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04/20/06 - USPTO Class 273 | 91 views | #20060082059 | Prev - Next | About this Page

Apparatus and method for game playing between players of different skill levels

Title: Apparatus and method for game playing between players of different skill levels

Related Patent Categories: Amusement Devices: Games, Board Games, Pieces, Or Boards Therefor

Apparatus and method for game playing between players of different skill levels description/claims

The Patent Description & Claims data below is from USPTO Patent Application 20060082059, Apparatus and method for game playing between players of different skill levels.

Brief Patent Description - Full Patent Description - Patent Application Claims

RELATED APPLICATION(S)

[0001] The present patent application is related to and claims the benefit of priority from commonly-owned U.S. Provisional Patent Application No. 60/579,845, filed on Jun. 14, 2004, entitled "Apparatus and Method for Game Playing between Players of Different Skill Levels", which is hereby incorporated by reference in its entirety for all purposes.

BACKGROUND

[0002] Children learn better when they are in a relaxed environment and when the interest level is high. An educational game diverts (and distracts) participant's attention from mundane and sometimes boring aspects of learning and repetition, and focuses the participant's attention on other less overtly academically oriented goals, such as winning the game, while providing learning opportunities. In an educational game, the importance of learning the subject matter should not overshadow the aspect of fun expected from a game. The following games are known examples of games that combine recreational and educational experience in teaching mathematics.

[0003] U.S. Pat. No. 5,743,740 to Visser et al describes a board game that comprises a board with imprint of letters, words, numbers, symbols or pictures arranged in plurality of rows and columns and cards imprinted with similar content. The instructor of the game picks and recites information on the selected card. The participant whose board is imprinted of the recited information, in the form of letters, words, numbers, symbols or pictures will cover that information with a marker. The object of the game is to cover a defined sequence of boxes on the board. The difficulty of the game depends on the cards, and thus the game expects players to have similar competency level to play together.

[0004] U.S. Pat. No. 6,079,710 to Brown describes a bingo-type game that comprises a board imprinted with a unique combination of color and number and caller cards imprinted with numbers, words or expressions. The caller of the game picks and recites information on the selected colored card. The participants whose board are imprinted of the same color and number combination as the recited information or derived from the recited equation on the colored card will cover that information with a marker. The object of the game is to cover a defined sequence of boxes on the board. The difficulty of the game depends on the cards, and thus the game expects players to have similar competency level to play together.

[0005] U.S. Pat. No. 5,688,126 to Merritt describes a board game that comprises a board imprinted with numbers to form a mathematical table for specific arithmetic operations (addition and subtraction, or multiplication and division), and dice. The player rolls the dice to make up an expression and places a marker on the board where it was imprinted with the answer. The object of the game is to have a sequence of markers that start from the player's edge of board toward the opposite edge. The difficulty of the game depends on the board and the dice, and thus the game expects players to have similar competency level to play together.

SUMMARY OF THE INVENTION

[0006] What is needed are improved educational games.

[0007] Some embodiments of the present invention facilitate learning a subject matter (e.g., mathematics and/or related material, or other subjects) in the form of a game. Some embodiments of the present invention address (or also address) the issue of difference in competency level of the participants. For example, distinctive difficulty levels of the players' boards presented in some embodiments of the present invention allow participants to play a game together according to their competency level by selecting an appropriate board for each player's skill level. For example, a game may utilize information or pieces or other features in common, but the meaning or interpretation or significance of those information or pieces or other features to each user may be different, depending on the particular interpretation or mapping (e.g., as indicated or utilized by a game element--e.g., a game board, physical or virtual).

[0008] For example, accessibility of relevant information in each level to assist the participants in finding the solution in order to complete the goal of the game minimize the frustration the participants may encounter during the game, while providing an opportunity and information for the participant to learn the information. Thus, some embodiments of the present invention provide an environment that is fun and engaging, while the participants may learn the material pertaining to the game without being overtly academic.

[0009] According to one embodiment of the present invention, there is an educational game, suitable for playing together by players of differing skill levels. The game includes a plurality of indicia that indicate pieces of information, the pieces of information hereinafter referred to as answers, the answers to be activated for play by multiple players. The game also includes a plurality of player boards, each for use by a player, each player board bearing expressions that can be solved using human skill to be revealed as corresponding to answers, the player boards of at least two different players having different expressions that are of different difficulty levels, wherein at least two different expressions, each from a mutually different player board, can both be revealed as corresponding to a mutually same answer.

[0010] According to another embodiment of the present invention, there is a method for together teaching learners of different skill levels. The method includes giving to each learner a player board that is predetermined to be suitable for the learner's skill level, at least two different learners having different player boards that are predetermined to be of different difficulty levels. The method also includes enabling declaring of pieces of information, the pieces of information hereinafter referred to as answers, the answers to be responded to by each of multiple players, including players having player boards that are predetermined to be of different difficulty levels. Each player board bears expressions that can be solved using human skill to be revealed as corresponding to answers, wherein at least two different expressions, each from a mutually different player board, can both be revealed as corresponding to a mutually same answer.

BRIEF DESCRIPTION OF THE DRAWINGS

[0011] In order to more extensively describe some embodiment(s) of the present invention, reference is made to the accompanying drawings. These drawings are not to be considered limitations in the scope of the invention, but are merely illustrative.

[0012] FIG. 1 shows an example of a possible game board according to an embodiment of the present invention.

[0013] FIG. 2 shows examples of content in a grid region for different levels.

[0014] FIG. 3 shows examples of content in a help region.

[0015] FIG. 4 shows an example of a master board.

[0016] FIG. 5 shows an example of numbered tokens.

DETAILED DESCRIPTION OF SPECIFIC EMBODIMENTS

[0017] The description above and below and the drawings of the present document refer to examples of embodiment(s) of the present invention and also describe some exemplary optional feature(s) and/or alternative embodiment(s). It will be understood that the embodiments referred to are for the purpose of illustration and are not intended to limit the invention specifically to those embodiments. For example, although specific game boards are show, other game boards and configurations may be used, whether the other boards are physical or virtual, or fixedly imprinted or dynamically imprinted or time-varying, or the like. Rather, the invention is intended to cover all that is included within the spirit and scope of the invention, including alternatives, variations, modifications, equivalents, and the like.

[0018] Some embodiments of the present invention relate to or include a board game designed to envelop practicing subject matter to be learned (e.g., mathematics) into a fun and engaging environment. For example, a game may provide ample opportunities for participants to review and practice relevant mathematics material according to each participant's knowledge. Various features illustrated in the present document are solely for the purpose of demonstration and should not be use to limit the scope of the present invention. Examples of such features include the number of rows and columns in a first region (e.g., a grid region), the content within each sub-region (e.g., each square) within the first region, any graphical elements imprinted on a game board (e.g., physical or virtual board), label ranges (e.g., number ranges) of tokens, sizes and shapes of tokens, the complexity and subject matter (e.g., pertaining to mathematics).

[0019] Some preliminary remarks may be helpful. The remarks relate to mathematics, but the invention is not limited to mathematical subjects. The understanding of basic mathematics symbols and operations are the fundamental not only to more advanced mathematics operations, but also in the day to day operations of our daily lives. It is important that the children understand the underlying reasoning behind simple operations, for example, adding 5 to 3 can be achieved by counting 5 fingers from one hand and continuing counting 3 more from the other hand; or 8 times 3 is adding 8 to itself 3 times. But, at some point, deriving at the results of these operations should be automatic, that is knowing that 5 plus 3 is 8 without counting fingers or 8 times 3 is 24 without adding. Achieving automatic (or subconscious) computation skills requires repetition such that the information is learnt by heart.

[0020] In the process of achieving the goals of a game, a participant should preferably be challenged but not be frustrated because of his or her competency level on the subject matter. And in allowing children of different competency levels to play in a same game, children of a lower level may learn from more advanced children and be inspired to advance their own level.

[0021] One issue with existing educational games is that there is no truly multi-player game in which the players are of different competency levels. Another issue is that there is no educational game in which players are not expected to have learnt the material before they can play, and thus game becomes merely a test on how well the players know the material, and there is no opportunity for the players to learn as they play the game. One or both of these issues may be addressed by some of the embodiments of the present invention.

[0022] Some embodiments of the present invention provide an educational game in which participants of different skill levels may participate in the same game at the same time.

[0023] Some embodiments of the present invention provide an educational and recreational game that has easily understandable objectives and rules, and the time needed to achieve the goal of the game is relatively short.

[0024] Some embodiments of the present invention provide an educational and recreational game that provide an incentive to learn academic related material and in which participants are not be penalized in the game for not knowing the material by heart.

[0025] Some embodiments of the present invention provide an educational and recreational game in which the participants will have an opportunity to access, repeat and practice academic related material that the participants have not fully grasped or committed to memory.

[0026] Some embodiments of the present invention allow access to academic related material to be withheld in order to test the knowledge acquired by the participants.

[0027] An embodiment of the present invention includes a game that is adapted for mathematical subject matter. The game is configured to reinforce knowledge pertaining to recognition of numbers, the numbers and their word equivalents, and/or simple and complex arithmetic operations. Other embodiments may be configured for other subject matter.

[0028] Some embodiments of the present invention are educational games that each includes a set of different boards containing material of varying operations and difficulties, depending on the board. The levels of difficulty of the board, for a mathematics-oriented embodiment, may be, and need not be limited to, the following categories:

[0029] (I). Numbers only: the board includes only numbers;

[0030] (II). Number and its word equivalent conversion: the board includes only numbers or word equivalent of the number;

[0031] (III). Simple addition and subtraction: the board includes information from category (I), and simple addition and subtraction expressions that do not require carry-over or borrowing;

[0032] (IV). Complex addition and subtraction: the board includes information from category (III), and complex addition and subtraction expressions that require carry-over or borrowing;

[0033] (V). Simple multiplication and division: the board includes information from category (IV), and straight forward multiplication and division expressions;

[0034] (VI). Complex expressions: the board includes information from category (V), and complex expressions that involve all four operations (+, -, .times., /).

[0035] Although mathematics-oriented embodiments are discussed in detail, the present invention is not limited to being directed to teaching or reinforcing mathematics or any (other) particular subject matter. For example, even within mathematics, possible subject matter is restricted to merely the four operations (+, -, .times., /) on whole numbers as described in detail, but may include other types of numbers, for example operations involving fractions, or other types of operations, or the like, or any other subject matter.

[0036] A preferred embodiment of the present invention includes a board that includes region, for example, a grid-patterned region arranged in five rows and five columns imprinted on the grid region of the board with or without addition or multiplication table in the help region of the board. One possible range of value imprinted on the numbered token is from 1 to 100. This means that all the values either imprinted on the board or derived from the expression imprinted on the board fall within this range. Other circumstances may prefer a different region (e.g., "grid") size or arrangement or form and/or a different range or types of values.

[0037] One possible objective of a game according to an embodiment of the present invention is to complete a pattern by covering the squares with tokens predetermined prior to the start of the game. This pattern may be, and need not be limited to, horizontal, vertical or diagonal. The caller of the game is responsible to draw a numbered token and recites the value imprinted on the token. If within a square of the square grid on the player's board is imprinted with the recited value, the word equivalent of that value, or an expression that produces the recited value, the player covers that square with a blank token. The first player who covers the grid in a predetermined pattern wins the game.

[0038] FIG. 1 shows the player's board 11. There are two regions on the board: the grid region 12 and the help region 13. This illustration presents one version of the board orientation and the relative position of the regions of such board. The grid region 12 includes a grid pattern of five rows and five columns 20. Above each column is a unique symbol that serves as the reference label for that column 21. The symbols in the illustration are meant to illustrate their placement only and should not be taken as part of the design. The help region 13 includes instructions and other information relating to the difficulty level 14 of the board 11. More on the help region will be discussed in a later section.

[0039] In the center square 15 of the grid 20 is a free space. This space will not be imprinted with any number or expressions. The remaining squares are assigned with a unique value that may be imprinted in forms of number, its word equivalent or an expression that would result in that value. Square 16 contains an example of an imprinted number. Square 17 contains an example of an imprinted word equivalent of a number. Square 18 contains an example of an imprinted simple expression. Square 19 contains an example of an imprinted complex expression.

[0040] Before the start of the game, the players will choose boards 11 of a certain level indicated on each board 14. After the caller recites the symbol and the number on the selected numbered token, the players look for the column labeled by the symbol and the content imprinted within the squares of that column. Depending on the level of difficulty, the player may locate and place a blank token on the square that imprinted within which is the recited value, or its word equivalent, or an expression that resulted in the recited value. Should the player fail to recall the outcome of an expression, the player may refer to the help region 13 for the information.

[0041] FIG. 2 shows three examples of the content of the square grid in the grid region of FIG. 1. Grid 22 shows the content of the grid with difficulty level described in category (II) above. The grid includes numbers 16-a and word equivalent of numbers 17-a. Grid 23 shows the content of the grid with difficulty level described in category (IV) above. The grid includes numbers 16-b, word equivalent of numbers 17-b, and simple addition or subtraction expressions that do not require carry-over or borrowing 18-b, and complex addition or subtraction expressions that require carry-over or borrowing 19-b. Grid 24 shows the content of the grid with difficulty level described in category (VI) above. The grid includes numbers 16-c, word equivalent of numbers 17-c, expressions involving a single operator 18-c, and expressions involving multiple or different operators 19-c.

[0042] FIG. 3 shows four examples of the help region of FIG. 1. Region 14-a contains help information suitable for boards of category (II). A range of number and the word equivalents are listed here. Region 14-b contains help information suitable for boards of categories (III) and (IV). Addition tables of a range of number are listed here. Region 14-c contains help information suitable for boards of categories (V) and (VI). Multiplication tables of a range of number are listed here. Region 14-d contains no help information. It is suitable for boards of all six categories. Boards with this region may be used to challenge the player to use the information that has already been memorized. If manufactured with a suitable material, this region of the board may be the erasable scratch pad for players to calculate expressions on.

[0043] FIG. 4 shows a master board 25, which contains a full range of numbers, organized into five rows. Each row is labeled by a unique symbol that corresponds to those symbols imprinted on the player's board in FIG. 1 21. As shown in FIG. 5, the numbered tokens are imprinted with an unique number from the preferred range of values, along with the symbol of the row the number is associated with on master board 25. When reciting the information of the selected numbered token, the caller recites both the imprinted symbol and the number, and placed the selected token over the same imprinted number on the master board.

[0044] The embodiments and features described in the present document should be viewed as illustrating aspects or principles of the present invention, but the invention is not meant to be limited to merely the specifically illustrated embodiments.

[0045] Embodiments of the present invention may be used as a supplementary exercise to other teaching materials. Games can provide a fun and educational exercise for its participants to review the materials relating to numbers and arithmetic operations (or other subject matter, including non-mathematical subject matter).

[0046] Existing BINGO-based educational games on the market have the following three characteristics.

[0047] (1). In existing BINGO based educational games, the moderator of the game picks a question or expression, the participants answer the question or do the calculation and covers the resultant value if the value is on the board.

[0048] In contrast to the above characteristic (1), in one embodiment of a BINGO-type game according to an embodiment of the present invention, the participant's board includes questions or expressions (e.g., arithmetic expressions) as opposed to including only raw atomic answers (e.g., numbers). The moderator picks an answer or number and each participant will cover the equivalent or corresponding question or expression on the participant's board. However, each board can define equivalence or correspondence in a player-specific (e.g., skill-level-specific) manner. This allows the level of difficulty be manifested on the participant's board as oppose to the moderators pick. For example, for a lowest skill level, the board may simply show raw answers or numbers (e.g., "2"). In short, for the lowest skill level, the board is simply like a BINGO board that shows what the moderator may call out. For a slightly higher skill level, the board may show merely simple analogues of the answer or number--for example, mere word equivalents of a number (e.g., "TWO" for "2"). For still higher skill levels, the board may show questions or expressions (e.g., mathematical expressions) whose answer or solution is or includes or corresponds to the answer or number called out. Of course, the level of difficulty of the questions or expressions can be varied to obtain boards of different skill levels. Thus, participants of different skill levels can participate in the game at the same time. Children may progress to their level of difficulties at their own pace.

[0049] (2). In existing BINGO based educational games, the participant's board only consist of a grid of, e.g., 5.times.5 squares. In contrast to the above characteristic (2), in one embodiment of a BINGO-type game according to an embodiment of the present invention, boards are designed for different levels of mathematics skills. For children who have not achieved a level of competency and may need extra help, they may refer to the information on the help region of the board.

[0050] (3). In existing BINGO based educational games, only participants with similar level in mathematics can play together.

[0051] In contrast to the above characteristic (3), in one embodiment of a BINGO-type game according to an embodiment of the present invention can be played at home amongst siblings as it allows children to enjoy the game together, as long as the boards satisfies the desired level of difficulties.

[0052] Throughout the description and drawings, example embodiments are given with reference to specific configurations. It will be appreciated by those of ordinary skill in the art that the present invention can be embodied in other specific forms. The scope of the present invention, for the purpose of the present patent document, is not limited merely to the specific example embodiments of the foregoing description. Rather, the scope of the present invention is and is to be indicated by patent claims.

Brief Patent Description - Full Patent Description - Patent Application Claims

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Previous Patent Application:
Method of and apparatus for gaming
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Educational game
Industry Class:
Amusement devices: games

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