GB2409983A - Educational games and tools - Google Patents

Abstract

Means or a method of providing a game or educational tool comprising means 12 to display a text 14, a programme 18 to solve a problem 16 based upon the text, means 20 to display a formula 22 containing variables 24 to be used in solving the problem means 26 to display a list 28 of possible values for some of the variables, means 32 allowing a user 34 to choose values 36 for the variables and means to display the resulting solution according to the values supplied by the user. Preferably the following apparatus may be used: booklet, problem cards and calculator. Optionally the problem may relate to travel between the Earth and the moon or extraterrestrial activity.

Description

TITLE: 'Games and Educational Tools'

FIELD OF THE INVENTION

This invention relates to games and educational tools.

BACKGROUND TO THE INVENTION

Computer-based games and educationaltoys are known in which the user makes instinctiveorsemi-instinctive analogue choices to solve a problem.

THE INVENTION

The inventor has realised that this is done without the user having any precise and rational knowledge of why those choices should be made. He considers that, to improve upon the situation, it is necessary to have a text-based problem, with a mathem atical and/or logical procedure to be followed to reach a solution, such as to give the user a text-based understanding of why the procedure works.

According to one aspect of the invention, there is provided a computer or other means to provide a game or educational tool, comprising: means adapted to provide or display a text; a programme to solve a problem based on the text; means adapted to display a formula containing variables to be used in solving the problem; means adapted to display a list of possible values for some or all of the variables; means to enable the user to choose values forthe variables in attempting to solve the problem; means adapted to display the resulting solution according to the values chosen by the user.

According to another aspect of the invention, there is provided a computer or other means to provide a game or educational tool, comprising: means adapted to receive and display a text; means adapted to receive and utilise a programme to solve a problem based on the text; means adapted to receive and display a formula containing variables to be used in solving the problem; means adapted to receive and display a list of possible values for some or all of the variables; means to enable the user to choose values for the variables in attempting to solve the problem; means adapted to display the resulting solution according to the values chosen by the user.

According to another aspect of the invention, there is provided programming means to provide a game or educational tool, comprising means to provide: a text for display; for display, a problem based on the text; a programme to solve the problem; for display, a formula containing variables to be used in solving the problem; for display, a list of possible values for some or all of the variables; the programme being adapted to enable the user to choose values for the variables in attempting to solve the problem and being adapted to display the resulting solution according to the values chosen by the user.

Such computer or other means become much more educative If adapted to provide an explanation and/or commentary, in relation to a said variable and/or combination of variables and/or choice thereof, and even more educative if adapted for the explanation and/or commentary to indicate the importance and/or function of said variable, combination or choice thereof.

It has been found that education is more effective if the educates is allowed to proceed with working out solutions for him/herseH and explanation and/or commentary is therefore not provided all the time. It is therefore advantageous for this to be provided in response to a nonoptimum choice, or a choice outside an optimum range, to solve the problem; what constitutes the optimum being according to predetermined rules. Such a commentary can, for example, tell the player the importance and implications of each of the choices, or a combination of the choices, before the same is made so that the player can make educated choices. Such an explanation can tell the player why a choice, or combination of choices, is wrong or poor.

If the explanation and/or commentary is given only after choices have been made irrevocably, this does not give much help in the learning process. The learning process is much more efficient if the user is allowed a replacement choice after said explanation and/or commentary has been provided. For the same reason, the explanation and/or commentary should be given immediately after a choice and/or combination of choices has been made, and the replacement choice or combination of choices should be allowed immediately after the explanation and/or commentary has been provided.

Embodiments of the invention can be particularly useful as a game or educative tool for an individual, but can also be adapted for use by two or more players, preferably interactively (between the players), and preferably competitively. In one embodiment, the competition will comprise competitive timing to reach a solution to the problem. Another embodiment will constrain the players to making choices in turn. If these embodiments are combined, the timing is then the total of the times taken by each player to make the choices, each time starting from when the previous player has made their choice.

Any of these embodiments may be adapted for one or more hazards to be introduced, e.g. to complicate the problem and/or make n more interesting and/or provide a deeper understanding. The hazard may be introduced at random (e.g. as to as type and/or timing) or be programmed, e.g. as being consequential upon some situation arising.

It can be very helpful to provide a printout of the solution reached and/or of the choices made and/or of explanation and/or commentary in relation to the choices. For example, this will allow the user to review the problem-solving process and learn from it, and/or will allow a user to re-try the problem, possibly after a considerable internal, and compare results.

Particular contexts of interest may include a problem in relation to extra-terrestrial activity, e.g. in relation to travel between the Earth and the Moon.

As an example, the concept is intended to provide children with an entertaining form of diversion that would also entail strengthening their knowledge of science, particularly as it relates to space travel. The game could be played on a computer, or a specialized gaming device such as a Play Station_, and could be played by enher one child alone or by two children playing together. The objective of the game would be travel from the Earth to the Moon. This would entail making choices as to the type of rocket, the class of fuel, the propulsion speed necessary to break free from the Earth's gravity, and other pertinent Information pertaining to space travel. This, then, would help children learn about this important topic while doing so in a stimulating, entertaining format.

In this example, the primary benefits offered by the game would be educational stimulation and entertainment.

The order of priorny for these two benefits might be different depending on whether we are addressing the children who would be playing this game or their parents who would be purchasing it for them. In the former instance, the emphasis would be more on the entertainment aspect. Most children do not find the process of having their knowledge of space travel science challenged to be fun.. Rather, this is typically seen as drudgery, requiring the rote learning of information which may be of little or no interest to the average child. However, put most children in a competitive environment where they are challenged to perform a specific action in order to arrive at a reward or to obtain a desired score and the response is likely to be quite different. Thus, for the young people who would be playing this game, the primary motivation would be the enjoyment to be derived from working toward a specific objective and successively executing the task of taking rocket from the Earth to the Moon (and, we assume, back to Earth again).

For the parents, the motivation is likely to be based more on the way in which this game could help their children improve their knowledge of space travel science. This is, of course, an important skill to develop, perhaps even more so today as there is an increasingly global focus on space travel. A responsible parent wants his or her child to succeed in all areas of academics, science skills included, and would therefore see the game as an opportunity to help the child strengthen his or her skills in this area in a manner that turns the drudgery into entertaining play.

In this example, when we combine the focused appeal of the game with the strong entertainment and education benefits it offers, we see that this product could be capable of generating interest among a well-defined segment of the consuming public. Overall, we would consider the primary target audience for the game to be made up of any household with at least one child within a suitable age range for using this device to help develop his or her knowledge of space travel science. The specific age range could, of course, vary for any given child as children develop such skills at different rates. However, we would generally define the primary target audience for the game to consist of children between the ages of eight to twelve years old. Other than the presence of at least one child within this age range in the home, other demographic factors such as household income, parents occupation or educational background, household size, geographic area, et cetera should have little or no bearing on the likelihood of any given household being included in the target audience. The most compelling psychographic criterion would be a high sensitivity level on the part of the parents toward products that help their children develop essential skills that will be important for later success in life. This trait, of course, cuts across a wide segment of the consuming public.

Another aspect of the invention provides a method of education or playing a game, In which there is used any such game, tool or means embodying the invention.

According to another aspect of invention, there is provided a method of education or playing a game, which comprises a user: considering a text; utilising a programme to solve a problem based on the text; considering a formula containing variables to be used in solving the problem; considering a list of possible values for some or all of the variables; choosing values for the variables in attempting to solve the problem; and comprises displaying the resulting solution according to the values chosen by the user.

Embodiments of such a method may comprise any of the further features mentioned abwe.

Another aspect of the invention provides a person educated by use of any such means, game, tool or method embodying the invention.

Another aspect of the invention provides a method of programming a computer, in which there is used in the such a programming means as aforesaid.

Another aspect of the invention prwides a method of programming a computer, such that the computerwhen so programmed comprises means embodying the invention.

PARTICULAR DESCRIPTION OF EMBODIMENTS OF THE INVENTION

Reference will now be made by way of example to the accompanying drawings, in which: Figure 1 is a schematic diagram of a computer embodying the invention; Figure 2 is a schematic diagram of a computer embodying the invention, and programming means to programme the computer with a particular text and problem; Figure 3 is a schematic diagram of programming means embodying the invention, and a general computer suitable to be programmed by the programming means so as to embody the invention; and Figure 4 is a schematic diagram of a boxed embodiment of the invention, not needing a computer.

Referring to the drawings, like references in the different Figures indicate items having similar functions.

A computer 10, Figure 1, is adapted to provide a game or educational tool by comprising: means 12 adapted to display a text 14; means 15 to display a problem 16 based on the text 14; means 17 comprising a programme 18 to solve the problem 16; means 20 adapted to display a form ula 22 containing variables 24 to be used in solving the problem 16; means 26 adapted to display a list 28 of possible values 30 for some or all of the variables 24; means 32 to enable the user 34 to choose values 36 for the variables 24 in attempting to solve the problem 16; and means 38 adapted to display the resulting solution 40 according to the values 36 chosen by the user 34. Separate means 15 to display problem 16 may be omitted if the problem 16 is contained in the displayed text 14. The computer 10 is dedicated and has stored in it a plurality of texts 14 and/or problems 16 from which it provides any chosen text 14 and/or problems 16; one text 14 may be associated with one or a plurality of problems 16. In either case, the required text 14 and/or problem 16 can be selected by the user 34 using the usual keyboard 13 of computer 10. There may be a direct connection 19 (shown in dashed lines in Figure 1) from text display means 14 to formula display means 20, illustrative of the possibility of simply highlighting (by means of a screen pointer) a part of text 14 so as automatically to display a relevant problem 16 and corresponding variables 22.

In another somewhat similar embodiment, a computer 10, Figure 2 is adapted to provide a game or educational tool, by comprising: means 12 adapted to receive and display a text; means 15 adapted to receive and display a problem based on the text; means 17 adapted to receive and utilise a programme to solve the problem; means 20 adapted to receive and display a formula containing variables to be used in solving the problem; means 26 adapted to receive and display a list of possible values for some or all of the variables; means 32 to enable the user to choose values for the variables in attempting to solve the problem; and means 38 adapted to display the resulting solution according to the values chosen by the user. Said receiving means 12, 15, 17, 20 and 26 are adapted to receive information as aforesaid from a programming means 42. Separate means 15 to display the problem may be omitted if the problem is contained in the displayed text. The computer 10, Figure 2, is already configured for the game and may be dedicated for this purpose, and there are provided a plurality of programming means 42 each of which provides a different text 14 and/or problem 18.

In another embodiment, programming means 42, Figure 3, are adapted to programme a general purpose computer 10, Figure 3, to provide a game or educational tool therein. For this purpose, means 42 comprise a - 5 programmeto provide in computer 10features as illustrated In Figure 1: a text 14fordsplay; fordisplay, a problem 16 based on the text 14; a programme 18 to solve the problem 16; for display, a formula 22 containing variables 24 to be used in solving the problem 16; for display, a list 28 of possible values 30 for some or all of the variables 24; the programme 42 being adapted (by providing a programme 18) to enable the user34to choose values 36for the variables 24 in attempting to solve the problem 16 and being adapted (by a display feature of programme 18) to display the resulting solution 40 according to the values 36 chosen by the user 34. The computer 10 is a general purpose PC 10, which is configured and programmed by the programming means 42 to provide one or more texts 14 and one or more problems 16.

In all three of these embodiments, computer 10 comprises means 41 to display an explanation and/or commentary 43, in relation to a said variable 24 and/or combination of variables 24, and/or choice thereof, e. g. a commentary 43 if there is a possibility to choose a variable 24 before selecting a value 30 for it, and an explanation 43 if a non-optimum value 30 has been chosen, as explained above.

In order for the user to be allowed a replacement choice after said explanation and/or commentary has been provided, the explanation and/or commentary is given immediately after a choice and/or combination of choices has been made, and the programme 18 in programme means 17 has a feedback loop 45 then allowing a replacement choice of a value 30.

In order to allow use bytwoormore players interactively and competitively, programme means 17 has atiming function to measure total time for each player to reach a solution 40 or to measure total elapsed times taken by each player to make the choices, as explained above. This may be effected by moves by the players in turn on a single computer 10 or by using respective computers 10,11 and so on, which may be independent or which may be linked so that one of them, computer 10, is a master and the other/s, computer 11 and so on, is/are slaves working under the common control of programme means 17. Programme means 17 may be configured so that, if one of the players fails to reach a solution 40, that player can start again, and may even be able to catch up the others, e.g. by abbreviating the procedure, e.g. by carrying forward any correct or acceptable choices.

These embodiments 10 comprise means 47, usually included in the programme means 17, preferably in programme 18, to introduce one or more hazards, depending upon the particular text 14. They further comprise printout means 49 to provide a printout 50 of the solution 40 reached and/or of the choices 36 made and/or of explanation and/or commentary 43 in relation to the choices, as explained above.

All of the display means 12, 15, 20, 26, 38 and 41 may be combined in a single computer display means 38, simply divided into respective sections for each of said display means 12, 15, 20, 26, 38 and 41.

In all these embodiments, the user 34 selects a text 14, reads the text 14 to understand its context, selects (e.g. highlights) a problem 16, views the displayed formula 22 and variables 24, and chooses values 36. If this produces a non-optimum result 40, the user 34 is notified, educated, and given an opportunity to improve their choice.

In yet another embodiment, means 10 providing a game or educational tool 10, Figure 4, comprise a combination of: means 12, in the form of booklets 12, each providing one or more texts 14; means 15, in the form of a set of cards 15, each displaying a problem 16 based on the text 14; means 17, in the form of help cards 17, comprising a programme 18 of outline instructions to solve the problem 16 (e.g. to explain how to work through the relevant formula 22, see below, on a calculator 32, see below, or how to set up the relevant form ula 22, see below, for solution on a programmable calculator 32, see below); means 20 on the reverse of the respective cards 17, comprising a display 20 of a form ula 22 containing variables 24 to be used In solving the problem 16; means 26 on the reverse of the respective cards 17, comprising a display 26 of a list 28 of possible values 30 for some or all of the variables 24; means 32, in the form of a hand-held or desk calculator 32, to enable the user to choose values for the variables 24 in attempting to solve the problem 16; and means 38, in the form of a display 38 of the calculator 32, for displaying the resulting solution according to the values 30 chosen by the user 34. The game or tool 10 comprises the aforesaid means 12, 15, 17 and 32, and means 121 to display the text 14 being in the form of a holder 121 for booklets 12, and may comprise a plurality of texts 14 and/or problems 16; one booklet 12 may comprise one or more texts 14; one text 14 may be associated with one or more problems 16. In either case, the desired text 14 and/or problem 16 can be selected by the user; for this purpose, each text 14 in a booklet 12 (or each booklet 12 rf comprising only a single text 14) and its related cards 15 and 17 are colour-coded, in at least one part, possibly only in one corner, with a different colour for each text 14. The colouring is applied to each printed text 14, or the paper of each section of booklet 12 comprising one printed text 14, and likewise to each card 15 and 17 and/or the primed text "hereon; for any given text 14, a secondary marking of colour mayassociate each problem 16 in the text 14 with its related cards 16 and 17. Instead of colour- coding, any other coding may be used, e.g. a bar code. Preferably, the code is visible at one or more edges of the cards 15, 17, and possibly at one or more edges of the booklet 12. The various means 12, 15, 17, 32, 121 of the embodiment 10 are packed In a box 44, together with instructions 46 and a pad of score cards 48.

The user selects a booklet 12, reads the text 14, picks out the relevant problem card 15 and uses its formula 22 with variables 24 in order to choose among the displayed values 30, carrying out on calculator 32 the calculation indicated by formula 22. If calculator 32 is programmable, the user first enters into it formula 22, and then enters into the formula 22 chosen values among the displayed values 30. The solution appears in the display 38 and is entered into a score card 48. The instructions 46 explain all this, and how the game 10 may be played by two or more players, perhaps referring to specific rules contained in booklet 12 for each relevant text 14; instructions 46 may not be separate but may be wholly incorporated in booklet 12. The instructions 46 may indicate, e.g. for use of game 10 by a single player, that the help cards 17 (possibly apart from a programme card 17 among the help cards 17) appertaining to a particular problem 16 are numbered in the order of the amount of help that each one prwides, and this number is to be marked on the score card 48 and deducted from the score of the player, so that more help corresponds to a lower total score.

All four of the embodiments can be applied, for example, to a problem in relation to extra-terrestrial activity, e.g. in relation to travel between the Earth and the Moon. For example, text 14 includes a description of the variables 24 to be taken into account in calculating the time of transit of an extra-terrestrial vehicle from the Earth to the Moon and back again, e.g. the mass of the vehicle, the mass and effectiveness of its fuel, the timing and length of time of its periods of acceleration and deceleration, the separation of the Earth from the Moon, and the gravity of each. A corresponding form ula 22 Is provided. A player has to calculate: first a possible transit, possibly given a maximum amount of fuel; then a minimum time transit; then a minimum fuel transit. The choices may be competitive between different players to see who can find the best solution. Timing to solve the problem may be taken into account. The amount of help needed may be taken into account.

Other possible topics for text 14 include other aspects of Space, the sea and oceans, history, civilization, evolution, life-saving, the character of humans or animals, multiple-choice questions, research, training. Again, text 14 may comprise a story or a problem.

Depending upon the text 14, the problem 16 may require a choice among values 30 that are not numerical but, for example, may be textual, e.g. words or phrases, or may be pictorial. The formula 22 thus may be nonmathematical.

At least in relation to the embodiments of Figures 1 to 3, the text 14 may not appear on the computer 10 but, for example, may be in a book 12 forming part of the game 10. The game 10 may be sold without the book 12.

The book 12 and a related programming means 42 may be sold separately as a unit. The computer 10, Figure 2, may be sold as a separate unit. Programming means 42 may be sold as separate units, either having simply text 14 plus problem/sl6, formula 22, and possibly variables 24 and values 30, for use in the Figure 1 embodiment, or having in addition to these at least a programme 18 for use in the Figure 2 embodiment.

At least in relation to the embodiments of Figures 1 to3,the displays 12, 15, 20, 36, 38 end, when appropriate, 41 may not all be visible simultaneously, but may for example appear as successive displays on a common computer screen 38.

At least in relation to the Figure 4 embodiment, in a simple case, the formula 22 may itself constitute the programme 18, so that they are provided by a common means 20, and separate means 17, 20 to provide each of these are not needed.

It will be seen that use of the above-described embodiments exemplifies the methods indicated above.

It will be apparent to one skilled in the art, that features of the different embodiments disclosed herein may be omitted, selected, combined or exchanged and the invention is considered to extend to any new and inventive combination thus formed. Where a preference or particularization is stated, there is implied the possibility of Us negative, i.e. a case in which that preference or particularization is absent.

Claims (40)

1. Means to provide a game or educational tool, comprising: means adapted to provide or display a text; a programme to solve a problem based on the text; means adapted to display a formula containing variables to be used In solving the problem; means adapted to display a list of possible values for some or all of the variables; means to enable the user to choose values for the variables in attempting to solve the problem; means adapted to display the resulting solution according to the values chosen by the user.

2. Means to provide a game or educational tool, comprising: means adapted to receive and display a text; means adapted to receive and utilise a programme to solve a problem based on the text; means adapted to receive and display a formula containing variables to be used in solving the problem; means adapted to receive and display a list of possible values for some or all of the variables; means to enable the user to choose values for the variables in attempting to solve the problem; means adapted to display the resulting solution according to the values chosen by the user.

3. Programming means to provide a game or educational tool, comprising means to provide: a text for display; for display, a problem based on the text; a programme to solve the problem; for display, a formula containing variables to be used in solving the problem; for display, a list of possible values for some or all of the variables; the programme being adapted to enable the user to choose values for the variables in attempting to solve the problem and being adapted to display the resulting solution according to the values chosen by the user.

4. Means as claimed in any one of claims 1 to 3, comprising means adapted to provide an explanation and/or commentary, in relation to a said variable and/or combination of variables and/or choice thereof.

5. Means as claimed in claim 4, adapted for the explanation and/or commentary to indicate the importance and/or function of said variable, combination or choice thereof.

6. Means as claimed in claim 4 or 5, adapted for the explanation and/or commentary to be provided in response to a non-optimum choice, or a choice outside an optimum range, to solve the problem, according to predetermined rules.

7. Means as claimed in any one of claims 4 to 6, adapted to allow a replacement choice after providing said explanation and/or commentary.

8. Means as claimed in any one of claims 1 to 7, adapted for use by two or more players.

9. Means as claimed in claim 8, adapted for use by the players interactively.

10. Means as claimed in claim 8 or 9, adapted for use by the players competitively.

11. Means as claimed in claim 10, adapted for the competition to comprise competitive timing to reach a solution to the problem. - 9 -

12. Means as claimed in any one of claims 9 to 11, adapted to constrain the players to making choices in turn.

13. Means as claimed in any one of claims 1 to 12, adapted for one or more hazards to be introduced.

14. Means as claimed in any one of claims 1 to 13, adapted for providing a printout of the solution reached.

15. Means as claimed in any one of claims 1 to 14, adapted for providing a printout of the choices made.

16. Means as claimed in any one of claims 1 to 15, adapted for providing a printout of explanation and/or commentary in relation to the choices.

17. Means as claimed in any one of claims 1 to 16, adapted for the problem to comprise a problem in relation to extra-terrestrial activity.

18. Means as claimed in claim 17, adapted for the problem to comprise a problem in relation to travel between the Earth and the Moon.

19. A game or educational tool, or means to provide the same, or programming means to provide the same, substantially according to any example hereinbefore described.

20. A game or educational tool, or means to provide the same, or programming means to provide the same, substantially according to any example herenbefore described with reference to the accompanying drawings.

21. A method of education or playing a game, in which there is used a game, tool or means as claimed in any one of claims 1 to 20.

22. A method of education or playing a game, which comprises a user: considering a text; utilising a programme to solve a problem based on the text; considering a formula containing variables to be used in solving the problem; considering a list of possible values for some or all of the variables; choosing values for the variables in attempting to solve the problem; and comprises displaying the resulting solution according to the values chosen by the user.

23. A method as claimed in claim 22, which comprises providing an explanation and/or commentary, in relation to a said variable and/or combination of variables and/or choice thereof.

24. A method as claimed in claim 23, which comprises the user making a replacement choice after the provision of said explanation and/or commentary.

25. A method as claimed in claim 24, which comprises use by two or more players.

26. A method as claimed in claim 25, which comprises use by the players interactively.

27. A method as claimed in claim 26, which comprises use by the players competitively.

28. A method as claimed in claim 27, in which the competrtion comprises competitive timing to reach a solution to the problem.

29. A method as claimed in any one of claims 26 to 28, in which the players are constrained to making choices in turn.

30. A method as claimed in any one of claims 22 to 29, in which one or more hazards are introduced.

31. A method as claimed in any one of claims 22 to 30, which comprises printing out the solution reached.

32. A method as claimed in any one of claims 22 to 31, which comprises printing out the choices made. - 1 0

33. A method as claimed in any one of claims 22 to 32, which comprises printing out explanation and/or commentary in relation to the choices.

34. A method as claimed in any one of claims 22 to 33, in which the problem comprises a problem in relation to extra-terrestrial activity.

35. A method as claimed in claim 34, in which the problem comprises a problem in relation to travel between the Earth and the Moon.

36. A method of education or playing a game, substantially according to any example hereinbefore described.

37. A method of education or playing a game, substantially according to any example hereinbefore described with reference to the accompanying drawings.

38. A person educated by use of means, game, tool or method as claimed in any one of claims 1 to 37.

39. A method of programming a computer, in which there is used programming means as claimed in any one of claims 3 to 20.

40. A method of programming a computer, such that the computer when so programmed comprises means as claimed in claim 1 or any one of claims 4 to 20.