BUX, your moneygame

Reasons and features for playing BUX

If you have the time and inclination, the following is an incomplete list of features and reasons to play this game. (Do you really want to do this?)

  1. Fun, pleasure, relaxation,
  2. Appealing, attracting, inviting,
  3. Culture-, gender-, age-, class-leveling,
  4. Entertains and subliminally and non-verbally allows the experiencing of complex issues,
  5. Creates a story of one trying to achieve his/her vision against economic odds,
  6. Engaging, sustains focus and interest,
  7. Interesting, a constant supply and variety of challenging situations in need of resolution,
  8. Challenging in an appropriate, relevant, up-to-date medium,
  9. Stimulates, motivates productive behavior through competition,
  10. Adaptive to multiple learning styles,
  11. (Economic) interaction with diverse others regardless of class, socioeconomics...
  12. Requires attention, thought and focus for sustained periods
  13. Requires active rather than passive learning
  14. Requires response and social interaction, negotiation and actions within peer-accepted norms
  15. Requires instant performance– quick feed-back, mistakes instantly corrected, instant gratification
  16. Allows mistakes and experimentation without thought of harm
  17. Allows a life-simulation of independent performance in an economic world
  18. Offers the intimate experience of one’s role in a global, competitive, economic environment
  19. Offers direct relevance to one’s future
  20. Fast acting, quick teaching, rapid development of cognitive and non-cognitive skills
  21. Allows imagination and exploration of unlimited alternatives
  22. Allows choice of multiple learning styles– Logical, physical, (aural-verbal), visual, social, solitary
  23. Allows all to feel and show competence thereby reducing psychosocioeconomic self-perceived status differences
  24. Develops confidence and self-esteem from having had success in achieving goal(s)
  25. Reduces emphasis on book and classroom linguistic-only approach considered unappealing by some
  26. Allows and requires implementation of multiple intelligences (some immeasurable)
  27. Allows creative, experimental learning with verification and modification
  28. Allows and develops complex, multi-dimensional problem solving and decision-making
  29. Allows and supports peer learning and social learning
  30. Allows and supports experiential learning through first-person involvement
  31. Allows easy and natural transference from game experience to real-world environment
  32. Allows and develops open-ended reasoning by repeated decision-making to economic challenges
  33. Develops frontal lobe use and executive functioning
  34. Allows and develops observational learning for players seeing how others handle realistic economic situations
  35. Allows self-paced instruction– start, stop, rewind, slow down, speed-up learning rates
  36. Allows learning any time, any where with any one in proximity
  37. Structures and develops thoughts and schemas relating to objectives, actions and strategies
  38. Requires and develops non-cognitive skills– grit, persistence, flexibility, adaptability, resilience…
  39. Allows mixing/ice-breaking across all groups
  40. Gives simple, quick, one-number result for rapid evaluation
  41. Improves speed and quality of learning. (This 60-item list can be addressed to some degree as part of a process occurring within 30 class sessions.)
  42. Reduces limited evaluation that stratifies students based on traditional, out dated testing methods
  43. Requires and uses more parts of the brain for more complete and effective learning
  44. Stimulates introspection and inspection of one’s value-producing abilities (i.e., competence)
  45. Stimulates one’s personal economic awareness as a valued, producing member of the economic system
  46. Subliminally teaches the fundamental rules of supply-demand economics through its own rules
  47. Allows interaction with those not familiar with each other for more diverse exchange of ideas
  48. Allows rewards where appropriate for performances
  49. Allows rules expansion to fit particular social, political, economic, cultural situations
  50. Enables repetitive practice and improvement in a continually stimulating environment
  51. Is highly efficient– cost-, time-, effort- and teach effective
  52. Is fully portable allowing a wide range of venues enabling global interaction
  53. Demonstrates the value of economic value– the fundamental concept of productive life
  54. Naturally enables rapid, simultaneous presentation of multiple concepts and issues
  55. Enables observation so facilitator can rapidly detect sources of problems
  56. Enables facilitators to more finely target and develop specific areas of performance that need improvement
  57. Results in players being (subliminally?) aware of how their economic states affect their feelings
  58. Results in having a platform, vocabulary and reason to spread economic productivity throughout the culture
  59. Results in all having a common vocabulary and structural understanding by which to express themselves in reference to personal productivity
  60. Results in players feeling in control and having a visual image of their role in a productive economy.
Choose any one or more of the above items, concentrate on it (them), devise some standard of evaluation (even observation), have your subjects play the game to proficiency, emphasize the item making connections where relevant, reevaluate and see the difference.