Visually gamified character development board games

Abstract

This is a visually gamified character trait board game teaching tool, comprising multiple teammate cards, multiple action cards, and a scoreboard. The teammate and action cards have corresponding character attributes and action descriptions on their front sides. The scoreboard is designed with dedicated slots for placing cards, scoring slots, and trait type slots. Through players randomly drawing cards and strategically placing them on the scoreboard, supplemented by scenario cards, team metaphor cards, and hidden task cards, abstract character traits and team scenarios can be transformed into tangible interactive structures. Furthermore, it incorporates a Johari Window activity sheet to assist players in completing self-assessments and receiving feedback from partners during the gamification process, effectively achieving the technical benefits of enhancing self-awareness, deepening team understanding, and cultivating positive collaborative abilities.

Claims

1. A visually gamified character development board game, comprising: A plurality of teammate cards, each teammate card having a rectangular flat structure with a specific length and width, having a front and a back facing opposite directions, the front of which has a card image area, a class attribute field area, and a trait description field area; a plurality of action cards, each action card having a rectangular flat structure with a specific length and width, having a front and a back facing opposite directions, the front of which has an action name field area, an action description field area, and a trait indicator field area corresponding to the action description; a scoring board, having a flat structure with a long rectangular outline, having a front and a back facing opposite directions, the front of which has at least one scoring field area for the player to place scoring points, a plurality of teammate card slots for placing the teammate cards, at least one action card slot area for placing the action cards, and a plurality of trait type fields corresponding to specific classes; wherein, the teammate cards and action cards are mixed and shuffled to form a random draw pile.

2. The visually gamified character-building board game teaching aid as described in claim 1, wherein, Each teammate card also has a teammate trait field on the front that corresponds to the trait description field.

3. The visually gamified character-building board game teaching aid as described in claim 2, wherein, The front of each teammate card has a numbered field to number each teammate card.

4. The visually gamified character-building board game teaching aid as described in claim 3, wherein, Each player has at least one of these scoreboards. Before the game starts, all players can discuss and establish a cooperative scenario together, or they can duplicate several scenario cards and choose at least one to set in a public area of ​​the table as a guiding tool to establish a cooperative scenario.

5. A visually gamified character-building board game as described in claim 4, wherein, Before the game begins, a leader asks each player what their ideal team should look like. Each player can imagine and create their ideal team image, or draw one from several team metaphor cards as a reference to create their ideal team image.

6. A visually gamified character-building board game as described in claim 5, wherein, During their turn, each player draws a card from the random draw pile or selects a card from the open area of ​​the table.

7. A visually gamified character-building board game as described in claim 6, wherein, When a player draws or selects a teammate card, the player can choose to keep the teammate card and place it in one of the teammate card slots on the scoreboard; or release the teammate card and place it face up in the public area of ​​the table.

8. A visually gamified character-building board game as described in claim 6, wherein, There is a limit to the number of teammate cards that can be placed in the teammate card slot. When the number of teammate cards in the teammate card slot has reached the limit, if the player wants to keep the newly acquired teammate card, he must first release one of the teammate cards that was originally kept and move it to the public area of ​​the desktop.

9. A visually gamified character-building board game as described in claim 5, wherein, When a player draws or selects an action card, the player can choose to execute the action card, complete the specific action according to the action description field of the action card, and place the action card in the action card slot of the scoreboard; or release the action card and place it face up in the public area of ​​the table.

10. A visually gamified character-building board game as described in claim 7 or claim 9, wherein, When the random card pile is exhausted, or when the leader determines it is appropriate to enter the scoring phase, the game ends and the score is calculated according to a scoring method.

11. The visually gamified character-building board game teaching aid as described in claim 10, wherein, The scoring method includes a basic scoring system, in which each teammate card retained in the teammate card slots is counted as a basic score; each action card retained in the action card slots is counted as a basic score; after adding up all the basic scores, the player with the highest cumulative total score wins.

12. The visually gamified character-building board game teaching aid as described in claim 11, wherein, The scoring and settlement method also includes a sharing bonus method; when the score is settled, each player must explain to other players the reason for the combination of those teammate cards kept on the scoreboard. If the reason for the combination is recognized by at least one other player, that player will receive an additional sharing bonus point.

13. A visually gamified character-building board game as described in claim 6, wherein, It also includes multiple hidden mission cards, each of which is flat and has a front and a back facing opposite directions. The front of each hidden mission card includes a mission name field, a mission description field, and a mission completion condition field. The front of the scoreboard also includes a hidden mission card slot for placing the hidden mission card. During the game preparation phase and before each player draws a card, each player randomly draws one hidden mission card from these cards as a hidden mission card, which is only visible to the player and placed face down in the hidden mission card slot.

14. The visually gamified character-building board game teaching aid as described in claim 13, wherein, Each of these hidden mission cards also includes a card category field on the front.

15. A visually gamified character-building board game as described in claim 14, wherein, During the game preparation phase, each player must first select one specific personality trait that is most like themselves and one specific personality trait that is least like themselves, and place the corresponding specific scoring points in the trait type field corresponding to that specific personality trait.

16. A visually gamified character-building board game as described in claim 14, wherein, During the game, when a player fulfills the conditions for completing a hidden mission card, that player can proactively reveal the hidden mission card and explain the completion method to other players in order to earn extra points.

17. The visually gamified character-building board game teaching aid as described in claim 15, wherein, During scoring, a bonus system based on trait correspondence is implemented: No bonus points are awarded when a teammate card in the teammate card slot has a trait attribute that best represents the player's chosen trait; one first bonus point is awarded when a teammate card in the teammate card slot has a trait attribute that best represents the player's chosen trait; and one second bonus point is awarded when the trait attribute belongs to another trait type.

18. A visually gamified character-building board game as described in claim 1, wherein, It also includes an extended learning sheet, which is sheet-shaped and has a front and a back facing opposite directions. The front includes a trait list area, a self-assessment checkbox area, a feedback checkbox area, and a four-quadrant Zhouhari window chart area. The four-quadrant Zhouhari window chart area includes a public self quadrant, a hidden self quadrant, a blind self quadrant, and an unknown self quadrant.

19. A visually gamified character-building board game as described in claim 18, wherein, The extended learning sheet is configured to be used in a self-assessment phase and a feedback phase; in the self-assessment phase, each player selects a specific character trait from the trait list area and marks it in the self-assessment checkbox area; in the feedback phase, each player receives an assessment from other players, who check the specific character trait they believe the player possesses in the feedback checkbox area.

20. A visually gamified character-building board game as described in claim 19, wherein, The extended learning sheet's four-quadrant Zhou Harry window chart area is configured to categorize a player's character traits into quadrants based on the markings in the self-assessment checkbox and the feedback checkbox. These quadrants include a public self quadrant, a hidden self quadrant, a blind self quadrant, and an unknown self quadrant.

Images