Abstract:
An educational board game has a plurality of segments positioned in a predetermined order and extending from a starting segment to an ending segment. The educational board game also has a plurality of participant identifiers, wherein each participant identifier represents a single individual playing the game. A random number generator selects a value which determines how many segments a participant is allowed to move on his or her turn. A first feedback stack includes cards describing episodes and which may result in an exchange or loss of points. A second feedback stack includes cards with instructions to read out loud educational content. The educational board game further has a third feedback stack with cards containing questions regarding the subject matter of the game. The educational content read during the game includes answers to the questions presented in the third feedback stack.

Description:
STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH AND DEVELOPMENT 
       [0001]    N/A 
       RELATED APPLICATIONS 
       [0002]    N/A 
       BACKGROUND OF THE INVENTION 
       [0003]    1. Field of the Invention 
         [0004]    The present invention relates generally to the field of board games, and more particularly to an educational board game having content-based feedback. 
         [0005]    2. Discussion of the Background 
         [0006]    Board games are a common recreational activity for people of all ages. Because playing board games requires a participant&#39;s attention in order to keep track of developments such as each participant&#39;s moves and score, it is not surprising that board games have been used as learning tools. In fact, a variety of board games has become available, each having the dual purpose of educating the participant while being entertaining at the same time. 
         [0007]    Educational board games may be tailored to target a particular subject or a specific skill within that subject. For example, some board games generally oriented towards mathematics may focus on a specific skill, such as fractions or multiplication. On the other hand, board games may have a broader scope as to the subject matter that they are intended to assist in learning and/or reviewing. Thus, board games may cover topics on history or literature, without focusing on a particular country, time period or author. 
         [0008]    However, these approaches may not be as effective as desired. In the case of subject-specific or skill-specific educational board games, it is often the case that the content of these games is too limited. That is, educational board games used to learn a specific skill often include a predetermined set of cards or examples, which after a few rounds become repetitive and unappealing to the target participant. Educational board games with a broader scope in terms of subject matter may lead to situations in which there is considerable disparity among the level of prior knowledge exhibited by the participants. Therefore, in group settings, the competitive edge of some participants may hinder the learning exercise for the rest of the group. These disadvantages participants, however, are the ones who may potentially benefit from the learning exercise the most. 
         [0009]    Thus, there is a need for an educational board game which can be both an learning tool and an enjoyable experience for the participants. In particular, there is a need for a subject-oriented board game with expandable and customizable content, which may also be configured to mitigate the effect of differences in knowledge acquired prior to the game. Therefore, there is a need for an educational board game which entertains and teaches participants having different degrees of prior knowledge and different cognitive abilities. 
       SUMMARY OF THE INVENTION 
       [0010]    In accordance with one aspect, the present disclosure is directed toward an educational board game having a plurality of segments positioned in a predetermined order and extending from a starting segment to an ending segment. The educational board game further has a plurality of participant identifiers; each identifier corresponding to an individual playing the game. A random number generator selects a value which determines how many segments a participant is allowed to move on his or her turn. The segments may be associated with cards allocated in one of three feedback stacks. A first feedback stack includes cards describing episodes and may result in the exchange or loss of points. A second feedback stack includes cards with instructions to read educational content out loud. The educational board game further has a third feedback stack with cards containing questions regarding the subject matter of the game. The educational content read during the game includes answers to the questions presented. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0011]    The following drawings should be read with reference to the detailed description. Like numbers refer to like elements. The drawings, which are not necessarily to scale, illustratively depict embodiments of the present invention and are not intended to limit the scope of the invention. 
           [0012]      FIG. 1  shows a top view of the educational game board according to an embodiment of the present disclosure. 
           [0013]      FIG. 2A  shows an exemplary marker which may be suitable for identifying and representing each participant of the educational board game illustrated in  FIG. 1 . 
           [0014]      FIG. 2B  shows a random number generator which may be suitable to arbitrarily determine how many segments each participant is allowed to move at each turn, according to an embodiment of the present disclosure. 
           [0015]      FIG. 3  shows an exemplary card corresponding to each of the three feedback stacks which may be used in connection with the educational board game depicted in  FIG. 1 . 
           [0016]      FIG. 4  shows an exemplary score card, which may be used to keep track of the progress each participant makes throughout the game. 
           [0017]      FIG. 5  shows a top view of the educational game board having a geographic representation according to another embodiment of the present disclosure. 
       
    
    
     DESCRIPTION OF THE PREFERRED EMBODIMENT 
       [0018]      FIG. 1  discloses an embodiment of the present disclosure, which relates to an educational board game, shown as game board  100 . Game board  100  may be divided into a plurality of segments which define the path to be followed by each participant during the game. In the exemplary embodiment shown in  FIG. 1 , game board  100  includes a plurality of game segments  102 , extending from the starting point  104  of the game to the final segment  106 , which marks the end of the game. At the beginning of the game, all participants depart from starting point  104 . The game ends when the first participant arrives at the final segment  106 . 
         [0019]    Each of the game segments  102  shown in  FIG. 1  may be configured to prompt the participant to complete a particular task or take some action. For example, a Discovery Segment  108  may prompt the participant or a moderator to read aloud a piece of information. As the forthcoming examples will help illustrate, the information read at this stage may be related to other segments in the game board  100 , which may then serve to assess the participants&#39; proficiency regarding the subject matter of the game. The participants&#39; skills may be tested through a series of queries, such as questions, problems, exercises, and/or a combination of any of these, which correlates to the information read. 
         [0020]    Game board  100  may also include one or more Archaeological Site Segments  110 , which may serve as a testing tool. If a participant reaches an Archaeological Site Segment  110 , he or she may select a card from a feedback stack or be prompted using similar means in order to answer a question or solve a problem related to the subject matter targeted by the game board  100 . This feature will be further illustrated in the examples that follow. 
         [0021]    In addition to Discovery Segments  108  and Archaeological Site Segments  110 , the game board  100  may include Mishap Segments  112 . A participant arriving at one of these Mishap Segments  112  may be prompted to select a card from a stack or to choose an item in a random fashion. The item chosen at random may describe a particular situation experienced by archaeologists, scientists or students in the field. Such “mishaps” may be related to the weather, the landscape or similar conditions prevailing in the historical area which is part of the subject matter of exemplary game board  100 . Furthermore, the information disclosed as part of the situation constituting the “mishap” may also represent an additional opportunity to incorporate facts and knowledge into the game. 
         [0022]    Complementing the Discovery Segments  108 , Archaeological Site Segments  110 , and Mishap Segments  112  which may involve the discussion, learning, and testing of information, game board  100  may also include other segments which do not necessarily or directly touch on the subject matter covered by the embodiment shown in  FIG. 1 . Green Segments  114 , for example, may advance a participant by instructing him or her to advance a number of spaces. On the other hand, Red Segments  116  may delay a participant&#39;s progress by directing him or her to go back a number of spaces. Since the subject matter used as theme in the embodiment shown in  FIG. 1  relates to history, anthropology, and geography, some of the segments may be configured to represent or reproduce geographical characteristics of the location. For example, River Segment  118  may be located in a manner that reproduces or represents an actual river in the location whose history has been selected as the subject matter for game board  100 . The action associated with River Segment  118  may be that the participant is prompted to flow to the end of the stream, in the direction of the arrows depicted in the exemplary embodiment of  FIG. 1 . 
         [0023]    The tokens depicted in game board  100  designate Fortune Segments  120 . These segments advance participants, not by skipping a number of segments on the game board  100 , but by receiving a token. According to the embodiment shown in  FIG. 1 , this token may in turn be used by the participant to skip a future “mishap” or simply as a bonus collected artifact (thus receiving the same reward that is given whenever a participant answers a question correctly at any Archaeological Site Segment  110 , without having to actually answer a question or solve a problem). 
         [0024]    It is contemplated that game board  100  may include other types of segments, in addition to those disclosed above and shown in  FIG. 1 . For example, in the embodiment shown in  FIG. 1 , additional segments may be incorporated, in order to highlight the subject matter serving as theme of the educational board game. For example, a situation contemplated in a card or in a randomly selected item associated with a Mishap Segment  112  may require a participant to go the Hospital Segment  122  (e.g., in case of “injury” while “conducting archaeological research”); to the Institute Segment  124  (e.g., for “administrative” or “housekeeping” matters); or to a Parador (Spanish for “inn”) Segment  126  (e.g., to “rest” or to “seek shelter from inhospitable weather conditions”); or may require the participant to lose some of the archaeological artifacts collected at that point of the game (i.e., the equivalent of reducing that participant&#39;s score for purposes of determining who ultimately wins the game). These features are further described through the examples that follow. 
         [0025]      FIG. 2A  illustrates an exemplary participant identifier  200  which may be used as a marker to represent and identify each participant playing the game. It is contemplated that the participant identifier  200  may be configured to depict an individual of any age, sex, ethnicity, race or color. Furthermore, the participant identifier  200  may be configurable, so as to customize the frontal view  202  according to a participant&#39;s preferences. It is further contemplated that the frontal view  202  of participant identifier  200  may include a reserved space to affix a participant&#39;s name, the name of the team or any similar identifier. 
         [0026]      FIG. 2B  illustrates a random number generator  204 , capable of selecting a value from a set of possible values, wherein each possible value has the same probability of being selected at a random event. As shown in  FIG. 2B , random number generator  204  may be a dice or similar item. 
         [0027]      FIG. 3  illustrates a series of exemplary cards corresponding to each of three feedback stacks which may be used in connection with an embodiment of the game board  100 , as shown in  FIG. 1 . As described in connection with  FIG. 1 , the educational board game of the present invention may include a game board  100  having a plurality of segments  102  which may be configured to prompt the participant to complete a particular task or direct him or her to take some action as part of the game (such as skip a number of segments or go back one or more segments). For example, in the embodiment shown in  FIG. 1 , when a participant reaches a Discovery Segment  108 , an Archaeological Site Segment  110 , or a Mishap Segment  112 , he or she may be prompted to select a card from a feedback stack corresponding to the type of segment. Accordingly, game board  100  may include a section (not shown) where the stacks of cards are placed in a manner which may be accessible to each of the participants, or to choose an item in a random fashion. Thus, game board  100  may include three stacks of cards, independent and separated from one another. In case a participant reaches a Discovery Segment  108 , he or she may select a Discovery Card  304  from a Discovery Stack. Similarly, if a participant reaches a Mishap Segment  112 , he or she may select a Mishap Card  302  from a Mishap Stack. Upon reaching an Archaeological Site Segment  110 , a participant may select an Archaeological Site Card  306  from a Archaeological Site Card Stack. 
         [0028]    Each Mishap Card  302  includes a front surface  302   a,  which identifies the type of card and ties the same to at least one corresponding segment in the game board  100 . The back surface  302   b  of a Mishap Card  302  may include an episodic narrative related to the subject matter of the educational board game. The episodic narrative may describe an unforeseen or undesirable situation which one may encounter in the actual setting referenced by the subject matter of the educational board game. In the example shown in  FIG. 3 , a participant selected a Mishap Card  302  narrating an episode which may translate into a loss for the participant (i.e., requiring the participant to exchange archaeological artifacts with the next participant). The particular situation may have the effect of advancing or, as in this case, delaying the participant&#39;s journey throughout the game. However, it is also contemplated that the Mishap Card  302  may narrate episodes which although educational in nature, have little to no impact in the final outcome of the game. 
         [0029]    Each Discovery Card  304  also includes a front surface  304   a,  which identifies the type of card and ties the same to at least one corresponding segment in the game board  100 . The back surface  304   b  of a Discovery Card  304  may include a narrative related to the subject matter of the educational board game. In the example shown in  FIG. 3 , the narrative may summarize a historical fact or may contain information regarding the traditions or culture of a particular group (i.e., native peoples or early settlers). 
         [0030]    Similarly, each Archaeological Site Card  306  may include a front surface  306   a,  conveying certain information, such as the type of card. The information included as part of front surface  306   a  may further link the Archaeological Site Card  306  (and hence, the Archaeological Site Card Stack) to at least one corresponding segment in the game board  100 . A back surface  306   b  of the Archaeological Site Card  306  may include at the top section having at least one question, problem or exercise to be solved or answered by the person whose participant identifier  200  landed on an Archaeological Site Segment  110 . The question, problem or exercise may in turn be related to the subject matter of a narrative within the same educational board game. For example, a narrative associated with a Discovery Card  304  may provide a hint to answer a question posed on the back surface  306   b  of Archaeological Site Card  306 . 
         [0031]    The answer to the question, problem or exercise posed on the back surface  306   b  of Archaeological Site Card  306  may be included at the bottom of back surface  306   b.  In the example shown in  FIG. 3 , both the question, problem or exercise, and the corresponding answer appear on back surface  306   b.  Thus, it is contemplated that a game moderator such as a parent, a teacher or a guardian may participate by reading the question, problem or exercise posed to the person whose participant identifier  200  lands on an Archaeological Site Segment  110 . Thus, the moderator may help ensure that the participant does not see the answer to the particular challenge associated with the Archaeological Site Card  306   
         [0032]      FIG. 4  shows an exemplary score card  402 , which may be used to keep track of the progress of each participant in the game. Score card  402  has a front surface  404  which may provide a plurality of regions  406  corresponding to that participant&#39;s score. In the exemplary embodiment shown as part of game board  100  of  FIG. 1 , the plurality of regions may comprise a series of circles, thus representing the shape of tokens associated with the theme of the game board  100 . It is contemplated, however, that the score card  402  may have other configurations, which numerically and/or pictorially represent a participant&#39;s progress in the game. In the exemplary score card  402  shown in  FIG. 4 , a whenever a participant answers a question, problem or exercise presented in an Archaeological Site Card  306 , he or she will receive a token. In addition, a participant may receive a token in other circumstances, such as by reaching a Fortune Segment  120 . However, in the present embodiment, it is contemplated that the primary source of tokens in the game preferably is the answers to the questions, problems or exercises associated with each Archaeological Site Card  306 . As described in the examples that follow, the educational aspect of the game predominates, since the ultimate winner in the game will not necessarily be the one who reaches the Final Segment  106  in first place, but the participant who has collected the most tokens by the time the first participant reaches the Final Segment  106 . 
         [0033]    Score card  402  may further convey additional information. For example, the card may be tailored according to the particular theme of the game, as shown by caption  410 . The front surface  404  may also provide an identification section  408 . This area may correspond to the name of a particular character in a storyline highlighted by the theme of the board game. Alternatively or additionally, the identification section  408  may be initially left blank, allowing each participant to write down or sign his or her name in the blank space. 
         [0034]      FIG. 5  illustrates an educational game board  500 , similar to the educational game board  100  shown in the embodiment of  FIG. 1 . However, in contrast with the educational game board  100 , game board  500  may include a geography template  504 . In the embodiment shown in  FIG. 5 , geography template  504  may include territorial boundaries configured to represent or reproduce geographical characteristics of a particular location. The location represented by the geography template  504  may be the subject of the history, anthropology, and/or geography lessons embedded within the educational game. Furthermore, the plurality of segments  102  may be configured to represent or reproduce geographical characteristics of the location, which, combined with geography template  504  may serve as a learning strategy to teach, review or reinforce the subject matter. As an example, River Segment  118  may be placed on the educational game board  500  at a particular location, in order to represent a river in the location. Additionally or alternatively, other segments from the plurality of segments  102 , such as Archaeological Site Segment  110  and/or Parador Segment  126  may be positioned on the educational game board  500  in such a manner as to represent or reproduce geographical characteristics or landmarks of the location. 
       INDUSTRIAL APPLICABILITY 
       [0035]    The disclosed educational board game may be applicable to any environment where learning, retaining, and applying information by an individual or a group is expected. The disclosed educational board game may help instructors in teaching a particular subject matter, such as history, anthropology, and/or geography or subject matter combination, such as “social sciences.” In addition, the educational board game may be of assistance to students in their homes when reviewing the subject matter with the assistance of a parent or guardian. Thus, the educational board game disclosed herein may facilitate an overall improvement in academic performance. The operation of the educational board game will now be explained. 
         [0036]    In addition to a plurality of segments  102 , the game board  100  or game board  500  may include a designated location where three card stacks (i.e., Discovery Stack; Mishap Stack; and Archaeological Site Card Stack) are placed at the beginning of the game. In addition, one or more locations may be designated for discarding the cards, such as the Archaeological Site Cards  306  answered correctly and/or incorrectly. 
         [0037]    A participant identifier  200 , as shown in  FIG. 2 , may be placed on the game board  100  or game board  500  and shifted from one segment to another. A random number generator  204 , such as a dice, may serve to determine how many segments the participant identifier  200  must be shifted. 
         [0038]    At the beginning of each game, each participant (preferably up to four (4) participants in total for each game session) places his or her participant identifier  200  at the starting point  104 . Each participant takes turns to operate the random number generator  204 . The participant who gets the highest number begins the game. The first participant rolls the random number generator  204  one more time, effectively beginning the game. 
         [0039]    The first participant moves his or her participant identifier  200  according to the number returned by the random number generator  204 . The random number generator  204  is passed on to the participant immediately to the first participant&#39;s left. That is, the participants&#39; turns run clockwise. At each turn, and until the game ends, each participant rolls the random number generator  204  and moves the participant identifier  200  one or more segments at a time, depending on the number returned by the random number generator  204 . 
         [0040]    When a participant identifier  200  lands on a Discovery Segment  108 , he or she selects a Discovery Card  304  from a Discovery Stack. The Discovery Card  304  includes a narrative with information related to the subject matter or subject matter combination of the educational board game. The information may be read out loud by a narrator, in order for all participants to hear its content. The narrator may be one of the participants or an adult person, such as a teacher, instructor, parent or guardian. For example, the content read out loud may summarize a historical fact or describe the traditions or culture of a particular group. In the embodiment shown in  FIG. 3 , the Discovery Card  304  includes a narrative regarding the areyto, which was a ceremony performed by Native Puerto Ricans as a means to pass on their beliefs, myths, social standards, and general knowledge from one generation to the next. All participants are expected to understand, retain, and apply this information, as it may be the subject of a question, exercise or problem surfacing at some point in the game. 
         [0041]    If a participant lands on a Mishap Segment  112 , he or she selects a Mishap Card  302  from a Mishap Stack. The back surface  302   b  of the Mishap Card  302  narrates what a participant or “explorer” may consider an unforeseen or undesirable situation encountered in the setting referenced by the subject matter of the educational board game. In the example shown in  FIG. 3 , the participant is asked to exchange “archaeological artifacts” with the next participant. In the example shown, each “archaeological artifact” is represented by a token, which may be obtained each time a participant arrives at an Archaeological Site Segment  110  and answers the corresponding question, exercise or problem correctly. Alternatively and/or additionally, a token may be obtained when a participant arrives at a Fortune Segment  120 . It is contemplated that for each participant, the answers to questions, problems or exercises associated with each Archaeological Site Card  306  represent the primary source of potential tokens (or “archaeological artifacts”). 
         [0042]    Upon reaching an Archaeological Site Segment  110 , the participant selects an Archaeological Site Card  306  from an Archaeological Site Card Stack. Each Archaeological Site Card  306  include a top section having at least one query to be read out loud by a narrator and answered by the participant whose identifier  200  landed on the Archaeological Site Segment  110 . The query may be in the form of a question, a problem or an exercise which may be directly or indirectly related to information previously read out loud by the narrator during the game. That is, in the example depicted in  FIG. 3 , the information regarding the “areyto” (which may have been previously discussed as part of the narrative of a Discovery Card  304 ) read by the narrator may now be used to overcome the challenge posed by the Archaeological Site Card  306 . As discussed earlier, the information on each Discovery Card  304  will be read out loud by the narrator, so that all participants may hear its content. The narrator for the Archaeological Site Cards  306  may be either an adult or a participant, as long as the narrator and the participant presented with the question, problem or exercise are not the same person. This restriction becomes necessary, as each Archaeological Site Card  306  may include the answer to the query at the bottom of back surface  306   b.    
         [0043]    When a participant draws an Archaeological Site Card  306 , he or she will attempt to answer the question, complete the exercise or solve the problem correctly. If the participant answers correctly, he or she will receive one token from a moderator (or from the narrator, in case the moderator is also the narrator), which the participant may then place on the score card  402 . In this case, the Archaeological Site Card  306  that was just answered is set aside from the rest of the cards in the Archaeological Site Card Stack, so it may not be selected again during the same game session. 
         [0044]    If the participant gives an incorrect answer to the question, exercise or problem, he or she will be informed of the result by the moderator and thus, will not be entitled to receive a token. The Archaeological Site Card  306  answered incorrectly may then be placed at the bottom of the Archaeological Site Card Stack. 
         [0045]    Nonetheless, it is also contemplated a scenario in which the question, problem or exercise presented does not specifically relate to information previously read from any Discovery Card  304  read up to that point in the game. In this case, it is possible that the Discovery Card  304  containing the information pertinent to that particular question, problem or exercise may be drawn from the Archaeological Site Card Stack at some point later in the game. If later drawn from the Archaeological Site Card Stack, the information contained in said Discovery Card  304  will be read out loud, as a means for each participant to reinforce a relationship between the relevant information and the question, problem or exercise posed earlier in the game. Although no tokens may be awarded at this time, each participant will have the same opportunity of either reviewing the correct answer proffered earlier or learning the answer missed earlier in the game. 
         [0046]    The game ends when the first participant reaches the final segment  106 . However, the participant reaching the final segment  206  first is not necessarily the winner. The winner of the game session is the participant who manages to collect the most tokens, which may be obtained by answering or solving a challenge posed by an Archaeological Site Card  306  or by landing on a Fortune Segment  120  and then choosing the option of keeping the token received. Nonetheless, it is contemplated that the primary source of tokens will be the Archaeological Site Card Stack and the challenges described therein, which, if answered or solved correctly, shall translate into more tokens and thus, a higher score. Therefore, it is contemplated that success in the game shall not heavily hinge on luck or chance, but on how proficient each participant is on the subject matter or subject matter combination targeted by the educational game board. Such proficiency is assessed through the answers given by each participant in response to the challenges posed by each Archaeological Site Card  306 . The moderator may also keep track of each participant&#39;s progress and proficiency during the game. Alternatively or additionally, the moderator may track each participant&#39;s progress throughout any period of time, such as an academic semester, a week or a month. Furthermore, the moderator may compare each participant&#39;s performance in the game with other metrics, such as each participant&#39;s performance in quizzes, assignments or exams covering the same or similar subject matter. The moderator may modify the difficulty level of the challenges for the subject matter through the use of supplemental packages. These packages may contain different Archaeological Site Card Stacks with challenges having a higher or lower difficulty level. A moderator may base his or her selection of the supplemental packages on a previous assessment of the participants&#39; individual or collective performance. Additionally and/or alternatively, it is further contemplated that the supplemental packages may expand on the skills currently targeted by the game or add new skills, regardless of the difficulty of the challenges. 
         [0047]    While the disclosure has been described as having a preferred embodiment, it is understood that many changes, modifications, variations, and other uses and applications of the subject invention will, however, become apparent to those skilled in the art without materially departing from the novel teachings and advantages of this invention after considering this specification together with the accompanying drawings. For example, although the examples disclosed herein target archaeology as the primary subject matter, it is contemplated that the disclosed educational board game may be tailored to teach and/or review any subject or combination of subjects in which learning, retaining and applying information is important. Furthermore, it is contemplated that each subject matter or subject matter combination, such as archaeology or “social science,” may be expanded through the use of supplemental packages, which may expand on the skills currently taught by the game or add new skills, while also increasing or decreasing the difficulty of the challenges. That is, for the examples disclosed herein, the present invention contemplates the incorporation of one or more supplemental packages which may contain different sets of Archaeological Site Cards  306 , Discovery Cards  304  and/or Mishap Cards  302  suitable for the purposes and functionalities disclosed herein. 
         [0048]    Accordingly, all such changes, modifications, variations and other uses and applications which do not depart from the spirit and scope of the invention are deemed to be covered by this invention as defined in the following claims and their legal equivalents. In the claims, means-plus-function clauses, if any, are intended to cover the structures described herein as performing the recited function and not only structural equivalents, but also equivalent structures. 
         [0049]    All of the patents, patent applications, and publications recited herein, and in the Declaration attached hereto, if any, are hereby incorporated by reference as if set forth in their entirety herein. All, or substantially all, the components disclosed in such patents may be used in the embodiments of the present invention, as well as equivalents thereof. The details in the patents, patent applications, and publications incorporated by reference herein may be considered to be incorporable at applicant&#39;s option, into the claims during prosecution as further limitations in the claims to patentably distinguish any amended claims from any applied prior art.