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Most revolutions don’t start with nineteen cardboard hexagons, but Klaus Teuber’s game about settling a hexagonal island quietly revolutionized boardgaming. Catan’s commercial success selling over 40 million copies certainly catalyzed a modern boardgaming boom. More importantly, its playful experiments set a new tone for game design. By making its cutthroat gameplay feel peaceful and pastoral, Catan helped a fledgling eurogame tradition forge its distinctive style and was heralded by Wired for “changing the American idea of what a board game can be.”

Although peaceful revolutions are usually the best kind, it’s worth questioning how these games cultivate peaceful feelings. Today, peaceful-feeling eurogames often settle into detached design—a mindset of making conflict feel peaceful by dampening conflicted feelings. Unsettling Catan questions how peaceful-feeling eurogames can make implicitly imperialist themes palatable by cultivating a detached mindset that imagines power as peaceful, neutral, and abstract. To ask the hard questions that eurogames often look away from, the book walks through each aspect of Catan’s gameplay (placing hexes, rolling the dice, robbing and trading, collecting resources, building and scoring) to explore how simple design decisions can play out, or play with, cultural ideas and ideals. As the first entry in the Tabletop Games book series, Unsettling Catan introduces key concepts for thinking about board games as a medium and offers accessible game analyses and personal reflections to help players, creators, and scholars reimagine what board games can be and become.

Situating itself in the Technical and Professional Communication discipline, this edited collection provides case studies from various points of instruction and curricular design to illustrate how a user experience (UX) methodology provides invaluable insight into understanding and including student-users. Drawing on research on student-users as they developed student-user profiles, journey maps, diary entries, course reflections, and affinity diagramming, among other sources, the authors of the chapters in this book argue that UX design is not only a worthy practice, but also a necessary one. Collectively, they argue that the UX design approach allows student-users to become co-creators of class material and academic products rather than the byproducts of such work. Together, the work in this collection offers an impetus of a new way of thinking about instruction and programs: designing courses and programs not only for students but with them.