Abstract:
A method of educating includes providing a collectible trading card game with a plurality of trading cards. Each card may contain educational information including a consonant, vowel, number or mathematical operator and the cards are used to form a properly spelled word or to form a mathematically correct equation. In some forms, the method includes providing a game with a playing field and a set of game components with game component types having a predetermined power for affecting play of the game by affecting a power, effect, or value of the game component. The level of skill necessary to play the game may be varied by selectively implementing or disregarding the predetermined power of the game components. An educational game includes first and second game components with different expressions, powers, point values, and identifiers for distinguishing game components and facilitating game play.

Description:
CROSS-REFERENCE TO RELATED APPLICATION 
       [0001]    This application is a divisional of application Ser. No. 12/492,842 filed Jun. 26, 2009, which claims the benefit of U.S. Provisional Application No. 61/076,506 filed Jun. 27, 2008, which are hereby incorporated herein by reference in their entirety. 
     
    
     FIELD OF THE INVENTION 
       [0002]    The invention relates to methods and apparatuses for educating, and more particularly, to methods and apparatuses for educating using an expression-forming game. 
       BACKGROUND OF THE INVENTION 
       [0003]    Collectible and trading card games are well known in the art and have proven to be very successful with children and adults of all ages. Such games are normally played using a deck of cards, which may be expanded through purchase of expansion sets, or buying or trading individual cards. Additional cards may also be obtained through winning cards from an opponent during game play. Examples of such games include “battle” games, wherein two or more players compete against one another using their cards to score points or reduce the other players&#39; score until a player wins. Such games often use fantasy elements, such as real or mythical creatures and characters displayed on each card. Each card may have its own power or effect on other cards, and the players use strategy to determine the proper time to play cards having certain effects. 
         [0004]    Although fantasy card games have proven to be very popular with children and young adults, such games are often banned from the classroom, because they lack formal educational value, and can be distracting from the prescribed coursework. Because students that play these games often become preoccupied with the games instead of focusing on their studies, the playing of such games in educational settings is generally frowned upon. 
         [0005]    Word building games are also known in the art. Scrabble® is a well known board game wherein at least two players form words on a board using letter tiles. Each letter tile has a point value, and a player wins points by forming a word with his letter tiles and summing the points of each letter tile used to form the word. Each player takes turns forming a single word in a crossword puzzle like manner, building off of words already formed on the board until a player wins. The board contains tile spaces for each tile. Certain tile spaces have score multipliers, such that the tile on that space, or a word having a letter tile that covers that space, will be worth additional points. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0006]    To understand the present invention, it will now be described by way of example, with reference to the accompanying drawings in which: 
           [0007]      FIG. 1  is a plan view of a screen shot of an electronic version of an educational game in accordance with the present invention, illustrating representations of playing cards displayed on a playing field; 
           [0008]      FIG. 2  is a plan view of a playing field used in a physical version of an educational game in accordance with the present invention; 
           [0009]      FIG. 3  is a plan view of a playing card in accordance with the present invention illustrating a title, a character illustration, a letter, a point value, an effect, a currency designation, and other information; 
           [0010]      FIG. 4  is a plan view of an alternate playing card in accordance with the present invention illustrating an alternate title, character illustration, letter, effect, currency designation, and other information; 
           [0011]      FIGS. 5-8  are plan views of the back of playing cards in accordance with the present invention having indicia of various colors to distinguish one type of card from another; 
           [0012]      FIGS. 9-10  are plan views of turn-identifying symbols, wherein the Protector shield indicates that the player has a defensive position and goes first during a round of play and the Effector swords indicate that the player has an offensive position and goes second during a round of play; 
           [0013]      FIG. 11  is a plan view of a screen shot of an electronic version of an alternate educational game in accordance with the present invention, illustrating representations of playing cards displayed on a playing field; 
           [0014]      FIG. 12  is a plan view of a playing card in accordance with the present invention illustrating a title, a character illustration, a mathematical operator, a point value, an effect, a currency designation, and other information; 
           [0015]      FIGS. 13-15  are plan views of alternate playing cards in accordance with the present invention; and 
           [0016]      FIGS. 16-17  are plan views of playing cards containing mathematical symbols denoting equality or inequality and are used to build mathematical expressions in accordance with the present invention. 
       
    
    
     DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS 
       [0017]    In a preferred embodiment, such as illustrated in  FIGS. 1-17 , an educational game comprises a plurality of game components, such as playing or trading cards  20 , each having educational information disposed thereon. The educational information is preferably in the form of expression portions, such as letters of the alphabet, or alternatively numbers and mathematical operators, although other educational information may be utilized in other forms in accordance with the invention. The playing cards  20  preferably have character information disposed thereon to make the cards suitable for collecting. Generally, the playing cards  20  are utilized by one or more users in an ordered fashion to form an expression comprised of expression portions from each of the cards played. In one form, the expression may be a word formed by individual letters  20   e  ( FIGS. 1 ,  3  and  4 ) disposed on each card. In another form, the expression may be a mathematical expression formed from operators and operands, such as mathematical operators  20   y  ( FIGS. 11 and 12 ) and numbers  20   x  (FIGS.  11  and  13 - 15 ). By playing a game in accordance with the present invention, the user may obtain numerous educational benefits, including learning and applying spelling strategies, deepening phonemic understanding, learning high frequency words, learning to use affixes, developing proof reading skills, using rime or generative patterns found in word families (e.g. ate, late, rate, gate, etc.), improving mathematical and building problem solving skills, and using strategy. The game is also adaptable to accommodate players of varying abilities and experience by removing or disregarding advanced elements of the game. The educational games described herein have also been found to be effective to teach children with learning or developmental disabilities and special needs children. 
         [0018]    The word-forming game  10  ( FIG. 1 ) in accordance with one form of the present invention combines the intrinsic interest of trading cards with the literacy benefits of an educational game. Unlike traditional educational cards or flash cards, the trading cards  20  feature alphabetic letters with phonemically matching character names combined with pop culture art. This unique combination, along with the trading card structure, adds meaning to game play, letter identification, reading, and phonics. The backs of the cards  20   a  ( FIGS. 5-8 ) are also phonemically unique and use colors to differentiate, as well as accentuate, the vowel cards  20   ab  ( FIG. 3 ) from the consonant cards  20   aa  ( FIG. 4 ). The orange cards are preferably vowel cards  20   ab  and the blue cards are consonant cards  20   aa . Using two colors enhances phonemic analysis by visually accentuating the vowel and consonant patterns found in English words called phonograms. When second language learners play the word-forming game  10 , they self-discover English vowel patterns through word-building during play. Brain research has indicated that learning through multiple modalities, such as visual, verbal and tactile means (i.e., seeing, saying and doing), combined with motivational and social interaction increases student achievement. The game  10  provides this cognitive stimulus simultaneously while players are engaged in play, and thereby provides advantages over traditional rote memory exercises, worksheets, and flash card methods used in schools and in the home. Traditional methods often fail to keep students engaged and do not motivate them to want to learn more at ever increasing levels. The word-forming game  10  motivates students&#39; desire to learn more because they earn points for fluently reading the cards and using spelling strategies. Thus, players are often unaware they are learning. 
         [0019]    Ultimately, individuals that play the game  10  will learn to see generative patterns in words, which has several benefits, such as improving spelling skills, i.e. encoding, which leads to more fluent writing ability. Players will also become more fluent readers, as they will be more efficient when sounding out unknown words, i.e. decoding, as they read in context. The faster a reader decodes, the less comprehension is lost, which is an important skill when reading, but an essential skill when reading about new ideas or concepts such as in a text book or other nonfiction source. 
         [0020]    A typical game setup  10  in accordance with the present invention is disclosed in  FIGS. 1 and 2 . Playing cards  20  are played face-up on a playing field  30  having a plurality of subfields, such as first, second, and third rows for holding the playing cards  20 . The first, second, and third rows include an upper tier or base  30   a  and a lower tier or base  30   b  for holding playing cards  20  and an uppermost expression field or shield field  30   g , wherein cards  20  are placed into play and organized into expressions, e.g., words or mathematical expressions. Additional playing cards  20  are held hidden from other players, such that the faces of the cards  20  are kept hidden from view of the other players. These additional cards may be referred to as the blind or the pocket and may be held in the user&#39;s hand, or placed face down on the playing field  30 . In the embodiment, illustrated in  FIG. 1 , the individual player is not playing another player, thus, the cards from the blind or pocket  30   c  are shown face up. However, if the player was playing another individual those cards would be kept face down or hidden from view of the other players. 
         [0021]    Two separate sets or libraries of playing cards  20 , which are differentiated via different indicia, such as colors on the backs of the cards  20   a , are positioned at predetermined locations on the playing field  30 , such as a blue deck field  30   d  for the blue deck pile and an orange deck field  30   e  for the orange deck pile. The upper and lower bases  30   a ,  30   b  are color coded to match the backs of the cards  20   a . Accordingly, the upper base  30   a  is blue and the lower base  30   b  is orange. The playing field  30  also includes an effect subfield  30   f , wherein cards  20  having an effect property may be played by a user to affect the point values of other cards  20 , or affect game play in some manner to adjust the offensive or defensive advantage of one of the players. An expression field or shield field  30   g  is disposed along the upper margin of the playing field  30  wherein playing cards  20  from the upper and lower tiers  30   a ,  30   b , as well as the pocket  30   c  may be played to form an expression. The shield field  30   g  preferably has 8 spaces for cards. Although it is preferred that a mat or board be used for the playing field  30  in a physical embodiment of the present invention, no physical playing field is required, and players may play on any surface. 
         [0022]    As shown in  FIG. 3 , each playing card  20  preferably includes character information, such as a title portion  20   b ; a graphic area, such as character illustration  20   c ; character type information  20   d ; the educational information, for example an expression portion, such as a letter of the alphabet  20   e ; a narrative such as a card description  20   f ; a point value  20   g ; an effect  20   h ; an effect duration indicator  20   i ; a currency designator  20   j ; a card type designator, such as an elemental designator  20   k ; a kingdom identifier  20   l ; an offensive or defensive effect indicator  20   m ; an effect indicator (in lieu of a kingdom identifier), and other information. These elements will be described in greater detail below. 
         [0023]    The title portion or card name  20   b  displays the name of the card and identifies the character illustrated in the character illustration  20   c . Preferably, the name of the card is related to the letter of the alphabet  20   e . For example, in  FIG. 3 , the card name is “Army Ants” and the expression portion is the letter “A”. This association between the card name  20   b  and the letter  20   e  helps the user quickly identify the letter associated with the card, and assists users with reading and spelling skills by associating a memorable illustration and the card name  20   b  with the relevant letter  20   e . The name of the card  20   b  may also be associated with the power or effect of a given card  20 . For example, as shown in  FIG. 4 , the card name  20   b  is “Double Dinos,” and the card&#39;s effect  20   h  is to double the user&#39;s word point total if the word has 5 or more letters. The association between card name  20   b  and effect  20   h  has educational value (in this case in the mathematical concept of doubling or multiplying by two) and is helpful for reminding the user about a card&#39;s effect  20   h  without the need to read the card description  20   f  every time the card is played. 
         [0024]    The illustration  20   c  generally contains an illustration of a character and provides the user with a visually interesting and memorable image with which to associate the card  20 . The illustration  20   c  may help spark the user&#39;s imagination and adds intrigue to the game. As with the association between the card name  20   b  and the letter  20   e , it is preferable that the illustration  20   c  be related to the letter  20   e  and/or the card name  20   b  to help the individual identify the letter  20   e  and/or the card name  20   b . For example, individuals who are just beginning to learn the alphabet may already know what the illustration  20   c  ( FIG. 3 ) is showing (e.g., Ants) and will use this association to come up with the letter  20   e  on the card (e.g., “A” for “Ants”). Over time, these associations will further help the individual learn to read and spell the card name  20   b  in that they know from association what is illustrated (e.g., Ants wearing helmets) and the letter  20   e  associated with this card (e.g., “A”). Thereby eventually learning to read and spell the card name  20   b  (e.g., “Army Ants”). In other instances, the individual may not be able to identify the illustration  20   c  on the card but will know either the letter  20   e  or the card name  20   b . Overtime, the individual will also learn what illustration  20   c  is of and, thus, will learn more than just how to read or spell. 
         [0025]    In the form illustrated, the character type information  20   d  generally categorizes or groups the character illustrated in the character illustration  20   c  into different groups or families. Families may include insect, fish, robot, dragon, horse, magic, dinosaur, bird, cat, brainforce, construction effect, weather effect, celestial effect, and geological effect. It should be understood, however, that other types of characters or symbols may be used for the illustration if desired. Preferably, however, these illustrations will maintain some form of association between the card name and/or the letter to help teach the individual some lesson, such as the one discussed above. 
         [0026]    In the illustrated embodiment, the families are significant for game play in that certain families are susceptible or not susceptible to the effects of other cards  20 . For example, a frog card may have an effect on insect cards, such as “eating” or taking the points away from an insect card. Because it will be learned or may already be commonly understood that frogs eat insects, a player with an insect card would refrain from playing that card if another player plays a frog card. By basing the effects  20   h  associated with a creature on known characteristics of the real-life creature on which the character is based, a user may quickly ascertain whether a card may have an effect on his selected cards  20 . This association makes the effects  20   h  of a given card more memorable, thus increasing ease and quickness of play, and also works through association to teach the individual something educational if the individual did not already know this (e.g., frogs eat insects). 
         [0027]    In the embodiment of a game component, such as the playing card  20  illustrated in  FIG. 3 , educational information, e.g., an expression portion in the form of a letter  20   e , is displayed. The letter  20   e  forms part of an expression, such as a word, to be formed by the user during game play. In a preferred form, an educational game according to the present invention has first and second game components being of first and second game component types. For example, a first game component is a collectible playing card having a consonant type. The second game component is a collectible playing card having a vowel type. Prior to being played to form a word, consonant cards  20   aa  are kept separate from vowel cards  20   ab . The consonant cards  20   aa  are distinguished from the vowel cards  20   ab  using indicia for grouping the cards, such as a differing color scheme used to break the cards up into different sets. For example,  FIGS. 7 and 8  show card backs  20   n ,  20   s  of the consonant and vowel cards  20   aa ,  20   ab . Consonant card backs  20   n , shown in  FIG. 7 , have a blue background  20   p , a blue border or outline  20   q , and an orange-colored star  20   r . On the other hand, vowel card backs  20   s  have an orange background  20   t , an orange border or outline  20   u , and a blue-colored star  20   v . Other indicia for grouping the cards may include borders on the face of the cards  20 , symbols, and the like. In a preferred form, the borders are associated with a kingdom identifier  20   k , such that each kingdom (described in more detail below) has a unique border. This will help the user keep different sets of cards or decks separate from other sets of cards or decks. This association helps the player learn the differences between vowels and consonants and will start the individual on their way to forming words. 
         [0028]    Other types of cards  20  may be further distinguished from consonant and vowel cards  20   aa ,  20   ab  and each other using different color schemes. Card backs  20   a  shown in  FIGS. 5 and 6  for an alternate embodiment, such as a mathematical equation or expression forming game  40 , have differing color schemes. The card back shown in  FIG. 5  is for a first card type, such as a number card  20   ac , and has a blue background  20   p , a purple border  20   w , and an orange-colored star  20   r . The card back shown in  FIG. 6  for a second card type, such as a number or a mathematical operator card  20   ad , has an orange background  20   t , a purple border  20   w , and a blue-colored star  20   v . In this manner, the equation-forming cards  20   ac ,  20   ad  having numbers  20   x  or mathematical operators  20   y , are distinguished from the word-forming cards  20   aa ,  20   ab  primarily based on the purple border  20   w  which surrounds the stars  20   v ,  20   r . Although subtle, all of these associations with indicia, such as color, help educate the user or individual (e.g., such as the difference between consonants, vowels, numbers and/or mathematical operators). The indicia will also help the user categorize or group the cards and keep different card sets or decks separate or apart from one another if desired. 
         [0029]    In addition to or in lieu of allowing players to play the word game  10  head-to-head or to play the mathematical/equation game  40  head-to-head, a preferred form of the invention will allow both the equation-forming game  40  and the word-forming game  10  to be played together, such that one player forms equations with the cards  20   ac ,  20   ad  and plays against another player who forms words with the cards  20   aa ,  20   ab . During game play, or if a player has both the equation-forming game  40  and the word-forming game  10 , cards may become intermingled. Thus, the differing color schemes on the card backs are operable to help the players separate both cards of different types as well as cards belonging to different games. Additional indicia, such as a border can be used to further assist in grouping the cards into different sets or decks, therefore making it easier to sort one set or deck of cards from another. 
         [0030]    A playing card  20  may include a description  20   f , which may comprise information, such as a power or effect  20   h  of the particular card, background information regarding the character, instructions on how to execute the power or effect of the card, commands, stories, or other information. In  FIG. 3 , the description  20   f  reads “[r]emove one earth creature&#39;s points from other player&#39;s shield field.” Thus, this description embodies a power or effect  20   h  over another player&#39;s cards  20  that have been played in the expression field or shield field  30   g . Other examples of powers or effects  20   h  are seen in the description fields  20   f  in FIGS.  4  and  12 - 15 . 
         [0031]    A playing card  20  may also have a value, such as a point value  20   g , which is denoted within a star below the character illustration  20   c . The point value preferably ranges between 1 and 3 points. Cards  20  containing expression portions that are more common, such as letters  20   e  used frequently like the letter “A” shown in  FIG. 3 , may have a point value of 1. Less common expression portions, like letters used less frequently, such as the letter “V”, may have a higher point value, such as a value of 3. This type of point valuing system encourages the player to use expression portions that may be more difficult to incorporate, thus rewarding the player for forming expressions that are less common or more difficult to form. By doing so, the game not only helps teach word formation and arithmetic, but encourages players to challenge or press themselves to engage in more advance word formation or arithmetic. 
         [0032]    The power or effect  20   h  of a card augments the efficacy or point value of the same or another card  20 . For example, a card power or effect  20   h  may reduce another card&#39;s point value, such as shown in  FIG. 3 . Alternatively, a card&#39;s power may augment the score of a player&#39;s own card or cards. For example, in  FIG. 4 , the description  20   f  states a player&#39;s word points will double if they form a word with five or more letters. In  FIG. 12 , the description  20   f  states the card&#39;s power increases the point value of the card from 2 to 3 if the card is played together with the “Evil Mushrooms” card. Other powers  20   h  may include protecting a card or cards from the effects of other cards. For example, the power  20   h  described in  FIG. 13  protects “Dragonia” creature cards played by the user from all other creatures. A further example of a power  20   h  in  FIGS. 14 and 15  is that a card may adopt the power of another card. In  FIG. 14 , the card may mimic any card on the field, while in  FIG. 15 , the player of the card may pick one card in the other player&#39;s shield field  30   g  and use it against the other player. Thus, it can be seen that the powers and effects  20   h  of each card are operable to increase the complexity and depth of the game, making the game more interesting for experienced players. In addition, the powers and effects  20   h  motivate the players to read and reread each card before putting it into play, which encourages and develops reading skills in general but also proof-reading skills. 
         [0033]    As described above, the game components, such as playing cards  20 , are generally divided into first and second game component types. Either of the first or second game component types, such as consonant and vowel cards  20   aa ,  20   ab , may have powers, which are described in the card description  20   f . In addition, certain cards of the second game component type, such as vowel cards  20   ab , may have effects  20   h  that may be played in either the expression field  30   g  or an effect subfield  30   f . These cards are referred to as effect cards in the present form and generally have effects such as storms and other worldly phenomena which create conditions to adjust a player&#39;s offensive or defensive advantage. In one method of playing, an effect card loses its effect if it is played to form an expression, such as a word. Alternatively, the effect card may be played in the effect subfield  30   f , wherein it is not used to form a word, but is solely used for its effect. An effect duration indicator  20   i  located below the character illustration  20   c  is provided to inform the user how long the effect lasts. Preferably, an effect  20   h  lasts one to two turns. 
         [0034]    An effect card is preferably designated by a symbol in the kingdom identifier field  20   l . Non-effect cards, which may be referred to as power cards, may be further classified using the kingdom identifier field  20   l . In one form, each power card may be identified by one of four symbols representing imaginary kingdoms from which each character originates. The four kingdoms in the present embodiment are Dragonia, represented by a dragon symbol, as shown in  FIGS. 13 and 15 ; Hydra, represented by a fish symbol, illustrated in  FIG. 12 ; Industria, represented by a robotic hand and hammer symbol and shown in  FIG. 14 ; and Terra, represented by a lion&#39;s head, as illustrated in  FIGS. 3 and 4 . It should be understood, however, that other symbols may be used to represent kingdoms or that items other than kingdoms may be used to distinguish different groups or sets of cards. 
         [0035]    As effect cards are preferably associated with the second card type, such as vowel cards  20   ab  in the case of the word-forming game  10 , a user must use strategy to decide whether an effect card is best used as a vowel to form a word or used solely as an effect. Although the effects can be very helpful to a player&#39;s offensive or defensive position during a round, vowel cards  20   ab  are also needed to form words. Thus, the more vowel options a player has, the easier it will be to form longer words, which are also worth more points. Therefore, a player must make judgments as to when using an effect card solely for its effect is most beneficial to the outcome of the game. This aspect makes the game more challenging and interesting for more experienced users. 
         [0036]    Another aspect of the current invention is that the game may be modified or scaled depending on the skill of the user. For example, the powers or effects of a game component may be disregarded or disabled in order to simplify game play. Younger users may not be able to read the card descriptions  20   f  or may have trouble with the effects  20   h  and their applicability to the game. Advantageously, the game may be played without using the power or effect functionality of the cards  20 . This allows score keeping and game play to be simplified. Conversely, more advanced users may incorporate the power and effect functionality of the cards  20  to tailor the game to their skill level. 
         [0037]    In the present embodiment, the playing cards  20  are preferably collectible in that the cards  20  not only have utility for playing a game, but may also be used for collection purposes. To assist with the collectibility, an additional aspect of a game component in accordance with the present invention is a currency designator  20   j . The currency designator  20   j  includes a symbol or symbols designating the relative value or rarity of a card. In the present embodiment, the currency takes the form of images of rubies  20   ae , emeralds  20   af , and diamonds  20   ag , in increasing order of value and rarity. Thus, a card having three rubies  20   ae , such as the one in  FIG. 3 , has less value than a card having three diamonds  20   ag , such as the card in  FIG. 15 . These indications of value are useful to determine relative worth of a given card when players wish to buy, sell, or exchange cards  20 . 
         [0038]    A game component may be further classified or categorized via an elemental designator  20   k . According to the present invention, the elemental designator  20   k  is a triangular tab on an upper corner of the playing card  20  having a color correlating with a given element. The elements are preferably fire, water, wind, and earth, represented respectively by the colors red, blue, silver and green. For example, the cards  20  in  FIGS. 3 and 4  are associated with the earth element, indicated by the green triangle at the upper right hand corner of the card  20 . Similarly, the cards  20  illustrated in  FIGS. 13 and 15  are associated with the fire element, indicated by the red triangle at the upper right hand corner of the cards  20 . The elemental designator  20   k  is used in some circumstances with the powers and effects  20   h  of other cards  20 . For example, a power  20   h  of a card may be such that it only has an effect on cards of a certain element. In  FIG. 3 , the power  20   h  of the card shown is only effective on earth creatures. Thus, if the opposing player had played a card having a green triangle, such as the “Double Dinos” card in  FIG. 4 , he would have to deduct one point from his score for that particular round. 
         [0039]    Additional information about the game component may be provided in the form of an offensive or defensive symbol  20   m , which in the present embodiment is called a “force medallion.” The force medallion  20   m  may take the form of either a sword, indicating an offensive posture to the power or effect of the card  20 ; a shield, indicating a defensive posture of the power or effect of the card; or a blank circle, indicating neither an offensive or defensive posture to the power or effect of the card. Preferably, the force medallion  20   m  is disposed on the card at opposite outer corners of the card, such that a user may quickly see the strategic posture of the card while holding the card in his hand, regardless of how the cards  20  are held, i.e., with the cards  20  fanned from left to right with the left most card on top, such that the lower right corner of each card is visible, or alternatively, with the left most card on the bottom, such that the upper left corner of each card is visible. Similarly, a player may quickly glance at an opponent&#39;s cards  20  on the playing field to determine which cards  20  may be used against his cards in an offensive or defensive manner. 
         [0040]    In an alternate form shown in  FIG. 12 , a game component may take the form of a collectible playing or trading card  20  used for playing a mathematical expression- or equation-forming game  40 . The cards  20   ac ,  20   ad  are similar to the cards shown and described in  FIGS. 3 and 4 , except that the expression portion contains a number  20   x  or a mathematical operator  20   y  instead of a letter  20   e . Similar to the letter cards described above, the present playing cards also preferably include a card back  20   a , a title portion  20   b , a character illustration  20   c , character type information  20   d , a card description  20   f , a point value  20   g , an effect  20   h , an effect duration indicator  20   i , a currency designator  20   j , an elemental designator,  20   k , a kingdom identifier  20   l , and a defensive or offensive effect indicator  20   m.    
         [0041]    Like the cards  20   aa ,  20   ab  for the word-forming game, the equation-forming cards  20   ac ,  20   ad  are split into two groups. Preferably, the first card type is a number card  20   ac , having a number  20   x  between 2 and 9, inclusive. The second card type is a number or a mathematical operator card  20   ad , having a number  0  or  1  or a mathematical operator  20   y , such as plus, minus, multiplication, and division signs (+, −, ×, ÷). The first and second card types are preferably distinguished using indicia, such as color, on the card backs  20   a . The cards are used similarly to the letter cards  20   aa ,  20   ab  described above, except that the player forms mathematical equations or inequalities using the cards instead of words. 
         [0042]    Now, with respect to playing the games, in one form of the word form game  10 , each player has a deck of at least 50 cards with preferably more than three copies of any one card. The deck is separated into two draw piles: a blue draw pile placed on the blue deck field  30   d  consisting of consonant cards  20   aa  and an orange draw pile placed on the orange deck field  30   e  consisting of vowel and effect cards  20   ab . Preferably, each player will have a minimum of 20 orange and 30 blue cards. However, any number of cards may be used as desired. 
         [0043]    Both players begin by setting up their cards  20  on the playing field  30 . The first step is to draw five cards  20   aa  from the blue draw pile and place them face up in the five blue card spaces of the upper tier or upper base  30   a  on the playing field  30 . Next, each player draws six cards  20   ab  from the orange draw pile. Each player then places three of those cards  20   ab  face up on the three orange card spaces of the lower tier or base  30   e . The three cards  20   ab  remaining in the player&#39;s hand are called the blind or pocket cards as mentioned above and are held or kept out of view of an opposing player, if any. The pocket cards can be used anytime during a player&#39;s turn to build a word. 
         [0044]    Once the cards  20  are set up, play begins. The object of the game is to build words for points using any combination of the letters on the cards  20  in the upper base  30   a , lower base  30   b , and the pocket  30   c . The cards  20  are combined just above the upper base  30   a  in the expression field or shield field  30   g . A player&#39;s strategy can involve creating the most points in his word, taking a defensive posture by protecting his word against attacks by an opponent, or taking an offensive posture by playing cards  20  that can remove points from the other player&#39;s word. 
         [0045]    Players alternate the order of play each round. The player to play his cards  20  first is called the Protector. The Protector is a defensive position by nature, because the opponent&#39;s cards  20  are not yet played, so there are no cards to attack. The Protector must anticipate the cards  20  that the Effector might play, based on studying the cards  20  in the Effector&#39;s upper and lower bases  30   a ,  30   b . The Effector plays second and is by nature an offensive position, as the Effector knows what cards  20  the Protector has played when the Effector starts his turn. Thus, the Effector may choose his cards  20  in response to the cards played by the Protector, and therefore has an advantage in attacking the Protector&#39;s cards  20  using cards with the appropriate powers or effects. 
         [0046]    Each deck preferably includes a Marker Card  50  (see  FIGS. 9 and 10 ) which is used to keep track of which player is the Effector and Protector during each turn. The Effector is represented by a sword icon  50   a  and the Protector by a shield icon  50   b.    
         [0047]    The Protector always plays his cards  20  first. He starts by reading the powers or effects of the cards  20  he wishes to play. The Protector then builds his word on the shield field  30   g , keeping in mind the cards  20  the Effector has in her upper and lower base  30   a ,  30   b . Any card that can be used against another player&#39;s cards  20  has an offensive effect indicator  20   m  in the form of a sword icon on the upper left corner. Any card that can be used to protect a player&#39;s Shield field  30   g  has a defensive effect indicator in the form of a shield icon. The Protector can, if he chooses, play a defensive effect card from his pocket in the effect subfield or space  30   f  to defend his word. 
         [0048]    The Effector then builds her word on the shield field  30   g  keeping in mind the cards  20  the Protector has in his word. The Effector can then play any effect card by placing it in the effect space  30   f . However, there can only be one effect card in this space  30   f  at one time. Effect cards stay in play a number of turns equal to the number in the effect duration indicator  20   i , which is located to the right of the letter  20   e . If the vowel on the effect card is used to build a word on the shield field  30   g , the effect cannot be used. 
         [0049]    At this time, if the Effector has played an effect card, the effect is unleashed on the shield fields  30   g . Any cards  20  that have points removed by the effect are twisted out or turned sideways to show that they are no longer in play. Next, the Effector&#39;s cards  20  located in the shield field  30   g  to form a word are used to remove points from the Protector&#39;s cards  20  in their shield field  30   g . Any cards  20  that have points removed are then twisted. Once this is done, the Protector&#39;s cards  20  that have not been twisted can now be used on the Effector. The Effector&#39;s cards  20  that have had points removed are also twisted out. 
         [0050]    After all of the effects have been applied, the round is over and each player adds up their score from their shield field  30   g . Each player&#39;s points are added (or subtracted) from their total score. 
         [0051]    All cards  20  are then cleared from the shield field  30   g , leaving the remaining cards  20  in the upper and lower bases  30   a ,  30   b  in place. Any empty spaces in the upper and lower bases  30   a ,  30   b  are refilled from the blue and orange decks, respectively. In addition, each player draws enough cards  20  from the orange draw pile until they have three cards  20  in their pocket  30   c  to replace the cards  20  used in the previous turn. The effect spaces  30   f  are also cleared unless the given effect lasts more than one round. 
         [0052]    The players then flip their marker cards  50 , switching their roles as Protector and Effector, and play continues in an alternating fashion until a player wins the round by reaching 50 points, or an agreed upon number. A match is won by the first player to win two rounds, or an agreed upon number of rounds. 
         [0053]    In another form in accordance with the present invention, an equation-forming game  40  is played in a similar manner as the word-forming game  10  described above, with slight variations as described below. Each player has a deck of at least 50 cards with no more than 3 copies of any one card. The deck is separated into two draw piles, wherein the blue draw pile consists of numbered cards  20   ac  having a number between 2 and 9, inclusive. The orange draw pile consists of cards  20   ad  having a 0, 1, or a mathematical operator which may collectively be referred to as operators. In addition to the orange and blue cards, the game includes an equality/inequality card, called a gizmo card  60 , which has an equal sign (=) on one side and a greater than/less than sign (&gt;/&lt;) (depending on what direction it is turned) on the other side. The gizmo card  60  is used in every turn by each player to form a mathematical expression. 
         [0054]    Accordingly, the object of the present game is to build mathematical expressions such as equations or inequalities to acquire points using any combination of the numbers and operators located in the upper and lower bases  30   a ,  30   b  and the pocket  30   c . One example would be to combine the cards  20   ac ,  20   ad  of  FIGS. 12-15  to form the equation 2+5=7. Alternatively, a player could form the expression 7+5&gt;2 by flipping over the gizmo card  60  to implement the “greater than” symbol. The greater than/less than symbol allows a player to form an expression regardless of the cards  20   ac ,  20   ad  in play. A player may also have expressions on either side of the equal sign or greater than/less than sign. For example, an expression could read 5+2=3+4. This equation would be worth more points than the prior examples, as more cards  20   ac ,  20   ad  are required to form the expression. A player&#39;s strategy can involve creating the most points in his equation, protecting the equation with defensive effects  20   h , and playing cards with offensive effects  20   h  that can remove points from the other player&#39;s equation. 
         [0055]    The equation-forming game  40  may be customized to accommodate a varying level of user abilities and preferences. For example, the game may be simplified for users with lower math proficiencies by removing cards  20   ad  with multiplication or division signs from the orange deck, such that the game is played solely with the plus and minus signs. Further, as in the word-forming game  10 , the game may be played without using the card effects and powers  20   h  to simplify game play and scoring. 
         [0056]    In another form of the invention, the playing field may have an operator, such as an equal sign and/or greater and less than signs, permanently positioned on the playing field so that the players do not have the option of using the gizmo card. For example, in one form, the playing field may be two sided, with one side being configured to play the word game  10  and the other side having the permanent operator in place for playing of the equation game  40 . In such embodiments, the permanent operator will normally be an equal sign, which will make the game harder to play. In alternate forms, however, the permanent operator may actually include all operators and simply allow the players to select which one they are using rather than requiring them to use a card such as the gizmo card  60 . 
         [0057]    Although the embodiments disclosed herein have been described with respect to a card game, the game may take numerous forms. In another form, the game may be played electronically, such that the game components and playing field are electronic representations of playing cards or other game pieces. An electronic form of the game may be played on any electronic device, either locally or on the internet or via an intranet connection, on a computer or a handheld electronic device, e.g., a mobile phone, handheld computer, Personal Digital Assistant, GPS device, personal music player, and the like. 
         [0058]    Although the game has been described as being played with two players, it may be played by more than two players, as individuals or as teams, or alternatively with just one player. Although the word-forming game  10  and the equation-forming game  40  have been described as separate embodiments, the games may be played simultaneously, such that a first player plays the word-forming game  10  against a player playing the equation-forming game  40 . Because of the similarities between the game components and rules, an equation can be played against a word without any change in the format or play of the game. It should also be understood that the game field may take the shape of many different media. For example, in a physical game, it may be a game board, game mat, or thin piece of paper. Alternatively, as mentioned above, if the game is played electronically, the game field may be displayed electronically on a screen or other type of display. 
         [0059]    While the invention has been described with respect to specific examples including presently preferred modes of carrying out the invention, those skilled in the art will appreciate that there are numerous variations and permutations of the above described systems and techniques that fall within the spirit and scope of the invention as set forth in the claims.