The Ideal Board Game Player

The Ideal Board Game Player

What makes the “ideal” board games player? Some say that it takes someone who fully understands the rules. Others would say that it’s more about those who pay attention to the game rather than be subjected to distractions. Some feel that it’s tactical play and strategic thinking that makes the ideal tabletop player.

There are many reasons why someone would want to play with (and against) the ideal player. This article will go into depth into the characteristics, qualities, and attributes of what makes good board game players and how you can encourage compatible play styles and overall positive group interaction.

This article is broken up into two sperate and distinct sections. First, it addresses and explores the different aspects of successful tabletop game play within groups. This includes specific areas such as teaching and game hosting as part of a collective process as well as formal game elements such as structures, rules, and feedback.

Board game play is very much a social and collaborative process. What often hinders successful groups from playing well, socially, and equitably with one another is the establishment of both personal and group outcomes of play. This task goes hand in hand with establishing and adhering to group norms and needs.

Both processes address and impact the expectations of the “Magic Circle” of games and how the expectations from individuals and players form a collective for players. Those players in turn create a “cooperative social contract” for play that is necessary for successful intra-group interaction. The results of which come about through successful communication, establishment of player roles, and embodiment of play styles.

The second half of this article addresses a survey study including anonymous survey results from players within various tabletop communities. The results of this survey will be discussed in aggregate and structured into different thematic elements based on responses provided.

The responses provided within the survey were divided into ten (10x) major themes which included sportsmanship, expectations, rules, communication, attention, distraction, agency, physical space, cooperative hosting, and strategy.

While the results of this study and this article can help other tabletop and board game players better administer and host groups of players; there exists applications for applied games in games-based learning. Therefore, the article closes on applications from this study to teaching, training, learning, and education with games.

Teaching and Game Hosting

Tabletop games, board games, and card games can be incredibly difficult and challenging to teach to new players. Often this means that one of the biggest barriers to entry for new players is learning from a “host” how to play these games. New players often turn to these experienced individuals to establish their expectations for the experience.

This means that if the host already has a difficult time explaining and hosting the game; then players may feel unmotivated or lack confidence in the entire play experience. Therefore, one of the best ways to get new players to buy-into and invest their own agency into the game would be involving them in the teach, setup, and overall tutorial for play. This can occur by asking fellow players to unpack components from the box; setup the initial board; sort tokens and components and do otherwise collaborative actions to aid in the game setup.

Likewise, when the teach begins, the host can start by highlighting key mechanics that are major factors in determining the overall winner of the game. Bringing attention to these mechanics helps players associate what components and actions are tied to successful game outcomes - namely winning. Hosts can go one step further by allowing players to take “sample turns” in the game to test out the action and feedback from them. Such activities to better align the feedback loop of the game with expectations.

By providing opportunities for players to take part in the setup and teaching process, players build a model of positive interdependence between themselves, their actions, and the outcomes from the game. This results in an outcome of cooperative learning.

It should always be stated that the successful outcome of game play hinges on both the group members and the host working with and cooperating in turn with each other to ensure that all are prepared and equipped to play the game to the best of their abilities.

Game Structure, Goals, and Feedback

Perhaps one of the best ways to be an excellent tabletop or board game player is to be familiar with how tabletop and board games work. Knowing how to play the game in question is a given; but also knowing how similar games and game mechanics also work is incredibly useful.

This is particularly important when attempting to determine what causes the game to end. Sometimes this is the same as thew “win condition” for a game – but it isn’t always the case. Knowing what the win condition is, as well as triggers for the end game, also helps you prioritize how to focus your actions as a player.

With this in mind, many players can use logic and reasoning to determine how a game works. This is due to the structure of many games forming a puzzle whose solutions are determined by the game state and actions of other players. This is where analytically minded players will thrive at strategy games where logical connections between game mechanics and victory conditions are more lucidly affixed.

Sometimes these connections are more straightforward: such as with games that employ area control as a mechanic when a player piece or part of the board is completely segmented off from other players. Otherwise, the connections could be more opaque such as with deck-building and engine building games when it comes time to pivot away from building an engine and focus on game winning points.

This doesn’t mean that all analytically minded players will win at all tabletop games. Other games such as social deduction games; dexterity games; or acting games require different skill sets from players involved.

No matter the type of mechanics employed in the game; astute players should focus on the factor or factors that most closely influence how they can win the game against other players or help their fellow players win the game together for cooperative games. For more experienced or advanced players, these factors are easily discernible. For others not so much. Tabletop and board game players can become better by paying attention and analyzing actions in games and the potential results of those actions to determine the best play they can make.

Rules and Formal Game Elements

Game rules form the basis of the structure for interaction in the game. The rules outline the game’s objectives and what players objectives are in order to win or successfully complete the challenge of the game. Therefore, all players should at least know the basic rules of play for any game they engage with.

Furthermore, there may be nuances or caveats to different situations or scenarios included in a game. Knowing how these situations resolve themselves should be focused on in-depth. Some examples include when there is conflict or contention in a game and how the conflict resolves. Another example includes tie-breaking or resolution for when one or more players produce or create the same equivalent output.

Knowing these cases are necessary for determining and creating a framework for how players can best succeed in the game by internalizing rules, structures, and limits for play. Doing so provides players with an educated structure for how they can best use their own agency to affect their desired change in the game.

Personal and Group Outcomes

Board games are unique in that there are often competing objectives from both individual players and the group playing the game. One of the most common expectations for game groups is to play the game to have fun. While this is understood for many; the same definition of “fun” may not be shared by all.

Sometimes these aspects of “fun” could be defined by spending quality time with other players. Other could interpret it by playing the game as competitively as possible. Whereas others could interpret “fun” by using the game as a framework to have conversations and discussions with the other players around the table about subjects other than the game.

Therefore, this means that being a successful board game player with others in a group requires that you also be a “team player” to others’ expectations for the game. You can successful do this by respectfully considering others’ viewpoints of what they want to achieve through play.

Many successful tabletop and board game groups are successful when they share and supports each other’s interpretations and valuations of fun. As such, they do not take any action or forgo any activity that another player’s expense for their experience. This means that successful groups of tabletop and board game players share and navigate competing personal and group priorities for play.

These priorities can be interpreted widely but include how information about the game is transparently shared with all. Doing so could help less experienced players play more competitively when they have equal access to information that helps them make informed decisions.

Competitive personal and group goals form the “social contract” of the game. Different groups of gamers have nuanced and evolving social contracts that grow, develop, and change over time. While this social contract isn’t necessarily a formulized document; players’ adherence to it creates and supports both individual and group priorities for play.

Often enjoying the game makes a person more intrinsically motivated to become a better player. Therefore, adhering to the norms of the social contract for the group helps make the experience a more tolerable and acceptable one for all involved. To do otherwise, would create opportunities and rifts for conflict: putting personal and group objectives out of alignment and lessening the experience for all.

Establishing Group Norms and Needs

The balance of both personal and group outcomes directly influences and affects the establishment and creation of group norms and needs. This is most often reflected in the creation of a social contract. While not always formally agreed upon with the group, it is still good practice to determine these basic level expectations from everyone else. This could be as simple ask asking others how much time they have to play; if they have played the game before; and what about a particular game looks interesting to them.

The reason why questions like these are both informative and helpful are that it helps groups and hosts establish the bare minimum of expectations from everyone else such as how much time they have to dedicate to the game as well as their level of experience playing the same or similar games. Groups that open with these kinds of collective efforts help to establish the norms and expectations of other group members as well as the play session in general.

Some specific aspects to this establishment of norms stems from commitment. This is particularly relevant for tabletop and board game play as the session will require that players must dedicate their time, effort, and energy to the teach as well as the full play of the game.

In addition, hosts and other players will need commitment and competence in game play to make the experience a positive and worthwhile one for all players involved.

These often simple and base line commitments, are significant to ensure that all players are good “teammates” for one another in the endeavor of playing the game. Demonstrating this commitment and competence early on, ensures that you and the rest of the players are ready to embark on this activity together.

However, this doesn’t mean that all players need to share the same level of experience or competence. Not all gameplay sessions require that all experienced players be present for the teach. However, their absence may result in gaps in experience and skill between players.

As such, one positive contribution to group norms is for more experienced players to collaborate and share with less experienced players their working knowledge about the game and how it’s played. Doing so ensures that all players can engage and play competitively with one another.

Group norms and needs are part of the expectations and establishment of the social contract of game play. While it is not a fool proof way to prevent a game group to devolving into a toxic environment; it does serve as a good activity to get all players to commit the same level of expectations with one another.

In addition, social contracts need not fit all groups for all games and all sessions. Rather, social contracts can be specific to a group of individuals for one game at one time and place. This is necessary in order for this consensual and group agreement with one another in order to establish a successful play experience. Furthermore, it serves as a steppingstone for the dual cooperative and competitive nature of board game play.

The Expectations of the Magic Circle

The social contract may inform the group and players norms and needs for the play session. But an overall element to all games is the creation of the “magic circle” which establishes a new form of expectations, desire, and drive for all involved players. This is because as play groups forms and persist, they may often change over time. This could include different expectations, different levels of commitment and competence, and overall differing levels of efficacy between group members.

Therefore, the magic circle of game play is important for players to re-establish during each play session the unique and common expectations and understanding of the game and the players involved. This means, that when a player enters the magic circle of the game they tacitly agree to the rules of the and the requirements that they suspend their disbelief for the duration of play.

This is especially helpful for challenging games or games that are don’t directly address specific competencies of certain players. This is because while the technical skills of playing the game are useful; the magic circle offers a certain level of common expectations for all players where equal parts cooperation and competition inform each other to create the player experience. This enables less experienced and skilled players to benefit from multiple iterations of play and to overall improve their performance over time.

This means that the “magic circle” of games contains equal parts cooperation and competition given the specific game played. Cooperation is necessary for players to help one another learn to play; play competently; and eventually play competitively in the game. Conversely, the formal structures and elements of the game itself could encourage more competitive actions that could subvert these initial cooperative activities. This includes lying, betrayal, and subversion for many social deduction games.

The Game Group as a Cooperative Social Contract

The combination of personal and group objectives; establishment of personal and groups norms and needs; and the magic circle all inform and create the table top game group as a cooperative social contract. This means that the group of tabletop and board game players first form a cooperative team whose ultimate goal is to successfully play the selected game.

This is not an easy expectation to meet: particularly when tabletop and board games include both cooperative and collaborative games as well as competitive ones. Despite this, the creation of a cooperative game group is wholly necessary towards achieving a successful and positive play experience. Especially when it comes to how players will engage and behave in the company of one another.

The creation of this cooperative social contract is needed in order to direct and inform members for what actions and activities help the group ultimately achieve the ideal experience. This means that players in the group need to work with one another to support the positive experience for the group which will in turn positively affect their own experiences.

However, this ultimately means that conflict and disagreement can and will arise in the group. This often requires that one or more players serve as an intermediator for the conflict. Such a request often involves the game host; but is not necessarily limited to just them. Because of this, other players should be ready to step in to negotiate, navigate, and mitigate conflict should it arise. This could come about from unclear ruleset; edge-cases; interpretations of rules; or other circumstances not decidedly covered in the game’s included literature.

Establishing this cooperative social contract with the group is not easy. Especially as it relates to larger tabletop and board game groups that include transient players that have varied and diverse histories of what they consider acceptable behavior around the table. Therefore, it’s often necessary to re-establish expectations for the group regularly, often, and at the start of each session.

To avoid doing this invites mishap as the lack of understood and established expectations could mean not all players playing to the best of their abilities; or players taking advantage of the goodwill of others while not similarly investing the same amount of commitment and competence into the group’s play experience.

Communication

One of the most common aspects to any kind of cooperative and interactive experience is communication. Particularly good communication when things are going well and bad communication (or lack of communication) when things are going poorly. Therefore, well performing groups rely on great communication to engender a positive experience. This means that all members commit and rely on communicating well and with each other during the play.

However, communication alone doesn’t make high performing groups of tabletop and board game players. Rather, there also need to be a focus on cooperative, collaboration, and active listening when communicating and working with one another. This is particularly important when focusing on the “group” needs versus personal needs when creating a positive environment for tabletop play. Specifically, when it addresses the needs of players in order to understand and play a competitive game to the best of their abilities.

However, there may be competing interests for other players on what “communication entails.” Sometimes this means that players will want to chat and discuss topics other than the game at hand. While this is often welcomed in other game groups; it is tolerated so long as the expectation for all players is still the experience of game play. Therefore, active listening is more important than ever for successful tabletop groups as learning what is important for the group to play the game versus what casual conversation is being held is important. This is especially relevant in cooperative games where players must communicate (discretely) information about their play and their intentions to others, within the confines of the game.

Communication through game play goes together with transparency for new games brought to the tabletop. Therefore, it’s important for all new players for a new game to narrate their turns and actions in the effort to support transparency through their play. Doing so ensures that everyone else can observe each other’s actions to inform their own play as well as to learn from others.

Remember that the cooperative-competitive environment of games makes it so that there are competing interests for players to help each other play the best game that they can. The must do this while also adhering to the framework and the magic circle of the game to honor the intended focus and design for its player experience. This means that effective tabletop groups and players will ultimately communicate clearly, explicitly, and transparently with other members of the table.

Player Roles

While communication serves as an overall general and necessary skill for positive group interaction and tabletop play; sometimes the roles of individual players and their experiences influences and affects the overall group dynamic. Perhaps one of the most common roles in this group is the game host or “teacher” of the game to others joining the play.

This is often a critical role for successful play as the host serves as both the ambassador of the game as well as its “scholar” who will teach the rest of the group. This expectation could be both complicated and demanding; especially for games that have asymmetric roles and abilities that greatly influence what players can and will do during the game. Specific games such as Mysterium and Not Alone where a single player takes on game specific roles that are wildly different from everyone else.

However, working with the other players of the group, and remaining flexible throughout play will help ensure a positive play experience. When gaming groups work cooperatively as teams towards a positive play experience, they often must walk a fine line between their own personal needs and the group’s needs. Therefore, the most successful and often most amicable players are those that able to negotiate with player styles, abilities, experiences, and character foibles to ensure that the group is working together as best as possible.

Oftentimes this means that individual players in the group can always make decisions that favor themselves over others. Sometimes this includes foregoing the teach; avoiding helping new players; or remaining absent or inactive during the setup process. However, effective team performance in the game group depends on how these individual players feel about their roles and how they can best support team goals.

Play Style

While a focus on individual versus group needs can be easily discussed and shared with one another; there remains an uncommon denominator between all players which is less easily controlled. That is the play style of individual players. Play styles are diverse because players’ backgrounds; experiences; and needs are all different. However, these can be mitigated to support the group goals while also honoring the expectations of the game and the magic circle.

Once players have been on-boarded and explained the game; players must then turn inwards towards to their own motivations and strategies towards winning a competitive orthogame This means that for many games; players must aggressively pursue opportunities where they can claim initiative and ideally put themselves into the best positions to claim critical objectives and points while simultaneously denying those opportunities to opponents.

Many times, these actions can be taken within a bubble. However, examining other players motivation, strategies, style, and overall play will help you adjust your strategy to best mitigate others’ goals.

Games really support and enforce experiential learning through its feedback loops and iteration through many game plays. Learning how to play the same game multiple times with different people helps players observe and examine different play styles. Often playing against the same players multiple times makes it so that different tactics and strategies can be utilized in order to discover new avenues towards victory.

Survey Study Review: Who is the IDEAL Tabletop Player?

The previous sections covered the major elements that not only go into being a better tabletop and board game player; but also the environmental factors that influence how these expectations work in practice. This was examined on two levels: from a personal perspective and a group perspective.

Game structure, goals, and feedback from the game; game rules and formal game elements were aspects that were mostly associated with an individual’s grasp of these concepts; their experience with them; and how they’ve applied them in the past.

These experiences in turn affected and influenced a more group focused aspect of tabletop and board game play which requires that players think about themselves as individual agents who are playing against other people; or with them according to the game. In addition, these players must also consider the needs of the group.

This means that players as individuals and as team members must establish and support group norms and needs. This goes hand in hand with supporting acting within the “magic circle” of games. As such, the group is comprised as two halves. The first one working as a cooperative with each other to support each other’s successful play of the game, and other half working with (cooperative) or against (competitive) each other according to the design and spirit the game.

There existed three major factors that influenced how a successful tabletop group of board game players would interact, play, and engage with one another. The first was through active and transparent communication with one another. The second was based on player roles within the group (i.e. the game host and players). The third consisted of play style. The last was most dependent on the type of game being played (either competitive or cooperative) as well as the experience of the player.

All of this informs the original statement offered in answering the question “Who is the ideal the ideal tabletop player?” Which was summarized down to the phrase:

“Be easy to play with and hard to play against.”

This statement in essence supports the cooperative and group goals of the tabletop group to support, communicate, and engage transparently with one another. The other supports the dedication to the game’s magic circle and the desire and motivation for players to play against each other (or the game) to the best of their ability.

These factors alone don’t inform all aspects of suitable and acceptable tabletop and board game play. Therefore, a study was constructed and offered to the grater tabletop and board gaming community to garner their responses to the question “Who is the ideal tabletop player?”

Study Overview

The study’s main question was offered as a news article on www.universityxp.com on December 9, 2022 asking the question: “What makes the IDEAL tabletop player?” The formal statement “Be easy to play with and hard to play against” was offered as a succinct way to summarize and balance the needs of the group as well as individual players.

In addition, the news article included a link to a survey asking participants to help answer the question by providing responses to five (5x) questions indicated on the survey. Those questions included:

What is ONE thing that GOOD tabletop players DO?
What is ONE thing that GOOD tabletop players AVOID DOING?
What is ONE thing that BAD tabletop players DO?
What is ONE thing that BAD tabletop players AVOID DOING?
Additional Comments

Potential respondents were also offered the following rubric used to process their responses: “You and others may complete the survey as many times as you’d like. You may share the survey with other members of the tabletop gaming community. Survey opens on Friday December 9, 2022 and closes on Tuesday December 20, 2022.”

Furthermore, the following privacy statement was offered to potential respondents: “Completing the survey is a voluntary activity. Survey responses are submitted anonymously. Responses will not be linked to any individual contributor. Data will only be examined and published in aggregate. The results of the survey and the finished article will NOT be shared directly with contributors unless they opt into receiving the results. You may opt into receiving the results by submitting your name and email address through a separate opt in form here. It is not mandatory for you to opt into receiving the results. Instead, you may check: https://www.universityxp.com/blog once the article has been published. The article is tentatively slated for publication in late January or early February 2023.”

Study Sample Population and Groups

The study was publicized to tabletop and board game communities soliciting responses. The communities asked included the following thirty-one (31x) groups:

The study was also posted to the board games subreddit on /r/boardgames/. However the post was removed by moderators of the group stating that “This post is off-topic to /r/boardgames and has been removed. The subject matter may not fit the subreddit, only tangentially related to board games, or there exists a much better subreddit for this topic.” Therefore, responses could not be ascertained from this community.

Study Responses and Data Set

The survey opened and began collecting responses on Friday December 9, 2022 and closed on Tuesday December 20, 2022. During that time a total of twenty-five (25x) viable responses were received. Those responses were reviewed, sorted, and categorized according to different themes of participants responses. Those major themes extracted from the data are indicated below.

Study Themes

Participants provided survey responses that addressed ten (10x) separate and distinct themes. Those themes included sportsmanship; player and group expectations; formal rules; communication; attention; distraction; player agency; physical space; cooperative hosting; and player strategy.

Some of these themes represented similar conclusions indicated by the literature covered earlier in this article, while others diverged from it. The following sections include an in-depth analysis of these themes including actual survey responses.

Sportsmanship

The most popular theme indicated in the study was “sportsmanship” which was identified in fifteen (15x) responses. Specifically, this theme was divided into three (3x) sub-themes which included: temperament; decisions; and “griefing.”

Study respondents indicated that good players don’t lose their temper when the game doesn’t go their way. Likewise bad players take things personally when they don’t succeed in the game. An overall connection between personal feelings and game performance was indicated in the ability to display good sportsmanship in this response. Specifically, good tabletop players “respect the dignity of other players” as well as maintain a divide between what happens in the game and their personal interpretation of it.

Likewise, good players do not lament or otherwise criticize their own or other players decisions in the game. Thus, good players take responsibility of the errors from their actions and accept the outcomes of events that they have no control over (such as RNG through dice rolls or otherwise randomized events).

Finally, sportsmanship was indicated as a matter of maintaining the “magic circle” of the game as well as group norms and expectations through their play. This manifested itself through the avoidance of kingmaking activities to spite other players as well as to maintain investment in the games despite their individual performance. The latter is of particular importance as the investment into the game as an activity is important for both individual players as well as the entire experience of the game group. Therefore, underperforming, as a result of their personal performance, diminishes the overall play experience for others involved.

Expectations

Expectations represented the second most identified theme in the survey study which was tagged in fourteen (14x) responses and is divided into three sub-themes including: games-based investment; group-based investment; and group dynamics.

The ideas and themes of sportsmanship carry over to this thematic category as the games-based investment sub-theme indicated the connection and integrity of the social contract for the game as a necessary component for all players involved. Paradoxically, this means looking out for other players by also looking out for oneself and playing to the best of your ability, even though the game may have progressed to a point where some are no longer able to adequately compete against others.

This influenced the group-based investment sub-theme as bad board game and tabletop players will attempt to subvert the intent of the game designers as well as the expectations of other players when playing the game. This can manifest itself in different ways including making “"random" or "wrong" moves "just because" (i.e. Playing for the "evil" side during a social deduction game if they are actually "good")”

Finally, group dynamics were identified as the final sub-theme of game and player expectations. Specifically, how those expectations ca be malleable and changeable throughout the course of play. This includes giving players adequate time to make decisions and take turns in games.

Of course, the amount of “appropriate” time to give these players varies from group to group and from play session to play session. Likewise, group dynamics also addresses how inter-player relationships are mitigated when new players join the group for the first time and how they are welcomed and made to feel a part of a collaborative activity. One of the first of which is dedication towards following and understanding the rules of the game.

Rules

Rules represented the next most popular theme tagged in eleven (11x) of the responses and is subsequently divided into three (3x) sub-themes: listening, clarity, and consistency.

Respondents to the study indicated that listening to the rules were a critical part of being a good board game and table top player. However, in addition to listening to the rules they also “…double check their assumptions about how to play before play starts.” Furthermore, good players not only listen and interpret the rules; but also offer up further explanations to other players as questions come up during play.

This speaks to the sub-theme of clarity where good players clarify (as part of a collaborative group process) the “…legality of a questionable move with the group before proceeding.” Good players further “play by the rules, especially edge cases.” These specific scenarios possess an integral bearing on the overall impact of the game as edge cases could reveal an unfair advantage during play.

Such is the case for the discovery and exploitation of a loophole during gameplay. Conversely, bad players argue for points in play that are not specifically covered in the rulebook, and often to their benefit and advantage.

Finally, consistency was the last of the sub-themes under rules. Specifically, when it addresses the application of game rules throughout game play and to all players equitably. Good players will strive to ensure that game play serves the overall experience. Therefore, the rules are meant to structure and give procedure to play, but that the overall experience of the game is in the hands of the players and with each other.

Communication

Communication represented the next most popular theme tagged in eleven (11x) of the responses and is subsequently divided into four (4x) sub-themes: transparency, jargon, clarity, and focus.

Transparency was an important aspect to ensure that communication was completed within the group to its’ benefit. Specifically making sure that new players had all the same information as the experienced players when it addressed the game structure and rules. This transparency was however double sided as it included being transparent with the rest of the group when the game requires it; but also opaque when the game required that players hide certain information from each other (such as with social deduction games).

Additionally avoiding “jargon” in game communication was considered critical. This meant using terms that all other players were familiar with and explaining new or misunderstood terms. This was essential with experienced players playing with new players and using jargon to their advantage to confuse those new players. Doing so violated the common group agreements and the magic circle of the game.

This influenced “clarity” in communication as group members are clear with each other as well as a player who has a specific role (i.e. a dungeon master) who openly communicates with the rest of the group; their options; and the overall structure of the game. This also meant avoiding talking over other players when communicating as well as asking good questions that are relevant to the experience at hand.

Finally, focus represented the last sub-theme of communication where game related conversation and non-game related conversation is balanced out in favor of a positive group experience. This means that while not explicitly banned at the table, talk about the game and its flow was paramount over idle chit chat.

Attention

Attention represented the next most popular theme tagged in ten (10x) of the responses and is subsequently divided into two (2x) sub-themes: focus and follow.

Focus required that players pay attention to the game, the game state, and most importantly when it was their turn in turn-based games. This meant that the game experience could flow and continue to progress to the group’s benefit. Good tabletop and board game players were identified as those who knew it was their turn without having to be reminded.

In addition to this, following other players activities, turns, and actions was also important for good players to observe. Specifically, when it related to changes in the game and game state that would inevitably affect their next turn’s actions. Ignoring this could create a social faux pax that negatively affects the group’s dynamic by misplaying an action that has negative consequences. A misstep that could have been avoided by adequately following other players’ activities.

Distraction

Distraction represented the next most popular theme tagged in ten (10x) of the responses and is subsequently divided into two (2x) sub-themes: phones and other players.

Phones represented a point of contention for tabletop players. Specifically, when checking phones meant a distraction from the game host who is specifically leading the rules teach of the game. This doesn’t mean that players can’t check their phones; rather that they do so in a manner that doesn’t adversely affect the group, as well as their ability to adequately lean and play the game.

Lastly, other players represented a source of distraction from game play. Specifically, when behavior undertaken by individual players slowed down or negatively affected the actions of others. This manifested itself when good players let other players take their turns uninterrupted during the course of play with “Good players avoid distracting other players when it’s their turn to keep the game rolling.” And “Good players avoid side conversations and other distractions/distracting actions (phone, etc).” This also addressed the rules teach as good players avoided interrupting the host as they were teaching the rules of the game to the rest of the group.

Agency

Agency represented the next most popular theme tagged in nine (9x) of the responses and is subsequently divided into two (2x) sub-themes: others’ autonomy and singular autonomy.

Autonomy is important for gameplay – particularly when it relates to player agency and how players take actions and make decisions in games. Therefore, good tabletop and board game players respect other player’s autonomy by avoiding “forcing their choices on other players.”

While it may depend on the specific group and the players around the table, this could also include respecting their desire to not take advantage of tactical and strategic insight. For example, good tabletop players avoid “giving advice which not asked for” as well as “alpha gaming/discount fellow players’ choices.”

Conversely, this is also mirrored in respecting the singular authority of players. This is most frequently seen in cooperative games with open information in which one player can “take control” of the game through a phenomenon known as “alpha gaming.” The Alpha Gamer in this scenario dominates the play experience and subsequently the actions and activities of all other players. Therefore, good tabletop players known how to avoid this.

Furthermore, good tabletop players know how to respect and action their own autonomy by making the pivot to switching their strategy and tactics when the game situation demands it. Likewise, they also must respect and commit to their decisions (no matter what the outcome is) in service of the game, the play experience and the group as a whole.

Physical Space

Physical space represented the next most popular theme tagged in seven (7x) of the responses and is subsequently divided into two (2x) sub-themes: eating & drinking and components.

The physical environment is a common element for tabletop gaming, board gaming, and any venue or modality where there are physical components that are used or shared during play. Therefore, eating and drinking at the table is a common consideration for these players. Good players “show common decency for the shared physical space of the game.” Good tabletop players can respect the physical space while eating and drinking by either using a napkin during play or avoiding consuming food or beverages all together.

Furthermore, good tabletop players also assist and help the group at the beginning and or end of the play session by collecting and distributing components as part of the setup and takedown process. Likewise, they also honor and take care of components by not bending cards; by treating fragile and small components carefully; and by respecting the property of other players.

Cooperative Hosting

Cooperative hosting represented the next most popular theme tagged in seven (7x) of the responses and is subsequently divided into two (2x) sub-themes: collaborating with the host and working with other players.

Cooperative hosting consists of the hosting duties of the game as well as the norms, values, and needs of the group. Therefore, good players made sure that the host was recognized in their effort and activity and ensured that they were appreciated for their effort.

Likewise, less experienced players could be supported in the theme of “cooperative hosting” by making sure that more experienced players helped them throughout the teaching process as part of a group effort. In addition, bad players didn’t consider the needs and feelings of other players when playing the game. This could be more important in scenarios where there are significant age differences between players along with the subsequent emotional maturity of all players.

This means that as part of cooperative hosting duties; good players ensure that all elements of the game play including deciding to play the game; setup; teaching; playing; scoring; and take down is done in the service of the game group and the play experience, rather than making the experience solely for themselves.

Strategy

Finally, strategy represented the last most popular theme tagged in six (6x) of the responses and was not divided into any sub-themes.

Study respondents here indicated that bad players attempt to subvert the cooperative hosting and teaching of tabletop games by explaining strategy during the rules explanation. Likewise, bad players also didn’t watch, learn, and adapt from other players’ actions and respond accordingly. As such, they were more prone to the negative consequences of such plays.

Good players meanwhile focused and visualized other players possible actions and how they would respond in turn. Such was a dedication and examination of Yomi in play that helped them develop a strategy as the game progressed. Lastly, bad players failed to see how different aspects of the game’s mechanics influenced and affected one another. This examination and understanding of these game dynamics helped influence and determine what strategy they would adapt within the game moving forward.

Applications for Learning and Education

While learning how to be a good tabletop and board game player has obvious applications for casual gamers and players alike; there are still uses for this in the applied games and the games-based learning realms.

The first is that game play as an interactive and social activity that requires the participation of others in the group and a dedication towards the overall players experience. From a design standpoint, this also means that serious games and games created for learning must intrinsically tie together the game’s mechanics and learning activities to meet stated learning outcomes.

Additionally, examining the tabletop game group as a collective whole highlighted the importance of determine and distributing responsibility in a way that collectively helps the process. This means that groups of players that can come to an agreement on what they want from the play experience and then working towards that experience are better for it. By extension, groups of learners can do the same for any type of collaborative project: games-based learning or group work included.

This doesn’t mean that all groups should require highly experienced individuals. Rather, players and learners from different backgrounds and experience levels can combine their knowledge to work with one another to practice and develop the skills surrounding collaborative planning, expectations, and leadership. Such an outcome can be attained through the tabletop game group or from other applications of games for learning.

Finally, cooperative group engagement for tabletop game play also manifests itself in positive game outcomes. Should those game outcomes be tied to learning outcomes then a collaborative result of content engagement and mastery emerges from successful group play.

Takeaways

This article examined in depth what it takes to be the ideal tabletop and board game player. This question was examined from multiple perspectives and discussed sources on tabletop game play; game elements; and group dynamics.

Teaching and game hosting were covered in addition to how game structure, goals, and feedback all address and influence how good tabletop players examine a game and interact with one another. The form in which players interact with the game was based on a thorough understanding and application of the rules and game elements.

All of this however hinged on supporting competing personal and group interests in game play. Personal and group outcomes must be balanced to have a successful game group as well as establish oneself as an ideal tabletop player.

These expectations were based on the establishment and adherence to the expectations of the magic circle and the game group as a cooperative social contact with one another. This social contract extended to specific priorities in game play including accurate and transparent communication; the active management of player roles; and the mitigation of different players’ styles.

This article also included the results, analysis, and interpretation of a survey study conducted within the tabletop and board game communities which addressed several major themes outlining the best aspects of ideal tabletop players. Those included sportsmanship, expectation management, rules, communication, attention, distraction, agency, physical space, cooperative hosting and strategy.

Finally, this article closed on the applications of the results of this study and their use for applied games, serious games, and games-based learning for teaching, training, learning, and education.

This article was about what makes an ideal tabletop and board game player. To learn more about gamification, check out the free course on Gamification Explained.

Dave Eng, EdD

Principal

dave@universityxp.com

www.universityxp.com

The following represents the responses to the optional “additional comments” field in the study’s survey. These responses are unedited.

“Great work!”
“Bad players are generally selfish, self-serving people IRL. Good players usually have everyone’s best interests at heart IRL.”
“good players avoid doing bad things. bad players don't do good things. the questions feel symmetrical.”
“In the case of RPGs, the Ideal Table top player is a Proactive player.”
“I generally find that the people I enjoy playing with play to win but don't care about winning. That is, they will play the game appropriately, by the rules, with the intention of scoring the most points (or whatever the game winning mechanism is), but at the end of the game we all say good game and thank the host for hosting. It doesn't matter who wins. Also, if given the option, they will pick the move that is positive for them rather than negative for their opponent. Playing with people who make (excuse my lack of a better phrase) dick moves can ruin a game and an evening quickly. Atmosphere is important.”
“Good players are open to new games even if it doesn't seem like they will enjoy it.”
“Keen to read this article!”
“A stressful and challenging game isn't necessarily bad. It can be fun if everybody is on board and expects it. The same can be said for Take-That or Player Elimination games.” “These games can go very badly with one or more bad players at the table.”
“Play more games.”
“It would be great to do a survey on what makes a good GM!”
“Obviously, talking over others is good in some situations. I mean PLAYERS talking over each other, not the characters.”
“First step to be a good player is to show up.”

References

Achterbosch, L., Miller, C., & Vamplew, P. (2017). A taxonomy of griefer type by motivation in massively multiplayer online role-playing games. Behaviour & Information Technology, 36(8), 846-860. https://www.tandfonline.com/doi/full/10.1080/0144929X.2017.1306109

AEU LEAD. (2022, May 11). 10 qualities of an excellent team player. Insights From AEU LEAD. Retrieved January 25, 2023, from https://lead.amequity.com/insights/article/10-qualities-of-an-excellent-team-player

Ariella, S. (2022, July 6). 12 qualities of an effective team player (with examples). Zippia 12 Qualities Of An Effective Team Player With Examples Comments. Retrieved January 25, 2023, from https://www.zippia.com/advice/team-player/n

Bar, A., & Otterbring, T. (2021). The role of culture and personality traits in board game habits and attitudes: Cross-cultural comparison between Denmark, Germany, and USA. Journal of Retailing and Consumer Services, 61, 102506. https://www.sciencedirect.com/science/article/pii/S0969698921000722

Board Game Halv. (2021, March 7). What is an engine-building board game? Board Game Halv. Retrieved January 25, 2023, from https://www.boardgamehalv.com/what-is-an-engine-building-board-game/

Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active learning in higher education, 12(1), 23-33. https://journals.sagepub.com/doi/abs/10.1177/146978741038772

CMOE. (2022, November 8). The 7 characteristics of a good team player. CMOE. Retrieved January 25, 2023, from https://cmoe.com/blog/characteristics-great-team-player/

Craymond. (2017, February 15). The Golden Rule and the magic circle. Active Learning in Political Science ©. Retrieved January 25, 2023, from https://activelearningps.com/2017/02/15/the-golden-rule-and-the-magic-circle/

Eng, D. (2019, December 10). Decision Space. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/12/10/decision-space

Eng, D. (2019, July 31). Fun Factors. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/7/31/fun-factors

Eng, D. (2019, June 04). Formal Game Structures. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/6/04/formal-game-structures

Eng, D. (2019, June 18). Feedback Loops. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/6/18/feedback-loops-in-games-based-learning

Eng, D. (2019, October 08). Game Dynamics. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/10/8/game-dynamics

Eng, D. (2019, October 29). Gaming with Motivation. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/10/29/gaming-with-motivation

Eng, D. (2019, September 10). The Player Experience. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/9/10/the-player-experience

Eng, D. (2019, September 17). Player Interaction. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2019/9/17/player-interaction

Eng, D. (2020, August 20). What is Player Agency? Retrieved January 25, 2023, from http://www.universityxp.com/blog/2020/8/20/what-is-player-agency

Eng, D. (2020, December 3). Game Mechanics for Learning. Retrieved January 25, 2023, from http://www.universityxp.com/blog/2020/12/3/game-mechanics-for-learning

Eng, D. (2020, February 20). Game Components. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/2/20/game-components

Eng, D. (2020, January 09). Socializing Games. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/1/9/socializing-games

Eng, D. (2020, January 16). How do I win? Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/1/16/how-do-i-win

Eng, D. (2020, July 9). What is the Magic Circle? Retrieved January 25, 2023, from http://www.universityxp.com/blog/2020/7/9/what-is-the-magic-circle

Eng, D. (2020, March 26). What is Games-Based Learning? Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/3/26/what-is-games-based-learning

Eng, D. (2020, May 28). What are interactive experiences? Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/5/28/what-are-interactive-experiences

Eng, D. (2020, October 1). What makes a good rule book? Retrieved January 25, 2023 https://www.universityxp.com/blog/2020/10/1/what-makes-a-good-rule-book

Eng, D. (2020, September 10). What is Intrinsic Motivation? Retrieved January 25, 2023, from https://www.universityxp.com/blog/2020/9/10/what-is-intrinsic-motivation

Eng, D. (2021, July 27). How to teach someone to play a game. Retrieved January 25, 2023 https://www.universityxp.com/blog/2021/7/27/how-to-teach-someone-to-play-a-game

Eng, D. (2021, July 6). What is Kingmaking? Retrieved January 25, 2023, from https://www.universityxp.com/blog/2021/7/6/what-is-kingmaking

Eng, D. (2021, October 26). Applied Games-Based Learning. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2021/10/26/applied-games-based-learning

Eng, D. (2021, September 28). Playing serious games. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2021/9/28/playing-serious-games

Eng, D. (2022, August 30). What is Yomi?. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2022/8/30/what-is-yomi

Eng, D. (2022, December 6). What are Game Goals and Objectives?. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2022/12/6/what-are-game-goals-and-objectives

Eng, D. (2022, September 27). What is Strategy in Gameplay?. Retrieved January 25, 2023, from https://www.universityxp.com/blog/2022/9/27/what-is-strategy-in-gameplay

Fehr, E., & Fischbacher, U. (2004). Social norms and human cooperation. Trends in cognitive sciences, 8(4), 185-190. https://www.sciencedirect.com/science/article/pii/S1364661304000506

Fischer, R., Callander, R., Reddish, P., & Bulbulia, J. (2013). How do rituals affect cooperation? Human Nature, 24(2), 115–125. https://link.springer.com/article/10.1007/s12110-013-9167-y

Goodwin, M. W. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in school and clinic, 35(1), 29-33. https://journals.sagepub.com/doi/abs/10.1177/105345129903500105

Great Bridge Links. (2021, July 21). Guide to become a consistently good board game player. Great Bridge Links. Retrieved January 25, 2023, from https://greatbridgelinks.com/guide-to-become-a-consistently-good-board-game-player/

Gross, J., & Vostroknutov, A. (2022). Why do people follow social norms?. Current Opinion in Psychology, 44, 1-6. https://www.sciencedirect.com/science/article/pii/S2352250X21001494

H, M. (2016, March 28). Question of the month: The "alpha" gamer • the league of nonsensical gamers. The League of Nonsensical Gamers. Retrieved January 25, 2023, from http://www.nonsensicalgamers.com/question-of-the-month-the-alpha-gamer/

H., B. (2019, March 26). Tabletop Tuesday – social contracts and table norms. Pop Culture Uncovered. Retrieved January 25, 2023, from https://popcultureuncovered.com/2019/03/26/tabletop-tuesday-social-contracts-and-table-norms/

Heinzman, A. (2019, November 7). What is RNG in video games, and why do people criticize it? How. Retrieved January 25, 2023, from https://www.howtogeek.com/446695/what-is-rng-in-video-games-and-why-do-people-criticize-it/

Herrity, J. (2019, October 17). 6 qualities that make a great team player | indeed.com. Retrieved January 25, 2023, from https://www.indeed.com/career-advice/career-development/team-player-qualities

Hillary. (2021, September 2). How to get better at strategy games: Board gamer tips. Game Night Gods - Plan Your Next Game Night. Retrieved January 25, 2023, from https://gamenightgods.com/become-a-better-board-gamer/

Iradian, M. (2021, October 29). Tips for teaching new board games to friends and strangers –... Meeple Mountain. Retrieved January 25, 2023, from https://www.meeplemountain.com/articles/tips-for-teaching-new-board-games-to-friends-and-strangers/

Kent State University . (2023). What is experiential learning and why is it important? Kent State University. Retrieved January 25, 2023, from https://www.kent.edu/community/what-experiential-learning-and-why-it-important

Little, J. (2005, February 8). Social Contract of Gaming? I think not!!Jay Little. BoardGameGeek. Retrieved January 25, 2023, from https://boardgamegeek.com/geeklist/6336/social-contract-gaming-i-think-not

McMillan, D. (2021, April 30). Board game step ladder – asymmetric roles. Meeple Mountain. Retrieved January 25, 2023, from https://www.meeplemountain.com/articles/board-game-step-ladder-asymmetric-roles/

Mind Tools Content Team. (n.d.). Home. MindTools. Retrieved January 25, 2023, from https://www.mindtools.com/ackh7tt/how-to-be-a-great-team-player

Perry, E. (2022, May 29). How to be a good team player at work: 8 tips. How to Be a Good Team Player at Work: 8 Tips. Retrieved January 25, 2023, from https://www.betterup.com/blog/how-to-be-a-good-team-player

Pope, A. (2021, October 4). 15 qualities of a great team member. Time Doctor Blog. Retrieved January 25, 2023, from https://biz30.timedoctor.com/team-member-qualities/

Riechers, M. (2022, December 6). What board games teach players in the 'magic circle'. Wisconsin Public Radio. Retrieved January 25, 2023, from https://www.wpr.org/what-board-games-teach-players-magic-circle

RPG Museum . (n.d.). Social Contract. RPG Museum. Retrieved January 25, 2023, from https://rpgmuseum.fandom.com/wiki/Social_contract

Sargeantson, E. (2023, January 19). 39 ways to be better at board games and win! My Kind of Meeple. Retrieved January 25, 2023, from https://mykindofmeeple.com/better-at-tabletop-board-games-win/

Siciliano, J. I. (2001). How to incorporate cooperative learning principles in the classroom: It’s more than just putting students in teams. Journal of management education, 25(1), 8-20. https://journals.sagepub.com/doi/abs/10.1177/105256290102500103

Silbert, D. (2023, January 25). 5 qualities of a great team player. The Predictive Index. Retrieved January 25, 2023, from https://www.predictiveindex.com/blog/team-player/

TalentBridge. (2022, November 3). 7 qualities of an effective team player. TalentBridge. Retrieved January 25, 2023, from https://talentbridge.com/blog/7-qualities-of-an-effective-team-player/

thegiantbrain. (2022, February 23). RPGs and the social contract - there will be games. Retrieved January 25, 2023, from https://therewillbe.games/87910/7460-rpgs-and-the-social-contract

Vasilij. (2023, January 10). Why am I so bad at board games? (5 reasons). Victory Conditions. Retrieved January 25, 2023, from https://victoryconditions.com/why-am-i-so-bad-at-board-games/

Cite this Article

Eng, D. (2023, January 31). The Ideal Board Game Player. Retrieved MONTH DATE, YEAR, from https://www.universityxp.com/blog/2023/1/30/the-ideal-board-game-player

Internal Ref: UXP34IH1X949