Game Design Merit Badge

Free Resources and Answers

Time: 2–4 weeks
Difficulty: Moderate
Setting: Indoor, project work
Best For: Scouts interested in games, design, creativity
Hands-On Level: Moderate
Eagle Required: No

The Game Design merit badge gives you a chance to create a game of your own. You will learn how different kinds of games work, including board games, card games, sports, and video games. You will look at rules, goals, choices, and challenges.

As you work on your game, you will plan the idea and build a first version. Then you will test it with other people. You will watch what happens, listen to feedback, and make changes when something does not work well.

This merit badge helps you practice creative thinking and problem-solving. You will also use communication, planning, and patience as you improve your game. By the end, you will have taken your own idea through the full game design process.

Download the Game Design Merit Badge Requirements

Game Design Merit Badge Pamphlet

Game Design Merit Badge Printable Requirement Check Off Sheet

Checklist for All Merit Badges

Help with Answers for Game Design Merit Badge Requirements

Find specific helps for some of the Game Design merit badge requirements listed below. Some of these resources will just give the answers. Others will provide engaging ways for older Scouts to introduce these concepts to new Scouts.

• Requirement 1: Games
• Requirement 2: Terms
• Requirement 3: Intellectual Property
• Requirement 4: Rules
• Requirement 5: Design a Game
• Requirement 6: Prototype and Test
• Requirement 7: Blind Test
• Requirement 8: Careers

Requirement 1a: Analyze Four Games

What You Need To Do

Choose four games you have played. Each game must use a different medium. Compare the games and discuss your results with your merit badge counselor.

Helpful Tips

• A medium is the format used to play a game.
• Common mediums include board games, card games, video games, sports, role-playing games, puzzles, and tabletop miniature games.
• Pick four games from four different mediums.
• For each game, identify the player format. Examples include one player, two players, teams, or a larger group.
• Write down the objective, which is what players are trying to do.
• List the main rules players must follow.
• Identify the resources used in the game. These might include cards, money, pieces, equipment, time, energy, or special abilities.
• Include the theme when the game has one. A theme might involve racing, space, sports, fantasy, or another setting.
• Describe what playing the game feels like. Consider the pace, challenge, choices, teamwork, and competition.
• Include what you enjoy and what you dislike about each game.
• Make a chart so the four games are easy to compare.
• Bring the chart when you meet with your counselor.

Resources

• What Is a Game? (video)

Leader Tips

• Help Scouts choose four games from clearly different mediums.
• Ask questions about the way each game works instead of giving answers.
• Encourage Scouts to use games they have actually played.
• Review the comparison chart before the counselor discussion.

Requirement 1b: Reasons People Play Games

What You Need To Do

Describe five reasons people play games. Give one game example for each reason.

Helpful Tips

• People play games for fun and relaxation. Mario Kart is one example.
• Some people play games to spend time with others. Uno is a game that works well for groups.
• Competition is another common reason. Chess gives two players a clear contest of skill.
• Some games help players practice facts or skills. Educational games often fit this reason.
• Exploration draws players into new places and settings. Minecraft gives players a large world to explore.
• Problem-solving is a reason many people enjoy puzzles. Sudoku is one example.
• Stories can also draw people into a game. Dungeons & Dragons lets players take part in an ongoing story.
• Your five reasons may be different from someone else’s choices.
• Use one clear reason and one matching game example for each answer.
• Be ready to describe why each game fits the reason you chose.

Resources

• What Is 8 Kinds of Fun? (video)
• What Is Play Value? (website)

Leader Tips

• Encourage Scouts to choose five clearly different reasons.
• Ask how each game example connects to the reason.
• Let Scouts use games from their own experience.
• Help them give clear examples instead of one-word answers.

Requirement 2: Game Design Terms

What You Need To Do

Choose five game design terms from the list in the requirement. Discuss each one with your counselor and connect each term to a specific game.

Helpful Tips

• Story is the plot or series of events in a game. In The Legend of Zelda, Link goes on a quest to defeat enemies and save Hyrule.
• Setting is the time and place where a game happens. In Minecraft, the setting is a block-based world with forests, caves, oceans, and other areas.
• Characters are the people, creatures, or figures in a game. In Super Mario Bros., Mario is the main character controlled by the player.
• Play sequence is the order in which actions happen. In Uno, players take turns in order around the table.
• Level design is the way stages or areas are built. In Super Mario Bros., each level uses platforms, enemies, obstacles, and a goal at the end.
• Interface design is the way players control a game and get information from it. In Fortnite, the screen shows health, weapons, supplies, and a map.
• Difficulty is the amount of challenge in a game. Dark Souls uses strong enemies and difficult battles to create a high level of difficulty.
• Balance is how a game keeps play fair. In Chess, both players begin with the same types and number of pieces.
• Depth is the amount of skill, planning, and variety a game offers. Magic: The Gathering has many cards and strategies, so players can keep improving their skills.
• Pace is the speed at which a game moves. Mario Cart uses fast movement and action, so players must react quickly.
• Replay value is the reason players want to play a game again. Minecraft has high replay value because players can explore new worlds and build different things.
• Age appropriateness is how well a game fits a certain age group. Animal Crossing: New Horizons uses simple controls, mild content, and activities suited for many younger players.
• Single-player games are played by one person. Solitaire is a single-player card game. Multiplayer games include two or more players, such as Among Us.
• Cooperative games have players work toward a shared goal. In Overcooked!, players work together to prepare and serve meals. Competitive games have players compete against one another, such as Mario Kart.
• Turn-based games give players separate turns. Pokémon battles are turn-based because players choose actions one at a time. Real-time games continue without waiting for turns, such as Fortnite.
• Strategy games depend mainly on planning and choices. Risk is an example because players plan attacks and defend territories. Reflex games depend mainly on quick reactions, such as Mario Cart. Chance games depend heavily on random results, such as dice rolls in Yahtzee.
• Abstract games focus mainly on rules and play. Checkers is an example because it has no detailed story or setting. Thematic games use a strong story, setting, or subject, such as the fantasy world in Dungeons & Dragons.
• Pick five terms you can connect to games you have played.
• Give a clear example of how each term appears in the game.
• Be ready to discuss how the term affects the way the game is played.

Resources

• Game Balance (video)
• User Interface (video)

Leader Tips

• Let Scouts choose terms connected to games they know well.
• Ask for specific examples from actual gameplay.
• Guide Scouts toward clear connections between each term and the game.
• Keep the discussion focused on five terms, even though all terms are listed for reference.

Requirement 3: Intellectual Property

What You Need To Do

Define intellectual property and describe the types used in game design. Describe how these creations are protected, why protection matters, and give an example of a licensed property.

Helpful Tips

• Intellectual property, often called IP, is a creation protected by law. Games may include many kinds of IP.
• Copyright protects original creative work. Game stories, artwork, music, characters, and computer code can be protected by copyright.
• The Legend of Zelda includes copyrighted artwork, music, story elements, and computer code.
• Trademark protection covers names, logos, symbols, and other marks used to identify a brand or product.
• The Super Mario name and related logos are examples of trademarks used with a game series.
• Patents can protect new inventions and certain new ways technology works.
• A new type of game controller or other gaming technology may qualify for patent protection.
• Copyright protection begins when an original work is created and recorded in a fixed form. Registration can provide added legal benefits.
• Trademarks can be protected through use, and registration can provide stronger legal rights.
• Patents must be granted by the government before the invention receives patent protection.
• IP protection gives creators and companies control over how their work is used.
• Protection can stop others from copying or selling protected work without permission.
• These rights can help creators earn money from the time and work they put into a game.
• A licensed property is an existing IP used with permission from its owner.
• LEGO Star Wars is an example of a licensed property. LEGO received permission to use Star Wars names, characters, settings, and other protected material.
• Licensed games often use familiar characters, stories, sports leagues, movies, books, or brands.

Resources

• Intellectual Property Rights in the Gaming Industry (video)
• What Game Designers Should Know About Copyrights and Trademarks (video)
• Intellectual Property Protection (website)
• The Role of IP in the Gaming Industry (website)

Leader Tips

• Use familiar games to connect each type of IP to a real example.
• Ask Scouts to identify which parts of a game may have legal protection.
• Guide Scouts toward the difference between creating original work and using someone else’s property.
• Include a clear example of permission through licensing.

Requirement 4a: Play With Standard Rules

What You Need To Do

Choose a game where players can change the rules or objectives. Summarize the standard rules and goal, then play the game using the normal rules.

Helpful Tips

• Choose a game you already know how to play.
• Good choices include basketball, hearts, chess, kickball, tag, or another game with clear rules.
• Write down the main objective of the game.
• List the basic rules players must follow.
• Include how a player or team wins.
• Play the game once with the standard rules.
• Pay attention to the pace of the game.
• Watch how players make choices and use strategies.
• Include the usual player experience before any rules are changed.
• Kickball is one example. Two teams take turns kicking and fielding.
• In standard kickball, the kicking team tries to score runs by moving around the bases.
• The fielding team tries to make outs and stop runs.

Resources

• P.E. Games—Kickball (video)

Leader Tips

• Help Scouts choose a game with rules they can change safely.
• Make sure Scouts play the normal version before testing changes.
• Ask questions about pace, choices, and player reactions.
• Let Scouts describe the game in their own words.

Requirement 4b: Propose Rule Changes

What You Need To Do

Create several changes to the rules or objectives. Predict how each change might affect the way the game is played.

Helpful Tips

• Change one rule or objective at a time.
• Make at least three different changes so each one can be tested.
• Write down each change before playing.
• Predict whether the game will become faster or slower.
• Predict whether the game will become easier or harder.
• Consider whether players may change their strategy.
• Consider whether one player or team may gain an advantage.
• Include how the change may affect fun, frustration, excitement, or teamwork.
• In kickball, moving the bases closer may lead to more scoring and less running.
• Adding a second ball may make the game faster and harder to follow.
• Changing how runners can be put out may make players take different risks.
• Keep each prediction clear enough to compare with the actual result later.

Resources

• Survival Kickball (video)

Leader Tips

• Guide Scouts toward changes with clear effects on gameplay.
• Keep safety in mind when changing physical game rules.
• Ask Scouts to make a prediction before each test.
• Avoid giving the expected result before the game is played.

Requirement 4c: Test Three Changes

What You Need To Do

Test one rule or objective change and watch how players act and feel. Repeat the process with two other changes.

Helpful Tips

• Test only one change at a time.
• Play long enough for the change to affect the game.
• Use the same players when possible.
• Watch for changes in strategy and decision-making.
• Look for changes in speed, scoring, teamwork, and competition.
• Pay attention to player reactions such as excitement, confusion, frustration, or boredom.
• Ask players how the changed rule affected their experience.
• Write down what happened after each test.
• Reset the game before testing the next change.
• In kickball, closer bases may lead players to run more often.
• A second ball may create more action but also more confusion.
• Another rule change may cause players to use a new strategy.

Resources

• 11 Kickball Games and Variations (website)
• Over-Under Kickball (video)

Leader Tips

• Give Scouts time to test each change fairly.
• Help them focus on player actions and reactions.
• Ask open questions after each round.
• Keep adult comments from shaping player responses.

Requirement 4d: Compare Predictions and Results

What You Need To Do

Discuss the results with your counselor. Describe how each change affected the players and compare the actual results with your predictions.

Helpful Tips

• Review each prediction before discussing the result.
• Describe what actually happened during the game.
• Include changes in player actions and strategies.
• Include changes in pace, scoring, or difficulty.
• Include the emotional experience of the players.
• State whether each prediction was accurate, partly accurate, or inaccurate.
• Give a reason for each comparison.
• Unexpected results are useful in game design.
• A rule change may affect the game in ways you did not predict.
• Feedback from players can help explain the results.
• Compare all three changes before meeting with your counselor.
• Be ready to discuss which change had the greatest effect on the game.

Leader Tips

• Ask Scouts to use specific examples from each test.
• Let incorrect predictions remain part of the discussion.
• Guide Scouts toward the link between a rule change and player behavior.
• Focus on the testing process rather than finding a perfect rule.

Requirement 5a: Write a Vision Statement

What You Need To Do

Write a vision statement for your new game. Include the medium, player format, objective, and theme. Add the setting, story, and characters when they fit your game.

Helpful Tips

• The medium is the format of the game. Examples include board game, card game, video game, sport, role-playing game, or a mix of formats.
• The player format describes who plays. A game may be single-player, multiplayer, cooperative, competitive, or a mix.
• The objective is the main goal. Players might earn points, reach a location, solve a problem, collect items, or defeat an opponent.
• The theme is the main subject or style of the game. Examples include mystery, sports, space, survival, history, or fantasy.
• The setting is the time and place where the game happens. A game might take place in a castle, on another planet, or in a modern city.
• The story gives players a reason for the events in the game. A player might be escaping danger, completing a mission, or searching for treasure.
• Characters are the people, creatures, or roles in the game. Each character may have a different job, skill, or goal.
• Keep the vision statement clear and focused.
• Make sure each part supports the same game idea.
• Record the vision statement in your game design notebook.
• Example: A two-player card game where rival explorers race to collect supplies and reach a hidden temple first.

Resources

• The Art of Game Design—Generating & Refining Ideas (video)
• The Art of Game Design: A Deck of Lenses (website)
• How to Make Your Own Board Game (video)

Leader Tips

• Help Scouts keep the game idea small enough to create and test.
• Ask questions about how the medium, goal, and theme fit together.
• Let Scouts make their own design choices.
• Encourage clear notes in the game design notebook.

Requirement 5b: Why Players Would Play

What You Need To Do

Describe why someone would want to play your game. Focus on the experience, challenge, or activity the game gives the player.

Helpful Tips

• Some players enjoy competition and trying to win.
• Some players enjoy working with others toward a shared goal.
• A fast game may appeal to players who enjoy quick action.
• A slower game may appeal to players who enjoy planning and strategy.
• A mystery game may appeal to players who enjoy clues and problem-solving.
• A story-based game may appeal to players who enjoy characters and adventures.
• A creative game may give players choices about building, drawing, or making things.
• Replay value can give players a reason to return to the game.
• Different cards, maps, choices, or opponents can make each play session different.
• Connect the reason to the actual design of your game.
• Example: Players may want to play because each round gives them different clues and a new mystery to solve.

Leader Tips

• Ask Scouts which type of player may enjoy the game.
• Guide them toward specific reasons instead of words such as “fun.”
• Connect each reason to a real part of the game.
• Let player interest guide later design choices.

Requirement 5c: Make Rules and Define Resources

What You Need To Do

Make a first list of rules for your game. Define the resources players use during play.

Helpful Tips

• Start with the setup. List what players do before the game begins.
• Include the order of play.
• List the actions players can take.
• Include any limits on movement, choices, cards, or other actions.
• Define how players gain or lose points, items, or other resources.
• Include the ending condition.
• State how a player or team wins.
• Resources are things used during the game.
• Physical resources may include cards, dice, boards, tokens, pieces, or timers.
• Digital resources may include health, energy, skills, money, or inventory items.
• Time can also be a resource when players have a time limit.
• Keep the first rule list simple. You can revise it after testing.
• Example: Each player starts with five cards, draws one card per turn, and uses cards to collect three treasure tokens.

Resources

• Game Design Tips—Rules (video)

Leader Tips

• Help Scouts include setup, play, ending, and winning rules.
• Check for rules that are missing or unclear.
• Ask how each resource affects player choices.
• Avoid adding extra rules before the first test.

Requirement 5d: Draw the Game Elements

What You Need To Do

Draw the main parts of your game. Get your merit badge counselor’s approval before you begin creating the prototype.

Helpful Tips

• Rough sketches are enough at this stage.
• Draw the board layout when the game uses a board.
• Sketch sample cards and include the information each card needs.
• Draw tokens, pieces, characters, or other game parts.
• For a video game, sketch screens, menus, buttons, maps, or controls.
• For a physical game, draw the play area and show where players or equipment go.
• Label important parts of each drawing.
• Use arrows or notes to show how parts work.
• Keep the drawings in your game design notebook.
• The drawings should help another person follow your idea.
• Do not spend time making finished artwork yet.
• Show the concept to your merit badge counselor.
• Wait for counselor approval before building the prototype.
• Example: A board game sketch may show the path, starting space, goal space, card areas, and places for game pieces.

Resources

• Paper Prototypes—A Secret Weapon for Strong and Fun Game Design! (video)

Leader Tips

• Keep the focus on function instead of finished artwork.
• Ask Scouts to describe how each drawn part is used.
• Check for missing game elements before counselor review.
• Make sure the Scout gets approval before prototype work begins.

Requirement 6a: Build the Prototype

What You Need To Do

Create a working prototype of the game from Requirement 5. Record your work in your game design notebook. Include safety rules and safe equipment when needed.

Helpful Tips

• A prototype is an early working version of your game.
• The prototype does not need finished artwork or expensive materials.
• Board games can use paper, cardboard, markers, coins, or spare game pieces.
• Card games can use index cards or paper slips.
• Video games can use simple graphics and basic controls.
• Physical games can use cones, chalk lines, balls, or other simple equipment.
• Include enough parts to play the game from start to finish.
• Test each piece, card, control, or rule before the full playtest.
• Physical games need clear safety rules.
• Safety rules may limit contact, throwing, running areas, or equipment use.
• Soft equipment, clear boundaries, and enough space can reduce injury risk.
• Show your counselor how safety has been included when it applies.
• Record what you built and any early problems in your game design notebook.

Resources

• Why Your Game NEEDS a Protoype! (video)
• Mastering Game Prototyping (video)

Leader Tips

• Keep Scouts focused on a working version instead of finished artwork.
• Help them find simple materials for the first prototype.
• Review safety for any game with movement or physical contact.
• Let the Scout make the design choices.

Requirement 6b: Test and Change the Game

What You Need To Do

Test the game with enough people to match the player format. Fix problems, make at least one change, play again, and record the results.

Helpful Tips

• Use enough players to match the game design.
• A two-player game needs two players for a proper test.
• A team game needs enough players to form the teams.
• Compare the play experience with the description from Requirement 5b.
• Watch for rules players find confusing.
• A hole in the rules is a situation the rules do not cover.
• A dead end leaves a player with no useful way to continue.
• A rule exploit is a loophole players can use for an unfair advantage.
• Ask players what felt clear, confusing, fun, slow, unfair, or frustrating.
• Fix unclear wording before the next test.
• Change at least one rule, mechanic, or objective.
• A mechanic is a main action or system used during play, such as drawing cards, trading, moving, or collecting points.
• Write down the reason for the change.
• Play the game again with the new version.
• Record whether the change had the effect you expected.
• An unexpected result is still useful information.
• Keep notes from each test in your game design notebook.

Resources

• How Playtesting Can Make Your Game Awesome! (video)

Leader Tips

• Let players give feedback before adults offer ideas.
• Ask the Scout to connect each change to a problem found during testing.
• Keep one clear version of the rules for each playtest.
• Focus on results instead of making the game perfect.

Requirement 6c: Repeat the Testing Process

What You Need To Do

Repeat the testing and revision process at least two more times. Record the changes and results from each round in your game design notebook.

Helpful Tips

• Complete at least three testing rounds in all.
• Each round should include a test, a review, a change, and another play.
• Change one or more parts based on what happened during the test.
• Keep track of which version of the game is being tested.
• Record who played and how many people took part.
• Write down the main problems found during each round.
• Record the change made after each test.
• Include the reason for each change.
• Play again to see how the new version works.
• Compare the result with what you expected.
• Some changes may improve one part of the game and create a new problem elsewhere.
• Player feedback may change from one group to another.
• Look for problems that happen more than once.
• Keep useful changes and revise changes that do not work.
• Record all results in the game design notebook.
• The notes should show how the game changed from the first prototype to the later versions.

Leader Tips

• Make sure Scouts complete the full process at least two more times.
• Ask for clear notes from each round.
• Guide Scouts toward testing one change at a time when possible.
• Let failed changes remain part of the record.

Requirement 7a: Write the Instructions

What You Need To Do

Write a complete instruction sheet for your game. Include the setup, objectives, rules, play sequence, and how the game ends.

Helpful Tips

• Start with a list of all game parts.
• Include the board, cards, pieces, dice, tokens, equipment, or other items.
• Describe where each item goes during setup.
• State the main objective of the game.
• Include how players start the game.
• List what players do during a turn or round.
• Put actions in the order they happen.
• Include any special rules or exceptions.
• State how players earn points, gain items, move, or complete goals.
• Include how the game ends.
• State how the winner is decided.
• Use short steps and clear wording.
• Include examples when a rule may be hard to follow.
• Have someone read the sheet before the blind test.
• Fix any parts the reader finds unclear.

Resources

• Playtests Are So Important in Game Dev! (video)

Leader Tips

• Ask Scouts to follow their own instructions from start to finish.
• Look for missing setup steps, actions, or ending rules.
• Guide Scouts toward clear wording and a logical order.
• Avoid rewriting the instructions for them.

Requirement 7b: Run a Blind Test

What You Need To Do

Give the game and instructions to players who have never played or watched the game before. Watch them play without giving help and record their feedback.

Helpful Tips

• A blind test uses players with no previous experience with the game.
• Use enough players to match the player format.
• Give players the instruction sheet and all needed game parts.
• Let the players set up the game by themselves.
• Do not answer questions during the test.
• Do not give hints or explain rules.
• Watch for places where players stop or look confused.
• Record any setup mistakes.
• Record any rules the players use incorrectly.
• Watch for parts of the game they skip.
• Pay attention to frustration, excitement, boredom, and other reactions.
• Look for rules players read more than once.
• Ask for feedback after the game ends.
• Ask which parts were clear and which parts were confusing.
• Record all feedback in your game design notebook.
• Keep your notes focused on the players’ experience.

Leader Tips

• Help the Scout find players with no previous experience with the game.
• Remind the Scout to remain quiet during play.
• Let confusion continue long enough to show where the instructions fail.
• Save questions and discussion until after the game.

Requirement 7c: Review the Results

What You Need To Do

Show your game design notebook to your counselor. Discuss player reactions, the game design process, your favorite part of the game, and possible changes.

Helpful Tips

• Bring all notes from the design, prototype, playtests, and blind test.
• Describe how the blind-test players reacted to the game.
• Include what players enjoyed.
• Include what players found confusing or frustrating.
• Compare the blind test with earlier playtests.
• Describe problems found only during the blind test.
• Review how the game changed from the first idea to the final test.
• Include changes that worked well.
• Include changes that did not work as expected.
• Choose the part of the game you like most.
• The favorite part might be the theme, rules, challenge, strategy, story, or another feature.
• Give a clear reason for your choice.
• Suggest at least one change based on the test results.
• A change might improve the rules, balance, pace, setup, objective, or instructions.
• Use feedback and test results to support each suggested change.

Leader Tips

• Ask Scouts to use examples from their game design notebook.
• Focus on how testing changed the game.
• Let Scouts identify their own favorite feature and future changes.
• Keep the discussion centered on the full design process.

Requirement 8a: Visit a Game Development Professional

What You Need To Do

With permission from your parent or guardian and approval from your counselor, meet with a professional who works in game development. Ask about the job and how it fits into the full game development process.

Helpful Tips

• Get permission from your parent or guardian before arranging the visit.
• Get approval from your merit badge counselor before the meeting.
• A game designer creates rules, goals, systems, and player experiences.
• A game programmer writes the code that makes a digital game work.
• A level designer creates stages, maps, challenges, and play areas.
• A game artist creates characters, objects, backgrounds, and other visuals.
• A sound designer creates music, voices, and sound effects.
• A QA tester finds bugs and other problems before a game is released.
• A producer helps manage the team, schedule, budget, and project goals.
• A game writer creates stories, dialogue, and character backgrounds.
• A UI designer creates menus, buttons, icons, and other screen elements.
• A game animator creates movement for characters, objects, and effects.
• A marketing specialist helps promote a game to possible players.
• Ask what the professional does during a normal workday.
• Ask which other jobs work closely with this position.
• Ask which skills are most useful for the job.
• Ask how this person’s work affects the finished game.
• Take notes during or soon after the meeting.

Resources

• International Game Developers Association (IGDA) (website)

Leader Tips

• Help the Scout find a professional with direct game development experience.
• Review the interview questions before the meeting.
• Encourage the Scout to ask follow-up questions based on the answers.
• Keep the Scout responsible for leading the conversation.

Requirement 8b: Meet With a Game Development Educator

What You Need To Do

Meet with a professional who teaches game development. Discuss the skills the educator focuses on in the classroom.

Helpful Tips

• A game development educator may teach at a school, college, camp, club, or training program.
• Some educators teach game design and rule creation.
• Some teach coding and programming.
• Some teach digital art, animation, or 3D modeling.
• Some teach writing, storytelling, and character design.
• Some teach testing and ways to improve a game.
• Communication is important because game development often uses teams.
• Problem-solving helps designers fix rules, bugs, and other problems.
• Project planning helps teams manage tasks and deadlines.
• Feedback helps students improve their work during testing.
• Ask which skills students use most often.
• Ask which tools or software students use.
• Ask which school subjects help prepare someone for game development.
• Ask how classroom projects are tested and revised.
• Ask which skills apply to several game development careers.
• Record the main points from the discussion.

Resources

• Student Game Developer Alliance (SGDA) (website)

Leader Tips

• Help the Scout find an educator with game development experience.
• Encourage questions about skills, projects, and career preparation.
• Let the Scout guide the discussion.
• Focus on skills used in real game development work.

More Merit Badge Resources

The Game Design merit badge gives Scouts a simple way to explore creativity, planning, and problem-solving. It fits well within the full merit badge program because it adds a design-focused option to a list that includes science, trades, arts, and outdoor skills. Scouts learn how games work, why rules matter, and how players make choices. This brings balance to the wide range of badges by offering a thoughtful activity that mixes imagination with structure.

It also connects to badges like Chess, Programming, and Art. Scouts who enjoy puzzles or creative projects often find Game Design a natural next step. It supports the program’s goal of encouraging many interests.

Learn More about Scouts BSA

The Game Design merit badge supports the larger goals of Scouts BSA by teaching planning, communication, and leadership. Designing a game requires clear thinking and steady effort.

It also ties into fitness, citizenship, and personal development. Play-testing builds teamwork. Understanding how games teach skills helps Scouts think about learning and community. These lessons strengthen confidence and judgment.

What is the Game Design merit badge?

The Game Design merit badge teaches Scouts how to create, test, and improve games. Scouts learn about game concepts, rules, and how to make games fun to play.

Do I need to create a video game to earn the Game Design merit badge?

No, you do not need to create a video game. You can design any type of game, including board games, card games, sports, or role-playing games.

Do I need special skills to earn the Game Design merit badge?

You do not need special skills. You just need to be creative, willing to learn, and ready to test and improve your game design.

What do I need to include in my game design notebook?

Your game design notebook should include your ideas, rules, sketches, test results, and changes you made to your game. It is a record of your game design process for the Game Design merit badge.

How long does it take to earn the Game Design merit badge?

The time it takes depends on how quickly you create and test your game. It usually takes several weeks to complete all the requirements, including testing and making changes.

Can I work with other Scouts to earn the Game Design merit badge?

Yes, you can work with other Scouts during the testing phase. However, you must create your own original game design.

What types of games can I design for the Game Design merit badge?

You can design board games, card games, sports, role-playing games, or video games. The choice is yours.

Do I have to present my game to my Game Design merit badge counselor?

Yes, you must present your game and your game design notebook to your Game Design merit badge counselor. You will discuss the game’s development, testing, and any changes you made.

Can I change the rules of my game during testing?

Yes, you are encouraged to change rules based on feedback. Improving your game is an important part of earning the Game Design merit badge.

Why is testing important for the Game Design merit badge?

Testing helps you see if your game is fun, fair, and clear. It shows you what works well and what needs to be changed.

The Game Design merit badge teaches Scouts how games are created. It covers different types of games, from board games and card games to video games and sports. Scouts learn about game mechanics, rules, themes, and storytelling. This merit badge isn’t just about playing games; it’s about making them fun and challenging for others.

To earn the Game Design merit badge, Scouts need to create their own original game. They begin by coming up with a vision, including the theme, medium, and objectives. They write the rules and define how the game works. Scouts also test their game with other players to see if it’s enjoyable, fair, and clear. They make changes based on feedback to improve the game.

Throughout the process, Scouts learn important skills like problem-solving, creativity, and teamwork. They also explore how different parts of a game fit together, making the overall experience engaging. The Game Design merit badge helps Scouts understand what it takes to bring ideas to life and create games that others will enjoy playing.

Earning the Game Design merit badge is a chance to dive into the world of game development. It’s a fun, hands-on experience that teaches valuable skills that can be used in many careers. Whether a Scout wants to design video games or simply make up a new backyard sport, this badge helps them understand the basics of good game design.