, auditory, and physical learners. In fact, it has been found that when self-proclaimed 'visual learners' and 'auditory learners' are given educational materials with illustrations, there is no significant difference in their learning effectiveness.
Johnson argues that what's important is whether students can actively process information. For example, the board game ' Root ' was originally designed to have players explain their faction to other players, but this was a failure. Players were so busy trying to understand their own faction that they didn't have time to listen to the explanations of other factions.
To prevent these kinds of mistakes, Johnson emphasizes the importance of 'timely learning' -- giving players the information they need at the exact moment they need it.
Johnson also reported that his own research showed that many players prefer to 'learn as they play,' which contradicts the current board game culture's emphasis on 'perfect instruction (rule explanation) in advance by experienced players.'
Given these findings, Johnson argues that the following perspectives are important for improving board game instructions:
-Introduce rules gradually, rather than explaining all the rules at once
- Encourage active learning through practical examples
Create a structure that allows you to access the information you need when you need it.
・Clarify connections to existing knowledge
Johnson ultimately concludes that the current instruction manual format lacks a clear purpose. Many board game manuals are half-baked, neither helping learners understand step-by-step nor providing quick access to the necessary information, Johnson said, and multiple document formats should be adopted for different purposes, such as tutorials, reference guides, and textbook-like approaches. He also pointed out that such improvements are an important challenge for the spread of board games.
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