This document describes a board game called ProMania that is intended to educate students about different professions in society. The goal of the game is for students to learn about various professions and what is required to work in each one. Players move around the board completing tasks that require them to collect profession cards. The game includes boards, pawns, dice, cards for tasks, professions, chances and questions. It is designed for 4 players ages 13-16 and takes about 1.5 hours to play. The game went through several iterations based on user testing feedback to improve the rules clarity, gameplay, and educational value.
El documento resume varias ocupaciones y profesiones, incluyendo m辿dicos, enfermeras, cantantes, atletas, astronautas y escritores. Tambi辿n incluye una lista de vocabulario relacionado con diferentes trabajos como farmac辿uticos, mec叩nicos, peluqueros y agentes de viajes. Finalmente, presenta un di叩logo entre dos amigos que hablan sobre sus respectivas profesiones, uno es arquitecto y el otro periodista.
SillyMonkey LLC is promoting game-based learning and provides game materials to help achieve training goals like increased learning and attracting attendees. They discuss strategies for implementing game-based learning and cite a quote about ensuring the potential learning justifies the work. The document also defines games, lists game types, and outlines key game mechanics and components that make games engaging learning tools.
The document describes several educational board games created by Educomp Solutions Limited to promote learning. The games cover topics in subjects like math, science, and languages for students ages 5-11. They aim to develop positive attitudes, habits of mind, and skills like problem-solving through engaging gameplay that takes 15 minutes or less. Various games are highlighted that incorporate role-playing, strategy, puzzles and more to reinforce different academic concepts in an enjoyable way.
This toolkit contains games and activities to facilitate communication between family members. It includes the card games "Show Me Your Face" and "The Table Talk" to encourage conversation. The document provides tips for families such as cooking together, leaving positive post-its for each other, and having device-free dinners to strengthen bonds and understanding through interaction.
This toolkit contains games and activities to facilitate communication between family members. It includes the card games "Show Me Your Face" and "The Table Talk" to encourage conversation. The document provides tips for families such as cooking together, leaving positive post-its for each other, and having device-free dinners to strengthen bonds and understanding through interaction.
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
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Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
ATD 2017 Play Games to Learn Game DesignSharon Boller
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This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
Classic Sumoku is a board game where players arrange colored tiles in rows and columns to add up to multiples of a key number. The objective is to score the most points by placing tiles to complete rows and columns. There are specific rules about tile placement and scoring. The game incorporates math skills and problem solving.
Multiplication Squares is a similar game where players use multiplication to identify numbers on a game board and connect dots to form squares. Completing a square allows another turn. The goal is to capture the most squares.
Math Tic Tac Toe challenges players to place numbered tokens on a 3x3 grid to create rows that add up to 15. The first to complete a row wins.
Lu
Here are the key points I would highlight in evaluating the research:
- The product research provided useful examples and inspiration for game design ideas. However, it was challenging to come up with truly original concepts.
- The online survey allowed me to gather feedback from a large sample size, giving insights into player demographics, preferences, and play habits. However, response rates for online surveys tend to be low.
- Interviews provided more in-depth perspectives than surveys, but were limited by only a small number of participants.
- The survey was distributed online via social media, allowing wide reach but reliance on voluntary participation. This led to a disadvantage of a potentially low response rate.
- Overall, triangulating
Here are the key points I would highlight in evaluating the research:
- The product research provided useful inspiration and ideas for game elements and design. However, coming up with truly novel ideas was challenging.
- The online survey allowed collecting feedback from a large sample size efficiently. However, response rates may have been low since participation was optional.
- Interviews provided more in-depth insights than surveys, but were limited by only a small number of participants.
- Distributing the survey online made it convenient but relied on voluntary participation. Getting a good response required multiple reminders.
- Triangulating different research methods helped gain a more well-rounded understanding of the target audience compared to relying on a single approach.
The document provides an initial reaction and ideas for a video game project from Sumiah Rose. She expresses concern over the difficulty of the project since she does not have experience playing video games. She considers ideas like a Criminal Minds-inspired game where the player solves cases as an FBI agent, a university budgeting game, an underwater princess rescue game, and a Club Penguin-style game with rhinos. Her chosen idea is a custom character on Lara Croft/James Bond-inspired missions to rescue her imprisoned mother, with opportunities for rewards along the way.
I talked about gamification and it's usage in education and training for 2 hours in Tabatabayi University of Tehran. I'll try to prepare a small workshop in this subject.
If you consider using game elements in education, this presentation gives a hint at how to do it.. not only on a digital level, but also in the psysical classroom.
See what you should think about when it comes to motivation and fun :-)
Corporate Catan modifies the board game The Settlers of Catan to teach finance concepts. The goal is to raise capital like money, stock, and bonds to grow a business from small to big box retail. Hex tiles represent funding sources and cards development milestones. Playtesting ensured modifications made financial sense while keeping the original game's fun. The process helped understand how to adapt games for teaching, not finance itself since the author already knew it.
In games we are always chasing our better selves. We are natural learners. But to unfold this skill we need to consider a few conditions. This is about Gamification in education.
This document discusses integrating game mechanics into teaching to make courses more fun and engaging for students. It begins with an introduction to the presenter and their background in game design and education. The presentation then discusses what fun is, how gamification works, and applying game elements like status, leaderboards, incentives, and goals to motivate students. Examples are given of a video game programming course that was gamified, which led to increased attendance, assignment submission, and student engagement. The presentation concludes by addressing problems with gamification and taking questions.
The document provides a guide to cooperative games that can be used for social change work, outlining icebreakers, initiatives, trust builders, and closer games. It emphasizes that games should not just be for fun but should be intentionally facilitated to build trust, teamwork, and reflect on lessons that can further social change goals. The guide provides tips for facilitators on framing games purposefully and using reflection to make meaningful connections between the games and social issues.
The document provides a guide to cooperative games that can be used for social change work, outlining icebreakers, initiatives, trust builders, and closer games. It emphasizes that games should not just be for fun but should be intentionally facilitated to build trust, teamwork, and reflect on lessons that can further social change goals. The guide provides tips for facilitators on framing games purposefully and using reflection to make meaningful connections between the games and social issues.
The board game aims to enhance learning of corporate finance and advisory services topics in a fun way. Players must form a consecutive line of 5 chips of the same color on the board by correctly answering finance-related question cards. The game is suitable for 3-4 players or teams and involves taking turns to answer cards and place chips while trying to be the first to make a consecutive line of 5 chips to win. Players must follow the rules and are not allowed to help each other or peek at answers.
What Us Game Developers Need To Know About Free To Play In ChinaZhan Ye
油
The document discusses differences between traditional game design and free-to-play (F2P) game design, particularly in China. Some key differences include F2P games prioritizing monetization over fun or fairness, not focusing on high-quality graphics or storytelling, and exploiting human psychology around peer pressure and showing off to increase monetization. The document also provides examples of controversial monetization strategies used in some F2P games that generate conflicts or public humiliation to trigger emotions and spending.
Zhan Ye - What US Game Developers Need to Know about Free-to-Play in ChinaVirtual Goods Summit
油
The document discusses differences between traditional game design and free-to-play (F2P) game design, particularly in China. Some key differences include F2P games prioritizing monetization over fun or fairness, not focusing on high-quality graphics or storytelling, and exploiting human psychology and emotions to increase monetization through techniques like peer pressure and showing off. The future of F2P games remains uncertain, as over-exploiting players could potentially backfire, but they will likely continue growing in popularity alongside traditional games.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
油
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
The Golden Gamers: A 65+ Library Gaming GroupJohn Pappas
油
"The Golden Gamers" Equitable and Inclusive Gaming Events for the Elderly presented by John Pappas
Tabletop board gaming is a creative, multi-generational, social and fun activity. While there is a broad swatch of recreational activities for the 65+ crowd, generally gaming is left out. Conversations with the Senior Activities Board of the Upper Darby Libraries confirmed this with traditional video games providing an engaging experience but accessibility tends to be a challenge due to physical determinants (carpal tunnel, poor eyesight, arthritis) and experiential (with a large learning curve required for many video games). Tabletop board games provide an experience that is interactive, social, cognitive and engaging. With concerns over Alzheimer's and social isolation, this is an important subject for many seniors. The Primos Library instituted a series of programs "Tabletop Gaming at the Library" (intergenerational, weekly), The Game Designer's Guild (monthly, intergenerational) and the "Golden Gamers" (65+, Monthly-Weekly dependant upon interest) each providing a gaming experience for burgeoning and experienced gamers of any age.
In this talk, Pappas will discuss the initial planning, marketing, collection development and community engagement elements of the series as well as successes and challenges. A large portion of the talk will be on game selection for this age group including issues such as the level of social interaction inherent in the game, types of games, levels of complexity and iconography.
ATD 2017 Play Games to Learn Game DesignSharon Boller
油
This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
Classic Sumoku is a board game where players arrange colored tiles in rows and columns to add up to multiples of a key number. The objective is to score the most points by placing tiles to complete rows and columns. There are specific rules about tile placement and scoring. The game incorporates math skills and problem solving.
Multiplication Squares is a similar game where players use multiplication to identify numbers on a game board and connect dots to form squares. Completing a square allows another turn. The goal is to capture the most squares.
Math Tic Tac Toe challenges players to place numbered tokens on a 3x3 grid to create rows that add up to 15. The first to complete a row wins.
Lu
Here are the key points I would highlight in evaluating the research:
- The product research provided useful examples and inspiration for game design ideas. However, it was challenging to come up with truly original concepts.
- The online survey allowed me to gather feedback from a large sample size, giving insights into player demographics, preferences, and play habits. However, response rates for online surveys tend to be low.
- Interviews provided more in-depth perspectives than surveys, but were limited by only a small number of participants.
- The survey was distributed online via social media, allowing wide reach but reliance on voluntary participation. This led to a disadvantage of a potentially low response rate.
- Overall, triangulating
Here are the key points I would highlight in evaluating the research:
- The product research provided useful inspiration and ideas for game elements and design. However, coming up with truly novel ideas was challenging.
- The online survey allowed collecting feedback from a large sample size efficiently. However, response rates may have been low since participation was optional.
- Interviews provided more in-depth insights than surveys, but were limited by only a small number of participants.
- Distributing the survey online made it convenient but relied on voluntary participation. Getting a good response required multiple reminders.
- Triangulating different research methods helped gain a more well-rounded understanding of the target audience compared to relying on a single approach.
The document provides an initial reaction and ideas for a video game project from Sumiah Rose. She expresses concern over the difficulty of the project since she does not have experience playing video games. She considers ideas like a Criminal Minds-inspired game where the player solves cases as an FBI agent, a university budgeting game, an underwater princess rescue game, and a Club Penguin-style game with rhinos. Her chosen idea is a custom character on Lara Croft/James Bond-inspired missions to rescue her imprisoned mother, with opportunities for rewards along the way.
I talked about gamification and it's usage in education and training for 2 hours in Tabatabayi University of Tehran. I'll try to prepare a small workshop in this subject.
If you consider using game elements in education, this presentation gives a hint at how to do it.. not only on a digital level, but also in the psysical classroom.
See what you should think about when it comes to motivation and fun :-)
Corporate Catan modifies the board game The Settlers of Catan to teach finance concepts. The goal is to raise capital like money, stock, and bonds to grow a business from small to big box retail. Hex tiles represent funding sources and cards development milestones. Playtesting ensured modifications made financial sense while keeping the original game's fun. The process helped understand how to adapt games for teaching, not finance itself since the author already knew it.
In games we are always chasing our better selves. We are natural learners. But to unfold this skill we need to consider a few conditions. This is about Gamification in education.
This document discusses integrating game mechanics into teaching to make courses more fun and engaging for students. It begins with an introduction to the presenter and their background in game design and education. The presentation then discusses what fun is, how gamification works, and applying game elements like status, leaderboards, incentives, and goals to motivate students. Examples are given of a video game programming course that was gamified, which led to increased attendance, assignment submission, and student engagement. The presentation concludes by addressing problems with gamification and taking questions.
The document provides a guide to cooperative games that can be used for social change work, outlining icebreakers, initiatives, trust builders, and closer games. It emphasizes that games should not just be for fun but should be intentionally facilitated to build trust, teamwork, and reflect on lessons that can further social change goals. The guide provides tips for facilitators on framing games purposefully and using reflection to make meaningful connections between the games and social issues.
The document provides a guide to cooperative games that can be used for social change work, outlining icebreakers, initiatives, trust builders, and closer games. It emphasizes that games should not just be for fun but should be intentionally facilitated to build trust, teamwork, and reflect on lessons that can further social change goals. The guide provides tips for facilitators on framing games purposefully and using reflection to make meaningful connections between the games and social issues.
The board game aims to enhance learning of corporate finance and advisory services topics in a fun way. Players must form a consecutive line of 5 chips of the same color on the board by correctly answering finance-related question cards. The game is suitable for 3-4 players or teams and involves taking turns to answer cards and place chips while trying to be the first to make a consecutive line of 5 chips to win. Players must follow the rules and are not allowed to help each other or peek at answers.
What Us Game Developers Need To Know About Free To Play In ChinaZhan Ye
油
The document discusses differences between traditional game design and free-to-play (F2P) game design, particularly in China. Some key differences include F2P games prioritizing monetization over fun or fairness, not focusing on high-quality graphics or storytelling, and exploiting human psychology around peer pressure and showing off to increase monetization. The document also provides examples of controversial monetization strategies used in some F2P games that generate conflicts or public humiliation to trigger emotions and spending.
Zhan Ye - What US Game Developers Need to Know about Free-to-Play in ChinaVirtual Goods Summit
油
The document discusses differences between traditional game design and free-to-play (F2P) game design, particularly in China. Some key differences include F2P games prioritizing monetization over fun or fairness, not focusing on high-quality graphics or storytelling, and exploiting human psychology and emotions to increase monetization through techniques like peer pressure and showing off. The future of F2P games remains uncertain, as over-exploiting players could potentially backfire, but they will likely continue growing in popularity alongside traditional games.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
油
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
The Golden Gamers: A 65+ Library Gaming GroupJohn Pappas
油
"The Golden Gamers" Equitable and Inclusive Gaming Events for the Elderly presented by John Pappas
Tabletop board gaming is a creative, multi-generational, social and fun activity. While there is a broad swatch of recreational activities for the 65+ crowd, generally gaming is left out. Conversations with the Senior Activities Board of the Upper Darby Libraries confirmed this with traditional video games providing an engaging experience but accessibility tends to be a challenge due to physical determinants (carpal tunnel, poor eyesight, arthritis) and experiential (with a large learning curve required for many video games). Tabletop board games provide an experience that is interactive, social, cognitive and engaging. With concerns over Alzheimer's and social isolation, this is an important subject for many seniors. The Primos Library instituted a series of programs "Tabletop Gaming at the Library" (intergenerational, weekly), The Game Designer's Guild (monthly, intergenerational) and the "Golden Gamers" (65+, Monthly-Weekly dependant upon interest) each providing a gaming experience for burgeoning and experienced gamers of any age.
In this talk, Pappas will discuss the initial planning, marketing, collection development and community engagement elements of the series as well as successes and challenges. A large portion of the talk will be on game selection for this age group including issues such as the level of social interaction inherent in the game, types of games, levels of complexity and iconography.
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ve
O
Concept
ProMania is a board game to bring awareness in
students about various professions in the society and
how much essential it is to have a mixture of
professions and balance for a society to sustain.
It will also help students understand various educa-
tional background/ degree required to be accepted
as that professional.
4. e
a m iew
G rv
ve
O
Goal of the game:
The goal is to make students aware of the different
Professions and become one and how they together
serve the Society. Be the first player to complete the
given tasks to win the game. In the process, improve
your awareness!
5. e
a m iew
G rv
ve
O
Game contents:
Board
Pawns
Dice
4 kinds of cards : Task,Professional, chance & Ques-
tion cards
Currency amount
6. e w
amvie
G r
ve
O
Genre : Board Game, Educational Game.
Number of Players : 4
Age Range : 13 to 16years
7. s
ey th
K ng
re
St
What is new?
Its a game where kids go away with retaining
knowledge which makes them aware about existing
professions and its eligibility!
Why the market needs it?
Market needs it because there is scarcity of such
educational games which are good for their
immediate future!
8. s
ey th
K ng
re
St Selling Points :
High retain value
Triggers Group discussions
Memory skill increases
Develops Responsibility factor
Reality of life
Awareness about eligibility of various professions
Inculcates management & organizational skills
Increases visualisation power
Reduces stage fear
Confidence level boosts
9. l ay
ep
am
G
Players actions & controls :
Rolling the dice, moving clockwise on the board,
picking & keeping cards, distributing currency,
acting, speaking, picking up Luck , profession & ques-
tion cards.
10. l ay
ep
am
G
Player objective :
Player objective is to finish the given task by collecting
professionals and be the best student in his
society/school.
Challenge :
Its basically a luck game and with that children have
to retain profession so that they can answer the ques-
tion, thats a challenge!
11. Game Contents :
Task cards : Each player is distributed with 2 task cards each
in the start of the game. The task card tells the player which
professionals he needs to collect while playing the game.
Profession cards : A player needs to collect the profession
cards of people mentioned on his task card by paying the
amount (mentioned on the profession card) to the government
bank. He can do so whenever he land on that profession on the
board.
A player can buy any number of profession cards and sell it later
to the player who needs that it, in double the amount than its
original value.
12. l ay
ep
am Chance cards :
G
Chance cards contain misfortunes and good luck!
There are activities mentioned on them which a player is
supposed to perform.
Failing to do so he either needs to pay some amount to the
bank/ or the opposite player and vice-versa.
Question Cards:
Question cards contain question related to different professions
mentioned on the board. On answering the right question
player gets some money amount and failing to do so leads to
loss of money for him!
Penalty/Bonus :
Player has to give/take money from Bank in case of
Penalty/Bonus
13. Game flow
Start
Play a dice
Lands on a tile
Professional Question Chance Bonus/Penalty
tile tile tile tile
Pick a
card Read it & Collect/Pay
Dont All professionals do the needed from/to the bank
Buy
Buy collected
opp player
asks question
End
answer dont answer
Collect Give
money money
14. e e
m ur
a t
G uc
s tr Game mode : multiplayer (4 players)
Length & Duration : 1 hour 30 min
Replay Value :
This game gives them the freedom to buy and sell things
which they really like doing!
This game gives kids to feel like a responsible kid. Makes
them feel like the head boy/Head girl of their school which
motivates them a lot.
There is a lot of fun and competition factor in the game, every
kid wants to be better than the other kid, this game hits on this
nerve and make them feel this! And the best part is that
along with having all the fun they end up learning about pro-
fessions which is good for their immediate future.
15. e
am k
G ris
Handling money in the game can make it less learning game
and treated more like a business game.
Parents might not want to buy it , in fear of exposing their kids
to professions like dancers, actors, models etc. Keeping in
mind the psyche of indian parents, they generally dont
appreciate such professions for their kids.
26. ew
vi
Re 1st UT
Players : Our team played
- Eliminated danger area
- More Surprises should be there.
- NO storyline (as in no connection in the tasks cards, why
players is collecting professions)
- Time management has to improve.
- Reward should be there after completion of 1 task, to
BOOST the game.
- Need to introduce any superpower in the task.
- Players was landing up on the profession which is
needed by other player.
Need to introduce some Rule.
- Money transaction has to be increased.
- Probability of winning was low.
- Need to write Money on board and card
27. in
es
ng r y
C ha to
s
Each player is a responsible kid of his/her school
society, and everytime there is a problem he is
approached by his family or school head to take up
certain responsibility.
The whole game revolves around him, and his urge
to fulfill the tasks he is asked to perform!
30. ew
vi
Re
Players Age : (21-25yrs)
Observations made after testing :
- Players were taking long time.
- Color coding is disturbing
- Seems like its buying & selling rather than learning.
- What is the Bank for?
- Players have multiple questions like:
Is necessary to buy profession if I land on it and I need it?
- Penalty & Bonus write in rules.
- And also they get tired in 45min
- Players were taken taken in very calculative manner
- Few Rules were bit ambiguous
- They were not reading stories/ scenarios on task cards
32. ew
vi
Re Observations after testing :
Target Audience:
Age: 13-16 yrs
Lower Middle Class Kids
- Problem in understanding Rule like: "earned it".
- Players don't player that have to play a chance after getting"6"
- While playing game, in between money get shorter and they
were not able to buy required professions
- Less amount of Surprise Cards and name is not very appropri-
ate as they were not accepted BAD LUCK in this card.
- Money circulation should be more
- There could be options in the answer.
- No one finished 1 task till 1:10 min
- Students thought that its a business game.
- BAD LUCK is too much.
- NOT BORED
34. i ew
Rev
Target Audience
Age: 12-15yrs
Middle Middle Class Kids
- More profession & surprise needs to be added
- Time Management needs to be improved more, as it taking too
long.
- More surprise and fun eliment needs to be there.
- font correction