GB2541381A - Educational resource game of spin the curriculum - Google Patents

Abstract

An educational resource game using subjects found in educational curriculums such as important books or themes which can be integrated into a game format to encourage and improve a pupils learning abilities is disclosed. The game apparatus includes a circular base marked out with eight coloured segments 2 for the placement of question cards 3. The base 1 is provided with a spinner 5 which a player takes turns to spin thereby selecting a particular question card 3. Answers to questions are written on a players answer cards 4. The answer cards 4 may be formed from a wipe clean material.

Description

PATENT APPLICATION OF

KATHRYN MARIE BROWN FOR EDUCATIONAL RESOURCE GAME OF SPIN THE CURRICULUM Field of the Invention

The present invention relates to the use of a game in the form of a traditional board game or other media, which help students learn a subject or subjects by combining elements of information into a game format which is played by at least two or more players.

Background

This invention relates to education of a subject or subjects using a board game, using the playing format of a game for educational purposes and comprising specific elements of subject matter as a focus, as a single example only, the book Of Mice and Men’.

Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment. Educational games are games that are designed to help people to learn about certain subjects, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games. An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become mainstream. Games are interactive play that teach us goals, rules, adaptation, problem solving, interaction, all represented as a story. They satisfy our fundamental need to learn by providing enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion in the game itself while the learning takes place.

Game-based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game-based learning is designed to balance subject matter with gameplay and the ability of the player to retain, and apply said subject matter to the real world.

Well-designed games that motivate players are what make them ideal learning environments. Real-world challenges are easier faced within a game containing effective, interactive experiences that actively engage people in the learning process. In a successful game-based learning environment, choosing actions, experiencing consequences, and working toward goals allows players to make mistakes through experimentation in a risk-free environment. Games have rules and structure and goals that inspire motivation. Games are interactive and provide outcomes and feedback. Most games also have problem solving situations that spark creativity.

Games have long been employed as a means of education. Using the ancient game of chess, noblemen of the Middle Ages learned strategies of war. During the Civil War, volunteers from Rhode Island played American Kriegsspiel, which had originally been created in 1812 for training Prussian officers-of-war.

Then, in the early 19th century, came the creation of Kindergarten by Friedrich Frobel, which was based on learning through play. Children delighted in his Frobel Gifts, simple educational toys such as blocks, sewing kits, clay, and weaving materials.

Although this disclosure is aimed preferably at traditional board games, with the increase and availability of technological devices, there has been a shift in what types of games people play. Video or electronic gaming has become more widely used than traditional board games. Barab (2009) defines conceptual play as "a state of engagement that involves (a) projection into the role of character who, (b) engaged in a partly fictional problem context, (c) must apply conceptual understandings to make sense of, and ultimately, transform the context".

The goal of such play spaces is to have the “gamer” engage in the narrative while learning cognitive and social skills. The ability to immerse oneself in the gaming process facilitates “empathetic embodiment” which occurs when a player learns to identify with the character they have chosen for the game and the virtual environment of the game (Barab, 2009).

Educational games are widespread and provide a variation of types and learning methods, the enclosed invention aim to provide an improved version of game based on a resource for teaching.

Summary of the invention

The enclosed invention derives a game in visual and active configuration as a board type format in the preferred embodiment.

The resource has been designed to support children with low cognitive ability to aid them retain the required information in any chosen subject.

Whilst supporting students during various learning areas such as their GCSE English, one of the novels commonly used as an example is Of Mice and Men. In order for the pupils to have a greater understanding of the text, a resource is created to impact and consolidate their knowledge of this book. Although this book is used as an example this resource can be used with any book or subject. This resource could also be differentiated to different levels of ability.

This resource can be linked to educational theorists to support how pupils leam and retain information. This resource is designed to be fun for the pupils; if they enjoy playing the game they will retain more information. Bright colours are used to enable visually impaired pupils to access the game. Questions from the subject matter, in this example being, Of Mice and Men; are used to combine with the subject which the pupils will need to know in order to write about it in their GCSE s and the questions are aimed at a lower level ability and can be changed at any time depending on the pupil’s understanding and ability.

Finding quotes in any text about different characters is difficult for some pupils so incorporating it into the game helps pupils slowly build skills to help them speed up when finding quotes, which is a skill they will need during their exams.

The game can be adapted easily for different books or subjects in the curriculum. An example would be Romeo and Juliet which is also a book we study in year eleven. Also it could be used within different faculties for example maths, science, food technology, in a similar way. Questions could be devised on the relevant subject.

In the preferred embodiment the game has eight segments forming a circle, which are derived of four colours, thus a single colour is repeated in the opposite segment to itself. Each segment may depict a theme or subject from that of the main being learnt and these different subjects, themes or noted bullet points are acknowledged by the colour of each.

Onto each segment are individually placed cards, which may be laminated, with written and / or visual information, which again relates directly to the learning points or more important notables.

To the centre of the board is a second circled area, which is central of all of the narrowed areas of each segment.

This circled area has a selector which is spun by the players, this may form an arrow, as shown.

Each player has an answer board, which can be written on and wiped clean, which is available on both of its sides, one side is divided into 9 rectangles to the surface and there is an area to one side of these which houses at least 3 help cards, as shown in the enclosed Figures.

This is a game for up to four players: Each player has an answer board divided into six sections, help cards which are attached and a white board pen.

Player 1 spins the arrow, they would then answer which ever question it lands on (this could be answer a question, find a quote, draw a picture or anything that relates to the chosen subject and pupils ability). If they are able to answer questions without any help they receive either (two points, two ticks, two smiley faces) they would choose one of these! They then would draw / write this with a white board pen on the answer board in the first box. They would have the option to write the answer out on the of the back of white board if they find it hard to speak out loud, If they struggle to answer they have an option to choose one of the help cards which are attached to the answer board - •Ask a friend •Get a clue (which are found under the question) •Spin again

If a player chooses to use one of the help cards they can only put one (point, tick, smiley face) on their answer board.

Depending on the ability of the pupils would determine how any times they would be able to use the help cards. Once used for the last time they are removed from the answer board and left to one side.

Then it would be player two’s turn and so on. The game would then continue until all boxes on the answer board are filled in.

The winner of the game would be the one with the most (points, ticks, smiley faces) on the answer board.

To further develop the game changes or additions can be introduced. The board is divided into different coloured segments, to develop the game further, higher level questions can be devised related to the relevant subject, (each of the colour segments will represent a different theme of the chosen subject).

The players can follow the above answer system or when answering a question correctly they keep the question, if they answered it wrongly they put the question back into the pile.

The player who retains the most questions wins in this higher variation of the aforementioned game.

Brief description of figures

Figures 1 show an example of the educational resource game.

Figures 2 show an example of the answer card.

Figures 3 show an example of the rear of the answer card which is used for more detailed answers.

Figures 4 show another example of the board layout with the coloured segments representing themes from the subject matter.

Detailed description of figures A typical embodiment of the invention is illustrated in Figure 1. This shows an example of the game as a board layout 1, being circular in this example. This is segmented 2 into eight sections providing an area to place or conceal question or quote cards 3. Clues can be found underneath the different coloured segments. A spinner 5, located centrally is used to select and player take it in turn to spin this and the player will land on a question or find a quote. 3.

The answer cards 4 are able to be written on then wiped clean, If the player uses one of the help cards 7 they put one tick or smiley face in the box 6. If the player is able to answer the question or find the quote unaided they receive two ticks or smiley faces. If the player is unable to answer the question they are able to use the help cards which are attached to the answer card.

As shown in Figure 2 the answer cards 4A which may be wiped clean for rewriting, have boxes 6A and help cards 7A.

The reverse of these cards 4B in Figure 3 may provide more extensive areas for detailed answers to be written and again may be wiped clean to restore them.

Laminated Enlarged pages of the novel to assist pupils who have difficulty finding the quotes they need in the book. A white board pen is also provided.

Each different coloured segment can be associated with a different theme of the subject matter, in this one example only it is the novel, Of Mice and Men.’ As shown in Figure 4. Questions can then be devised to cover each theme. This would be at a higher level of understanding.

Claims (6)

Claims

1. An educational resource game wherein, subjects found in educational curriculums such as important books or themes can be integrated into a game format to encourage and improve a pupils learning abilities, impacting and consolidating their knowledge process thus supporting children with low cognitive ability to aid them retain the required information in any chosen subject.

2. An educational resource game wherein, This resource could also be differentiated to different levels of ability.

3. An educational resource game wherein, the resource can be linked to educational theorists to support how pupils learn and retain information.

4. An educational resource game wherein, people playing the game can retain more information, this being assisted by the use of bright colours, thus visually it is easier to see, which will enable visually impaired pupils to access the game.

5. An education resource game wherein, the questions are aimed at a lower level ability and can be changed at any time depending on the pupil’s understanding and ability, finding quotes in any text about different characters is difficult for some pupils so incorporating it into the game helps pupils slowly build skills to help them speed up when finding quotes which is a skill they will need during their exams.

6. An educational resource game wherein, the game can be adapted easily for different books or subjects in the curriculum, an example would be Romeo and Juliet which is also a book we study in year eleven, it may also be used within different faculties for example maths, science, food technology, in a similar way and the questions could be devised on the relevant subject.