Page 142 - AC-3-3

Arts & Communication Fostering belonging through STEAM education

gameplay while incorporating educational content about
the local history and culture of Nacogdoches (Figure 2).
One particularly noteworthy creation, “Campus Life,”
demonstrated the sophisticated use of 3D modeling and
printing technology in presenting university landmarks.
The game board featured expertly crafted miniatures of
key buildings, from the student center to the stadium,
showcasing meticulous attention to architectural detail.
What caught our attention was the ingenious use of pine
tree tokens – a subtle nod to our affectionate “Pinewood
Campus” moniker. The innovative use of these tokens
required precise calibration of 3D printer settings to
achieve the desired level of detail (Figure 3).
Figure 2. Question cards from the Nacogdoches, Texas Tourist Board
Another compelling design, “Lumberjack Life,” Game, developed by an undergraduate student in an Art Appreciation
showcased advanced manufacturing techniques in its Course, 2024.
production. Students employed a combination of laser
cutting and Computer Numerical Control routing to create
a dynamic playing surface that incorporated elements of
daily student life, from exam preparation to sporting
events. The game’s question cards were particularly well-
executed, covering a range of university history and
traditions (Figures 4 and 5). During playtesting sessions, I
observed groups of students passionately debating answers,
often leading to impromptu storytelling about their own
experiences.
4.2. Fostering belonging through game design
Analysis of the students’ games and reflections through
Strayhorn’s framework of belonging revealed three distinct
dimensions of community connection that emerged
through the design process: place-based attachment, social
bonding, and institutional integration. The transformation Figure 3. Board game design themed around college life, created by a
in students’ sense of belonging became evident as they group of undergraduate students in an Art Appreciation Course, 2024.
progressed through the project, with each phase deepening
their connection to the university and local community.
Place-based connection manifested strongly in how
students encoded local identity into their games. Mia’s
tourist-themed game (Figure 1) exemplified this through
its careful representation of local landmarks and cultural
symbols. The integration of the “Axe ‘em Jacks” hand sign
and university traditions demonstrated a sophisticated
understanding of how physical places and cultural practices
intertwine to create community identity. The question
cards (Figure 2) further reinforced this connection by
prompting players to engage deeply with local history
and cultural knowledge. As one student reflected, “I’ve
lived here for years, but designing this game made me
see Nacogdoches in a whole new light.” This sentiment
was echoed by another student who noted, “I didn’t know Figure 4. Board game design featuring college life theme, created by a
much about the history of this town before this project. group of undergraduate students in an Art Appreciation Course, 2024.

Volume 3 Issue 3 (2025) 9 doi: 10.36922/ac.4437