Education system and method

Abstract

There is disclosed an education system configured to be provided to a learner on a gaming platform configured to provide a learner with access to a virtual environment in which the learner assumes a role either as an individual character or an entity character, and engages with the virtual environment in the selected role; with the processor configured by the game to classify a learner according to the learner's age and education level in respect of a predetermined subject with predeterminable subject principles that the game is aimed at teaching the learner through playing the game; with the education level of the learner determining a curriculum based on the subject principles that is presented to the learner in the virtual environment to complement the learner's education level, and the age of the learner determining a format in which the curriculum is presented to the learner to complement the learner's age.

Description

[0001] EDUCATION SYSTEM AND METHOD

[0002] FIELD OF THE INVENTION

[0003] This invention relates to an education system and a method of teaching using the system.

[0004] BACKGROUND TO THE INVENTION

[0005] The teaching and learning of complex systems that are based on specific rules and conventions is difficult. Some of the concepts are not easy to convey as a teacher, and not easy to grasp as a learner.

[0006] Added to the difficulty is that such complex systems are not always the most exciting to engage with, which makes it difficult for learners that do not have passion for it to focus on learning concepts related to it.

[0007] A very good example of such a complex system is Economic Management Sciences, also known as accounting. It is very difficult to learn, irrespective the age or skill level of the learner, and very difficult to make exciting.

[0008] Further difficulties arise when learners transition from being children to becoming adults. They must then engage with the real-world economy in some manner and form. More often than not, young adults are not prepared to work with a simple personal budget, let alone manage a business. This leaves young adults unprepared for adult life and only with the prospect of trial and error to learn the required lessons the hard way.

[0009] OBJECT OF THE INVENTION

[0010] It is an object of the invention to provide an education system and a method of teaching using the system which at least partly overcomes the abovementioned problems.

[0011] SUMMARY OF THE INVENTION

[0012] In accordance with this invention there is provided an education system comprising a computerised game configured to be provided to a learner on a gaming platform configured to be operable on a computer that includes a processor, user input means to the game and user output means to the user, with the game configuring the processor to provide a learner with access to a virtual environment in which the learner assumes a role either as an individual character or an entity character, and engages with the virtual environment in the selected role; with the processor configured by the game to classify a learner according to the learner’s age and education level in respect of a predetermined subject with predeterminable subject principles that the game is aimed at teaching the learner through playing the game; with the education level of the learner determining a curriculum based on the subject principles that is presented to the learner in the virtual environment to complement the learner’s education level, and the age of the learner determining a format in which the curriculum is presented to the learner to complement the learner’s age; with the processor configured to determine from the learner’s curriculum a predeterminable series or events that are to be presented to the learner through the role that the learner assumes in the game and requiring the learner to tend the events in the virtual environment by taking actions associated with the learner’s assumed role, and with the processor configured to measure the actions of the learner over passage of time within the virtual environment against the subject to determine the extent of compliance with the subject principles, and with the processor configured to provide the learner with guided feedback on the accuracy of its actions compared to a predeterminable set of actions that is informed by the subject principles.

[0013] There is further provided for the user input means to include a computer mouse and keyboard, and for the output means to include display means, preferably comprising a display screen, and audio output means.

[0014] There is further provided for the game to be configured for the processor to present the learner’s character with engagement in the virtual environment by means of interactions with game generated events, and optionally with closed group interactions with other learners in a predeterminable group, and open group interactions with any other learner or groups of learners.

[0015] There is still further provided for the game to be configured for the processor to present the learner’s character with engagement in the virtual environment by means of interactions with game generated events and either closed group interactions with other learners in a predeterminable group or open group interactions with any other learner or groups of learners. There is also provided for the game to be configured for the processor to evaluate the learner’s interactions with other learners, whether closed group or open group interaction, to determine the extent to which curriculum required events have been presented to the learner by these interactions within a predeterminable time period, to determine curriculum required events which have not yet been presented to the learner, for the processor to generate such curriculum required events and to present the learner with such curriculum required events to ensure that in the predeterminable time period the learner is provided with all curriculum required events.

[0016] There is still further provided for the game to be configured for the processor to provide the game to the learner in stages, with each stage being commensurate to a curriculum that is required for a learner at a predeterminable education level, and wherein completion of a stage is commensurate with achieving a sufficient understanding of the curriculum by the learner at that education level to warrant progression to a next and more complicated education level.

[0017] There is still further provided for the game to be configured for the processor to provide the game to the learner in at least two modes in which the learner can engage with the virtual environment, including a simulation mode in which the learner engages with the virtual environment and is presented with appropriate actions that are required in response to events based on the subject principles, and a self-testing mode in which the learner inputs actions in response to events, for the actions to be evaluated for the degree of appropriateness thereof compared to the subject principles, and for the learner to be prompted with at least one hint to guide the learner to more appropriate actions based on the subject principles in response to events.

[0018] There is still further provided for the game to be configured for the processor to provide the game to the learner with an examination mode in which the learner is expected to input at least one action in response to at least one event, and for the learner to be scored in respect of the appropriateness of the action compared to the subject principles in response to the event.

[0019] There is still further provided for the game to be configured for the processor to provide the game to be played in accelerated time in the virtual environment relative to real world time, preferably with one-month conventional time passing within 30 minutes in the game.

[0020] There is also provided for the guidance provided by the system to include providing input to record actions taken by a real world business owner in respect of the real world business, and for the system to be configured to evaluate those actions compared to the subject principles and provide guided feedback to the real business owner similar to what was provided to a learner using the system to learn the subject of the game.

[0021] There is still further provided for the guidance provided by the system as the business support tool to include accelerated passage of time to simulate the outcome of actions taken by the real business owner, operatively to provide the real business owner with accelerated feedback and to allow accelerated implementation of corrective action.

[0022] According to a preferred embodiment of the invention, there is provided for the subject of the game to comprise Economic Management Sciences, for the events that the learner are presented with in the virtual environment to comprise simulated economic activity in a virtual economy relevant to the role that the learner assumes in the game, and for the actions that the learner needs to complete to include engaging in simulated economic activity in the game, and preparing and submitting accounting records and reports at predeterminable intervals.

[0023] There is still further provided for the guided feedback to comprise confirmation of the accuracy of the submitted accounting records and reports, and guidance on appropriate submissions where any submitted record or report deviates from the predeterminable set of actions according to Economic Management Sciences principles.

[0024] There is still further provided for the gaming platform to link multiple learners to play together in the virtual economy, with each learner playing in its selected role.

[0025] There is still further provided for the Economic Management Sciences to comprises a first stage, or first set of stages, and for the game to include further stages or sets of stages in respect of Business, Economics, and Accounting

[0026] There is still further provided for the system to include functionality to create accounting records.

[0027] According to further aspect of the invention there is provided a method of teaching a subject to a learner including providing a computerised game to a learner on a gaming platform configured to be operable on a computer that includes a processor, user input means and user output means, with the game configuring the processor to provide a learner with access to a virtual environment in which the learner assumes a role either as an individual character or an entity character, and engages with the virtual environment in the selected role; and including the steps of classifying the learner according to the learner’s age and education level in respect of a predetermined subject with predeterminable subject principles that the game is aimed at teaching the learner through playing the game; determining a curriculum based on the subject principles that is presented to the learner in the virtual environment to complement the learner’s education level; determining a format in which the curriculum is presented to the learner to complement the learner’s age; determining from the learner’s curriculum a predetermined series or events that are to be presented to the learner through the role that the learner assumes in the game and requiring the learner to tend the events in the virtual environment by taking actions associated with the learner’s assumed role; measuring the actions over passage of time within the virtual environment against the subject principles to determine the extent of compliance with the subject principles, and providing the learner with guided feedback on the accuracy of the actions compared to a predeterminable set of actions that is informed by the subject principles.

[0028] There is still further provided for the method to include presenting the learner’s character with engagement in the virtual environment by means of interactions with game generated events, and optionally with closed group interactions with other learners in a predeterminable group, and open group interactions with any other learner or groups of learners.

[0029] There is still further provided for the method to include presenting the learner’s character with engagement in the virtual environment by means of interactions with the game generated events and either closed group interactions with other learners in a predeterminable group or open group interactions with any other learner or groups of learners.

[0030] There is still further provided for the method to include evaluating the learner’s interactions with other learners, whether closed group or open group interaction, determining the extent to which curriculum required events have been presented to the learner by these interactions within a predeterminable time period, determining curriculum required events which have not yet been presented to the learner, generating by means of the processor such curriculum required events and presenting the learner with such curriculum required events to ensure that in the predeterminable time period the learner is provided with all curriculum required events. There is still further provided for the method to include dividing the game into stages, with each stage being commensurate to a curriculum that is required for a learner at a predeterminable education level, and wherein completion of a stage is commensurate with achieving a sufficient understanding of the curriculum by the learner at that education level to warrant progression to a next and more complicated education level.

[0031] There is still further provided for the method to include presenting the game to the learner in at least two modes in which the learner can engage with the virtual environment, including a simulation mode in which the learner engages with the virtual environment and presenting the learner with appropriate actions that are required in response to events based on the subject principles, and a self-testing mode in which the learner inputs actions in response to events, evaluating the actions compared to the subject principles to determine the degree of appropriateness thereof, and prompting the learner with at least one hint to guide the leaner to more appropriate actions based on the subject principles in response to events.

[0032] There is still further provided for the method to include presenting the game to the leaner with an examination mode, which includes s expecting the learner to input at least one action in response to at least one event, and scoring the learner in respect of the appropriateness of the action compared to the subject principles in response to the event.

[0033] There is still further provided for the method to include presenting the learner with accelerated time in the virtual environment relative to real world time, preferably with one-month conventional time passing within 30 minutes in the virtual environment.

[0034] There is still further provided for the guidance provided by the system to include providing input to record actions taken by a real world business owner in respect of the real world business, evaluating those actions compared to the subject principles and providing guided feedback to the real business owner similar to what was provided to a learner using the system to learn the subject of the game.

[0035] There is still further provided for the method to include providing the guidance by the system using accelerated passage of time to simulate the outcome of actions taken by the real business owner, operatively to provide the real business owner with accelerated feedback and to allow accelerated implementation of corrective action. There is still further provided for the subject of the game to comprises Economic Management Sciences, the events that learner are presented with to comprise simulated economic activity relevant to the role that the learner assumed in the game, and the actions that the learner needs to complete to include engaging in the simulated economic activity in the game, and preparing and submitting accounting records and reports at predeterminable intervals.

[0036] There is still further provided for the Economic Management Sciences to comprises a first stage, or first set of stages, and the game includes further stages or sets of stages in respect of Business, Economics, and Accounting.

[0037] These and other features of the invention are described in more detail below.

[0038] DETAILED DESCRIPTION OF THE INVENTION

[0039] A preferred embodiment of the invention is described by way of example only.

[0040] Before any embodiments of the invention are explained in detail, it is to be understood that the invention is not limited in its application to the details of construction and the arrangement of components set forth in the following description or illustrated in the following drawings.

[0041] The invention is capable of other embodiments and of being practiced or of being carried out in various ways. Also, it is to be understood that the phraseology and terminology used herein is for the purpose of description and should not be regarded as limiting.

[0042] The use of "including," "comprising," or "having" and variations thereof herein is meant to encompass the items listed thereafter and equivalents thereof as well as additional items.

[0043] Unless specified or limited otherwise, the terms "mounted", "connected", "engaged" and variations thereof are used broadly and encompass both direct and indirect mountings, connections, supports, and couplings and are thus intended to include direct connections between two members without any other members interposed therebetween and indirect connections between members in which one or more other members are interposed therebetween. Further, "connected" and "engaged" are not restricted to physical or mechanical connections or couplings. Additionally, the words "lower", "upper", "upward", "down" and "downward" designate directions in the drawings to which reference is made. The terminology includes the words specifically mentioned above, derivatives thereof, and words or similar import. It is noted that, as used in this specification and the appended claims, the singular forms "a," "an," and "the," and any singular use of any word, include plural referents unless expressly and unequivocally limited to one referent.

[0044] As used herein, the term “include” and its grammatical variants are intended to be non-limiting, such that recitation of items in a list is not to the exclusion of other like items that can be substituted or added to the listed items.

[0045] A preferred embodiment of an education system according to the invention relate to a system to teach Economic Management Sciences (EMS), also known colloquially as accounting and / or economics. It will appreciated, that the subject matter is not limited to EMS, and the game may be used to teach any other suitable subject to learners.

[0046] In the embodiment of teaching learners EMS, the system provides a gaming platform, based for example on the online role-playing game Roblox™ or any other suitable gaming platform, in which a learner assumes the role of person that is engaged with an aspect of a virtual economy in any one or more of set of predetermined roles. The roles could for example be that of a trader, a corporate entity, an employee, a learner, and so forth. Depending on the role, the learner assumes a gamified persona or character through which the learner interacts with the gaming platform and the virtual economy that it provides in its virtual environment. These roles mirror capacities in which people engage with an economy in the real world in normal life.

[0047] The learner’s character interacts with the virtual economy in the gaming environment in a manner that is similar to how the chosen role, the learner’s character, would do in the real world. The gaming platform provides the user with an interactive life-simulation and strategy game that teaches learners the basics of earning, managing, and growing their money, in the context of EMS. Through a fun, quest-driven journey, learners start from scratch and work their way up to financial independence, eventually owning major businesses and building a passive income empire.

[0048] In a typical storyline, a learner that is of a young age and with the least experience in respect of EMS, starts the game with its character being a young adult, fresh out of school, with just a few coins in his pocket and a dream of financial success. The virtual city in which the learner’s character “lives” virtually is filled with opportunities — from odd jobs to real estate and business ventures. The learner’s character is free to engage these and take up these opportunities - or not. Along the way, the learner’s character meets mentors, face challenges, and learn valuable life and financial lessons.

[0049] The goal for the learner in the game is for its character to buy the city's biggest supermarket chain and become the ultimate Money Master. To get there, the learner’s character will need to work smart, invest wisely, and manage his time and money carefully.

[0050] The storyline for a typical learner will go through several critical stages, allowing the learner to learn along the way and to only progress when the learner has mastered the required economical skills for that level. The aim is that the learner’s character goes through the stages, but the learner learns from it.

[0051] The main phases of a preferred example configuration of the game include the following stages, each with its own quests, learning goals and tasks:

[0052] Stage 1. The Starting Point - The Hustle Begins

[0053] • Quest: Get your first job (e.g., part-time waiter, delivery driver, retail assistant).

[0054] • Learn: How income works, budgeting basics, setting savings goals.

[0055] Stage 2. Skill Upgrades & Career Growth

[0056] • Quest: Enrol in courses or training to apply for better-paying jobs (e.g., software developer, marketing agent).

[0057] • Learn: Investing in yourself increases your earning potential.

[0058] Stage 3. Buy Your First House

[0059] • Quest: Save up and apply for a mortgage or buy a small apartment outright.

[0060] • Learn: The basics of homeownership, property value, and equity.

[0061] • Mechanic: Properties can be used for living or renting to generate income.

[0062] Stage 4. Own the Business You Work At

[0063] • Quest: Reach the top position at your workplace, then get the opportunity to buy the business.

[0064] Learn: Ownership vs. employment, ROI. Stage 5. Expand Your Passive Income Empire

[0065] • Quest: Buy more houses, businesses, and start receiving passive income.

[0066] • Learn: Financial literacy — saving, investing, and income diversification.

[0067] • Mechanic: Track cash flow, expenses, and assets using your in-game financial dashboard.

[0068] Stage 6. Final Quest: Buy the Mega Supermarket

[0069] • Quest: Acquire the city’s largest and most profitable business.

[0070] • Learn: Strategic investment, risk vs. reward, long-term wealth building.

[0071] • Mechanic: Supermarket boosts your income significantly and unlocks endgame options.

[0072] Endgame

[0073] • Option 1 : Continue playing — aim to buy every business, home, and land plot in the city, becoming a real estate and business tycoon.

[0074] • Option 2: Retire — choose to “end” the game with a cinematic wrap-up showing your empire and the legacy you leave behind.

[0075] In this way the learner is graduated through the game from an economic novice to a person with economic skills that are suitable not just for the virtual gaming platform but for the real world.

[0076] By way of more detailed example, if the character that the learner assumes in the virtual economy has the role of a merchant, then the gaming platform presents the learner with an interface that resembles a virtual shop in the gaming world. The learner would move its character though the virtual environment from whatever its staring point is, typically its virtual residence, travel to the virtual shop, and accesses it by unlocking and opening the door, and moving inside.

[0077] Once inside the shop, the learner’s character, being the merchant, will have stock on hand, will makes sales, receive income, order stock from suppliers and restock the stock in the store. The learner’s character will have to pay suppliers and other expenses, such as rent, salaries and wages, services, bank charges, tax and the like.

[0078] This mimics what a merchant in the real world must do. The suppliers that are available to the learner’s character are virtual stores or suppliers played by other learners or representing real life suppliers, merchants or service providers. For example, the learner’s merchant will be to order virtual stock items at real world prices from other players stocking items that are available in real life, or conventional retailers that assume the role of merchants in the virtual world presented by the gaming platform. Similarly, expenses such as rent, rates and taxes, water and electricity are all priced at real life prices.

[0079] The learner through its character will have trading experience with virtual customers that are system generated or from other players. These will order items or services from the learner’s character in a manner that is created to expose the learner to specific business aspects, both positive and negative, to teach the learner how to handle those aspects.

[0080] The game is dynamic and interactive in that the gaming platform allows for the following interactions of a learner with the virtual environment and other learners:

[0081] 1. Only that learner plays in the virtual environment and all other activities are computer generated.

[0082] 2. Closed group environment (such as a school) where learners are added by an administrator (such as a teacher) and the learners interact with each other through their characters and / or with the game.

[0083] 3. Open group where a learner admits who they want in their virtual environment.

[0084] The incorporation of trading with customers that are controlled by other learners ensures there is real-life variability in the transactions. The system generated transactions ensures that the learner is exposed to specific transactions required for the learner to learn specific skills in the game stage in which the learner finds itself at that time. This is expanded on below.

[0085] The gaming platform will present the learner with an accelerated timeline to move faster through various phase of the virtual economy than in real life. For example, a month in the virtual economy will take about 30 minutes of active game time to complete. The learner through its character engages with the virtual economy of the gaming platform and has to create virtual accounting records that are relevant to the role, a merchant in this instance, that the learner has assumed. For a merchant, the accounting records may include an income statement and balance sheet, stock taking, etc, and may require reconciliation of bank statement and effecting virtual payments to payees.

[0086] At specific intervals, for example at a month end, the system reviews the accuracy of the virtual accounting records that the learner created through its character and provides the learner with feedback on the accuracy thereof, and a score for it. Errors are pointed out and the learner is allowed to correct them.

[0087] In terms of virtual decisions taken by the learner through its character, those decisions remain active on the platform and impacts on the learner’s virtual enterprise. The system imposes the positive or negative consequences of those decisions on the learner’s game. At the end of each cycle (a simulated month in the game environment) the learner’s character must prepare specific reports, such as income statement and balance sheet, report those to the system, and must take steps to either maintain a positive position or to manage the virtual business out of a negative situation.

[0088] The system may also impose random events, which could be positive or negative, on the learner’s character’s business. The learner’s character, controlled by the learner, must deal with these events as if in real life.

[0089] A further aspect of the system is that the game that is presented to the learner is tailored to the learner’s education level and the learner’s age in the real world. Generally, learners will be introduced to EMS from Grade 7 when they are about 12 years old. The format in which EMS is presented to a Grade 7 learner must be different to how it is presented to a Grade 12 learner, who is typically about 17 years old. Subjects that follow on school EMS and which are studied at university level cannot be presented to those learners in the same format that a learner at school receives it.

[0090] Apart from presenting the learning game, in this embodiment the virtual economy to learn EMS, to the learner at a content level that compliments his or her education level, the system also presents the learning game to the learner in a format that complements the learner’s age. These age level differences are integrated into the stages of the game, discussed above.

[0091] This is necessary since the education systems in many countries have huge disparities in the quality of education presented to learners at various institutions. Learners at private schools are most often far ahead in skill level compared to their counterparts in public schools. The disparities are so significant that many universities impose a bridging year on learners to bring them up to the required level afterschool, before they can actually start their university studies.

[0092] It is also common for learners in public schools and especially learners from very poor communities, to go to school later than they ideally should and to progress slower through school.

[0093] The effect of this is that a Grade 8 learner from a private school may be about 13 years old and may be on the equivalent of a Grade 8 EMS level. A Grade 12 learner from a public school in a very poor community should be about 17 years old but could already be about 19 years old and may still be on the equivalent of a Grade 7 EMS level.

[0094] That means the one learner that is 13 years old should be receiving Grade 8 EMS teaching in a format suitable for a 13-year-old, whilst the other learner that is already 19 years old should be receiving Grade 7 EMS teaching in a format suitable for a 19-year-old.

[0095] The content of the game and the format of the game can thus be separately configured to match the education level and the age of the learner. This is relevant for both the 13-year-old and especially the 19-year-old, who is already behind, in the example above. It does not help to present the 19-year-old learner with content that match the Grade that he finds himself in - he is in Grade 12, but his real education level is equivalent to Grade 7.

[0096] At the same time, there is a vast difference between a 19-year-old and 13-year-old. If content is presented to the 19-year-old in the same format that it would be presented to a 13-year-old, he may very well be disinterested since the format is effectively that of a child, at least in the eyes of the 19-year-old.

[0097] Similarly, the content for the 13-year-old cannot be presented in the same format as for the 19-year-old, since that may be above the emotional maturity level of 13-year-old.

[0098] Each learner must therefore receive teaching, by playing the game, in a format that complements their age and with content that complements their education level.

[0099] The format of the game as presented to the learner includes graphics and virtual interaction in the form of the text used, scenario setting etc that matches the age of the learner. Although it remains a game that is played, in a format of a Roblox™ type game that is familiar to most young learners, and with a specific content format in which it is presented to learners which matures along with the age of the learners as they engage with the game.

[0100] This differentiation between age and education level that is used to inform the format and the content of the game also allows a teacher to address gaps in a learner’s education level in a format that suits him. For example, if the 19-year-old learner just struggles with Income Statements on Grade 7 level, then he can be presented with a task in the game to address that on Grade 7 level, but in a format that suits his age. The task is not presented as a task, but rather just as an event, or set of events, which happen to the character of the learner in the game. That makes the learner less likely to resist this remedial work, since it is not presented as a Grade 7 module or a task, and he simply deals with the requisite event to allow him to learn a specific skill. It is simply presented to him in a format that suits his age, and with the content he requires to address his specific shortcoming.

[0101] If, after that shortcoming is addressed, it becomes clear he also needs for example work on his Grade 10 Balance Sheets, then he can be presented with a further event or events in the game to address that.

[0102] This is all done in a manner that is not embarrassing to the learner, and in a format that complements his age, and which makes the learner more likely to engage with the game and receive the most benefit from it.

[0103] An example embodiment of the invention, in respect of EMS, relates to a Grade 7 Economic Management Sciences (EMS) Interactive Game.

[0104] This game will be the start of several games that follow the curriculum of various grades in succession. Once the learner has completed Grade 7 EMS and progresses to Grade 8 EMS, the game allows, by means of a gateway, all the transactions and goods of the learner’s Grade 7 game to be transferred to the Grade 8 game. The Grade 8 game will also be formatted by default to a learner that ordinarily has an age complementarily to Grade 8. This can be changed by a game administrator for use in instances where a learner must revisit games or modules from previous Grades.

[0105] In this way, the game can present and start a learner with Economic Management Sciences, which is then, still in the gaming environment, developed into Business, Economics, Accounting. It includes a representation of real-time economic activities and consequences, which allows a learner to learn and master these subjects and how to apply them in the real world, whilst the teaching and learning is done in a safe space (in the sense that real life economic consequences are avoided).

[0106] Every economic activity of the learner’s character will end up in either the Income Statement or Balance Sheet. The accounting entries that are made by the learner in playing the game, are selected by the learner from a predeterminable list of entries to provide structure to the game. The list of accounting entries is linked to a table that provide pathways for the accounting entries to be handled.

[0107] By way of example, in the Business profile, some balance sheet items look as follows:

[0108] The accounting of economic transactions is then mapped as follows:

[0109] If the learner’s character buys a 1 Bed property, the one Accounting transactions are as follows:

[0110] Assets: Fixed Assets: Land and Buildings: 1Bed: “Unique Name”

[0111] The balance Sheet aggregates all Land and Buildings, so the learner does not see the details 1Bed: “Unique Name” in the balance sheet. However, the system keeps separate tally of each one of these items so that it can be traced. The learner should be able to see what are the items that add up to Land and Buildings. A subledger will assist in this regard.

[0112] Accounting transactions should always balance - there is a debit and credit, and all debits and all credits should be equal. In other words, for every economic activity there is at least two accounting entries. If the property was bought with coins, then the fixed asset: Land and Buildings will increase, but Current Asset: Coins must decrease.

[0113] Debits and Credits are defined as follows:

[0114] • Assets - Anything that increases it is a debit; decrease is a credit;

[0115] • Liabilities - Anything that increases it is a credit; decrease is a debit;

[0116] • Income - Anything that increases it is a credit; decrease is a debit; and

[0117] • Expenses - Anything that increases it is a debit; decrease is a credit.

[0118] Income Statement only tallies for the year or it can be for a specific month or number of months within a year.

[0119] A Balance sheet is a running total and would be drawn on a specific date, with the balance of those accounts at that specific date. Every balance sheet item must be uniquely identifiable (unique name or number) and the accounting transactions should be allocated to that specific item and ceased if and when so required. For each item purchased, the learner should be allowed to give it a unique name, which follows that item. If there is a loan coupled with that item, the name of the loan is “Loan: “Item name”, and very important - once the loan value is zero all repayments stop.

[0120] The purpose of the system is to allow Grade 7 learners to learn interactively the different components of the real-world economy though the virtual economy and how to keep record of those economic activities in line with real world principles. The learner can either interact with a character as an individual or as a business and is allowed to swap between the two profiles. The learner is also allowed to reset the game, which restarts their game of economic activity and everything before that will then reset.

[0121] At the start of the game, the learner is welcomed into the game and receives a donation of 10,000 game coins. This starts the accounting activity, with an accounting entry that:

[0122] 1) increase Assets: Current Assets: Coins with 10,000; and

[0123] 2) Income: Donation Received increase with 10,000.

[0124] If the learner resets the game to start over, the learner again receives the 10,000 coins at the start of the game. For each transaction that the learner executes, there is a log item that the learner can access, including:

[0125] Who (Individual / Business); Year; Month; Shop; Product; EMZ (Amount); Want / Need; Goods or services; Types of Goods or Services; Buy or Rent; Reason for purchase; Bank Loan; Accounting Entry.

[0126] When testing of the learner happens, to see if they understand the accounting entries, those fields that are being tested will be suppressed from the “Transaction List” that would be provided to the learner.

[0127] The learner is enabled to select multiple items of the same product. Once the product is selected, the learner is able to place the picture of said product at the appropriate venue. Like buying a plant for their house, they are able to place that plant at the house that they select. Similarly, when the learner buys something as a merchant, he can place it in his store. This makes the game interactive and fun. If the learner buys bread, they eat it, then maybe a few minutes later the “poo emoji” floats away and obviously the bread disappears as well. These animations are presented age appropriate, in line with the age formatting of the game discussed above.

[0128] In respect of interaction with the game, the learner is enabled to:

[0129] 1. Just play the game and transact;

[0130] 2. Play the game, transact and be notified of what the result of that transaction is;

[0131] 3. Play the game, transact and test themselves on the results of the transaction. For each correct entry they are given 100EMZ (coins), for every incorrect entry, they are gently reminded of definitions and given an opportunity to correct their entry;

[0132] 4. At the end of each month, the learner is afforded the opportunity to prepare an Income Statement, Balance Sheet and / or Cash Flow statement for each correct entry, they are given 100EMZ. The transactional entry for this would be: 1) Increase coins with 100 and 2) Increase Income: Play Game with 100.

[0133] The approach with the game is that with it being an interactive game, it allows the learner to not just grasp the fundamentals of EMS for their specific grade, in this example Grade 7 EMS transactions, but also to lay the foundation for Accounting, and even start to virtually train people on the impact of what they are doing in their own financial wealth.

[0134] When playing the game, the learner is allowed to:

[0135] • Upload their own character; • Choose a character from preselected characters;

[0136] • Choose a business name / Logo;

[0137] • Use currency in EMZ coins, which is a non-denominational game coin with no real- world value.

[0138] “Time periods” may be selected by the learner. For instance, the learner can select that 30 minutes of actual playtime equals 1 month in the real world or normal time (this should always be in months). The learner is enabled to change the intervals anytime and be allowed to “pause” the game to submit accounting entries.

[0139] Months of the year:

[0140] • JanniWorry

[0141] • FebWorry

[0142] • Mitch

[0143] • AFool

[0144] • MeJay

[0145] • Juice

[0146] • JuPie

[0147] • AllGhost

[0148] • SeptMember

[0149] • OctNober

[0150] • NoMember

[0151] • Desaster

[0152] The names of months in the game are modified from conventional month names since the time in the game is accelerated relative to normal time. This is also in line with keeping the game a fun experience.

[0153] Years: - The learner can choose any year from 1900 to start the game.

[0154] Time periods only advance (i.e. count) when the learner is actively engaged with the game. This means the game does not run with normal time, only when the learner is engaged with it and learning.

[0155] The learner chooses whether it is interacting as a business or as an individual. The tallies for these two forms of characters are be kept separate and even if the learner moves from Individual to Business its tally in the previous option is retained and transferred. The reason for this is that personal and business operations must be kept separate. The only interaction between the two profiles would be if the Business needs to borrow from the Individual and then repay as well.

[0156] The option is included to reset the game if the learner wishes to, and everything then moves to zero.

[0157] If the learner is in business mode, they can choose the type of shop that they wish to operate, including for example Property Rental; Dressmaker; Coffee Shop; Nursery; General Dealer; Car Dealership.

[0158] The game provides a Banker from where virtual capital can be borrowed.

[0159] The game provides other shops with whom the learner can transact with, similar to a typically real economy - including a car dealership, stationary shop, electricity, water, rent, nursery, staff, food & drinks, gym, sports, hardware, school, party shop, disco, telecommunication, computer, church, art shop, spa, etc.

[0160] The game provides a running bank account (with virtual coins, EMZs) that adds up as the transactions occur.

[0161] The game provides two modes for the learner: a) Simulation I Education mode - where the answers are demonstrated to the learner; and b) Self-T esting mode - where the learner must provide the answers and where they do not answer correctly, the game nudges them with definitions.

[0162] In addition to these two modes, there is also an Examination Mode where the learner must provide the answers and data scored against the curriculum.

[0163] The learner can engage either of these though a character as an individual or as a business. In the mode as an individual:

[0164] Start off as Grade 7. Donation balance of 10,000 and congratulate them on the investment of understanding EMS. The accounting entry should be 1) increase Assets: Current Assets: Coins with 10,000 and 2) Income: Donation Received increase with 10,000. Allow them to earn income of 2,000EMZ coins per EMZ month. The accounting entry should be 1) increase Assets: Current Assets: Coins with 2,000 and 2) Income: Basic Income increase with 2,000.

[0165] If they do work, they can earn extra coins.

[0166] 1. Buy a property and rent it out. The rental income will be equivalent to the Rent amount that is indicated on the property.

[0167] 2. Use their car as a taxi / limousine

[0168] 3. Pay for Education and after 3 months, their monthly income increases according to the qualification. They cannot skip a qualification.

[0169] 4. Pass tests on the app. a. The learner selects that they wish to test themselves. b. At the top they select which topic they wish to test, [a) Want I Need & Goods vs Services; b) types of Goods & Services; c) Income Statement (Profit / Loss Calculation); d) Statement of Net Worth (Balance Sheet); e) Cash flow statement; Budget. c. They can select the period for the transactions that needs to be displayed. The following applies: i. Income statement always relates maximum to a year - so the learner can only select transactions from JanniWorry to Desaster. They can select any number of consecutive months between these dates, but they cannot select more than 12 months. ii. The Balance Sheet (or Statement of Net Worth) is representative of Cumulative Balances at the end of a period, so the learner would have to see “Opening Balances” based on the period selected. If the learner wants to test all transactions between JanniWorry and Desaster of 2020, then the system has to add all the balances related to Balance Sheet items up to Desaster 2019. The learner will then say whether certain transactions increase or decrease a specific balance sheet item. iii. Cash flow represents a reconciliation of the movement in coins (cash movements). There is a reconciliation at the end where the transactions selected + what was in the bank at the beginning of the period should equal what is in the bank at the end of the period (coins). Therefore, at the bottom - the opening balance of the coins should be populated by the program. The calculation for the closing balance (that should ultimately balance to the closing balance of the coins) should be done by the program, but if the calculated amount and the coins balance are not equal, that should be marked as red. Once the two is equal, it will be green and have a tick mark. This also applies to a year as per the Income Statement. iv. When Budget is selected, the learner must compile a predictive Income Statement for a period before that period commences. The program can give the learner the “outline” of the Income Statement without any values and refer to it as Budget and allow the learner to type in values. The learner then plays the game and at the end of the period that was budgeted for, the game calculates the difference between Budget and Actual and for every line item that has a difference of less than 10%, they earn OEMZs. d. On the left the learner will see a list of all the transactions pertaining to the period that they selected. These transactions will only show the time of the transaction, which shop, which product, reason for purchase and the amount. e. Going forward in the test - When the learner makes an incorrect selection, there is a gentle message displayed on the display screen that states. “Oops, the selection was not correct. The definition of your selection is ‘Definition’”. The learner can then reselect or ask the program to select for them. If the program selects for them, there is no revenue associated with that transaction. If they retry and select the correct entry, they earn. f. When Income Statement, Balance Sheet or CashFlow is selected - The learner then has the option to indicate whether the transaction is relevant to the statement or not. If the transaction is relevant, they have to select the main category, once correctly selected, they choose the sub-category and then they indicate whether the transaction should be added or deducted (the amount be increased or decreased with that transaction). g. Once the entire transaction is correctly selected, the program will then complete the transaction in the relevant statement, which is then reflected on the right side of the screen. h. The learner can only play the game per topic, per period twice. If they wish to play it more times, there is no aggregation of coins earned. In order to earn coins again either a new topic or new period have to be selected.

[0170] The character controlled by the learner must select:

[0171] • Where they stay: (apartment, house, mansion);

[0172] • Food to eat -the learner must buy food and beverages on a daily basis for sustenance. If they do not do that, they should be reminded;

[0173] • Drinks;

[0174] • Clothing - clothing or the materials to make clothing must be bought on a monthly basis; and

[0175] • Birthday - doesn’t have to be their real birthday. On that day the character has to buy a birthday cake, the game sings a birthday song and select 15 random gifts from the different shops. For each one of those 15 gifts there should still be an accounting entry. The game reference the accounting entry pertaining to that gift as if the learner would have paid with coins, but instead of reducing the coins with the relevant value, it should increase Income: Donations with the relevant value. By way of example, if a learner gets 1 Bed house as a gift, the learner must choose if they stay there or will rent it out and accounting entries if they rent it out will be 1) Increase Income: Donations with 10,000 and 2) add to Assets: Fixed Assets: Land and building: 1Bed 10,000. At the end of every month 3) Increase coins with 100 and 4) increase Income: Rent with 100. If the learner stays there, it will be 1) Increase Income: Donations with 10,000 and 2) add to Assets: Fixed Assets: Land and building: 1Bed 10,000).

[0176] While the character interacts, basic needs (what is required for survival) are identified:

[0177] 1. Physical needs (Air, food, water, sleep, exercise, housing, healthcare, sanitation, Safety [police], transport & roads, electricity);

[0178] 2. Emotional needs (Companionship / Friendship);

[0179] 3. Intellectual needs (education & learning, library);

[0180] 4. Spiritual needs (Religious and spiritual beliefs); and

[0181] 5. Social & Creative needs (Dancing, writing, art, sport, parks).

[0182] Wants are things that are nice to have, but a person can live without. In the mode as a business:

[0183] A business requires money to start. If the learner has already built-up money in a personal profile under the game, the business is allowed to borrow money from the owner (own Capital) or borrow it from the bank (borrowed Capital).

[0184] The business must have the following to start operation:

[0185] 1. Property (either bought or rented) [Shop AA item 4 or 5];

[0186] 2. Electricity; and

[0187] 3. Money.

[0188] If the business borrows own money from the Individual:

[0189] 1. The individual selects when the repayments will start (the game advises them to maybe give at least 1 year so that the business can first build up its own capital) and over how many months (program to indicate that maybe 5 years would be ideal);

[0190] 2. In the “individual profile” reduce Assets: Current Assets: Coins with the amount chosen. (Recommend at least 100,000 EMZs) and the Accounting entries are: 1) reduce Assets: Current Assets: Coins with the amount chosen and 2) Increase Assets: Investments: “Loan to Business Name”;

[0191] AND

[0192] In the “Business Profile” 1) Increase Liabilities: Long Term Liabilities: Loan From owner and 2) increase Assets: Current Assets: Coins; and

[0193] 3. After the time period as per (1) elapses, the business must start repaying the owner for the investment every month until the balance on the account is zero. a. In the “individual profile” increase Assets: Current Assets: Coins with the amount chosen. (Repayment amount) and the Accounting entries are: 1) Increase Assets: Current Assets: Coins with the amount chosen and 2) decrease Assets: Investments: “Loan to Business Name”; and b. In the “Business Profile” 1) Decrease Liabilities: Long Term Liabilities: Loan From owner and 2) decrease Assets: Current Assets: Coins.

[0194] If the business borrows money from the Bank:

[0195] 1. The bank gives the following terms: a) repayments will start 1 year from the loan and repayments will happen over 10 years, with constant repayments as follows: Capital repayments are “Loan amount / (10*12)” and Interest will also be constant every month, calculated at “Loan amount* 1%”. 2. In the “Business Profile” 1) Increase Liabilities: Long Term Liabilities: Loan From Bank and 2) increase Assets: Current Assets: Coins with the loan amount.

[0196] 3. After 1 year elapses, the business have to start repaying the bank every month for the investment until the balance on the account is zero. a. In the “Business Profile” 1) Decrease Liabilities: Long Term Liabilities: Loan From Bank with “Original Loan amount / (10*12)”, 2) increase Expenses: Other Expenses: Interest Paid with “Original Loan amount* 1%” and 3) decrease Assets: Current Assets: Coins with the sum of 1) and 2) in this transaction.

[0197] The learner can select both own capital and borrowed capital or just one. If the Business runs out of coins, the option is given to the learner to either borrow again, or to reset the game. The learner is not allowed to go into negative Coins.

[0198] The following types of businesses may be made available for the learner in the gaming environment: Property Rental & selling, Dressmaker, Coffee Shop, Nursery, General Dealer, Car Dealership. The learner can choose their own name for their business and their own Logo.

[0199] Regarding Operating Sales: The gaming platform generates random individuals to come and buy products / services from the shop, in addition to characters controlled by other users.

[0200] • To ascertain what will be bought by these random customers the game randomly selects from the list of Inventory items.

[0201] • If an item is less than 5 EMZs, the game either select multiples of the item or other items in the inventory stack so that the total sale for that individual is at least 500EMZS.

[0202] • Business Income can only happen if the learner operates in the “Business mode” and not in the “Individual Mode”. (This will teach them to juggle between individual and business operations).

[0203] • The monthly sum of all Business Revenue cannot be more than 10 times the Rental amount associated with the property that they occupy [shop AA product 4 or 5], If they want to earn more, they must ensure they have more operating space.

[0204] When the business buys products for their business and the learner indicates the reason to be “to sell it to customers”, the cost of those products as indicated should be reduced by 25% for everything except cars and property (which should be 10% discount). When they sell that product, the selling price is the price as given. The Trading entries for ease of reference is as follows:

[0205] If it is paid with coins, for every item

[0206] 1) Reduce Assets: Current Assets: Coins with [Cost of ltem*0.75] and

[0207] 2)add Assets: Current Assets: Inventory: [Product] "Unique nr" with [Cost of Item *0.75], These first two entries represent the buying of the item and registers it as inventory - ready to be sold.

[0208] When the random selection falls on selling the [Product], the learner gets notified that there is a buyer for the [Product],

[0209] 3) decrease Assets: Current Assets: Inventory: [Product] "Unique Nr" with [Cost of ltem*0.75]; and

[0210] 6) increase Expenditure: Cost of Sales: Sale of General Goods: "Unique Nr" with [Cost of ltem*0.75]

[0211] 4) Increase Assets: Current Assets: Coins with [Cost of Item] and

[0212] 5) increase Operating Income: [Income related to the Product]: "Unique Nr" with [Cost of Item] and.

[0213] Transactions 3 to 6 recognises that the items are no longer there to be sold (removes it from Inventory and in the Income Statement recognise that it is the cost of the item). It then states that the item was sold, so it indicates that a sale has happened, and that the business has received cash for that - thus increasing the coins.

[0214] If it is paid with a loan, then the entries are slightly different, because we have to cater for the loan, its repayment and the settling of the loan when the item is sold. For every item

[0215] 1) Increase Liabilities: Long term Liabilities: [Product]:"Unique Name" with [Cost of ltem*0.75] and

[0216] 2)add Assets: Current Assets: Inventory: [Product] "Unique nr" with [Cost of Item *0.75], These first 2 entries buys the item and registers it as inventory - ready to be sold. Also, for the next nr of months where the loan must be repaid:

[0217] 3) Reduce the Assets: Current Assets: Coins with [“Total of 4 and 5 below”],

[0218] 4) Liabilities: Long term Liabilities: [Product]: "Unique Name" with [Original loan amount / nr of months to repay] and

[0219] 5)lncrease Expenses: Other Expenses: Interest Paid with [Interest as per deal]. Once the nr of months for the repayment is over, (or if the product gets sold before the loan is fully paid up, then a lesser time) then Liabilities: Long term Liabilities: [Product]:"Unique Name" should be zero and the repayment should stop. When the random selection falls on selling the [Product], the learner gets notified that there is a buyer for the [Product],

[0220] 6) decrease Assets: Current Assets: Inventory: [Product] "Unique Nr" with [Cost of ltem*0.75]; and

[0221] 7) increase Expenditure: Cost of Sales: Sale of General Goods: "Unique Nr" with [Cost of ltem*0.75]

[0222] 8) Increase Assets: Current Assets: Coins with [Cost of Item] and

[0223] 9) increase Operating Income: [Income related to the Product]: "Unique Nr" with [Cost of Item] and.

[0224] Transactions 6 to 9 recognises that the items is no longer there to be sold (removes it from Inventory and in the Income statement recognise that it is the cost of the item). It then states that the item was sold, so it indicates that a sale has happened, and that the business has received cash for that - thus increasing the coins.

[0225] Check the value of the loan as it stands so that it can be settled and

[0226] 10) Decrease Assets: Current Assets: Coins with the amount in the Loan Account for that specific [Product] and

[0227] 11) decrease Liabilities: Long term Liabilities: [Product]:"Unique Name" with the same amount.

[0228] Note: Liabilities: Long term Liabilities: [Product]:"Unique Name" should be zero and the repayment should stop irrespective of whether the repayment period is done.

[0229] When the business buys anything that the learner indicates is for the purpose of being sold, that item must be selected from the individual items that are noted under “Inventory”. The customer cannot buy more inventory items than what is available in the business. Therefore, Inventory Items cannot go into negative for any specific item. This could specifically be confusing to the learner in the event of Property, because the natural instinct is that it should be Fixed Assets. For this reason, a message that is displayed on the display screen when the learner selects Property for selling that just states “Just by way of information: Normally a Property would be a Fixed Assets, but because the business is trading in Property, it is considered Inventory."

[0230] Apart from trading to generate an income, the learner can also do “tests” or assessments (as in the “individual profile” and for every correct entry earn 100 EMZs.)

[0231] 1. Pass tests on the app. a. The learner selects that they wish to test themselves. b. At the top they select which topic they wish to test a) Income Statement (Profit / Loss Calculation); b) Statement of Net Worth (Balance Sheet); c) Cash flow statement; d) Budget c. They can select the period for the transactions that needs to be displayed.

[0232] The following applies: i. Income statement always relates maximum to a year - so the learner can only select transactions from JanniWorry to Desaster. They can select any number of consecutive months between these dates, but they cannot select more than 12 months. ii. The Balance Sheet (or Statement of Net Worth) are representative of Cumulative Balances at the end of a period, so the learner would have to see “Opening Balances” based on the period selected. If the learner wants to test all transactions between JanniWorry and Desaster of 2020, then the system has to add all the balances related to Balance Sheet items up to Desaster 2019. The learner will then say whether certain transactions increase or decrease a specific balance sheet item. iii. Cash flow represents a reconciliation of the movement in coins (cash movements). There is a reconciliation at the end where the transactions selected + what was in the bank at the beginning of the period should equal what is in the bank at the end of the period (coins). Therefore, at the bottom - the opening balance of the coins should be populated by the program. The calculation for the closing balance (that should ultimately balance to the closing balance of the coins) should be done by the program, but if the calculated amount and the coins balance is not equal, that should be marked as red. Once the two is equal. It should be green and have a tick mark. It is also in relation to a year as per the Income Statement. iv. When Budget is selected, the learner must compile a predictive Income Statement for a period before that period commences. The program can give the learner the “outline” of the Income Statement without any values and refer to it as Budget and allow the learner to type in values. The learner then plays the game and at the end of the period that was budgeted for, the game calculates the difference between Budget and Actual and for every line item that has a difference of less than 10%, they earn OEMZs. d. On the left the learner will see a list of all the transactions pertaining to the period that they selected. These transactions will show the time of the transaction, which shop, which product, reason for purchase and the amount. e. Going forward in the test - When the learner makes an incorrect selection, there is a gentle message that is displayed on the display screen that states. “Oops, the selection was not correct. The definition of your selection is ‘Definition”. Then it allows the learner to reselect or ask the program to select for them. If the program selects for them, there is no revenue associated with that transaction. If they retry and select the correct entry, they earn revenue. f. When Income Statement, Balance Sheet or Cash Flow is selected - The learner has the option to indicate whether the transaction is relevant to the statement or not. If the transaction is relevant, they must select the main category, and once correctly selected they choose the sub-category and then indicate whether the transaction should be added or deducted (the amount be increased or decreased with that transaction). g. Once the entire transaction is correctly selected, the program will then complete the transaction in the relevant statement, which is then reflected on the right side of the screen. h. The learner can only play the game per topic, per period twice. If they wish to play it more times, there should be no aggregation of coins earned. To earn coins again either a new topic or new period must be selected.

[0233] It will be appreciated that the embodiment described above is given by way of example only and is not intended to limit the scope of the invention. It is possible to alter aspects of the embodiment without departing from the essence of the invention.

[0234] It is envisaged that the platform provided by the game can be extended to link to other learners also playing their games, for learners on the system to virtually engage each other in virtual gaming commerce. When a group of learners engage in the virtual environment, they can compete to receive prizes, in the real world or in real life. This can for example be in a specific grade in a specific school. Groups or learners from different schools can also compete either on group level or individual level.

[0235] As mentioned above, the game is interactive and the gaming environment allows for different interactions between a learner (the player) and the game and other learners (also players), as follows: 1. Only that learner (player) plays in the gaming environment and all other activities are computer generated.

[0236] 2. Closed group environment (such as a school) where learners (players) are added by an administrator (such as a teacher) and the players interact with each other and / or the game.

[0237] 3. Open group where a learner (player) admits who they want in their virtual world.

[0238] A further aspect that is envisaged is that in addition to a teaching tool, the gaming platform can also serve as training tool to allow learners to transition from learning the fundamentals of a subject such as EMS, to training in a virtual environment provided by the gaming platform how to manage a business, to transitioning the virtual business to a real business whether it is conducted online through online sales or in a conventional brick and mortar establishment.

[0239] Since the gaming platform is linked to real retailers and service providers with listings of real products and services, learners are taught and can learn how to run a business in a safe simulated environment. The learner can transition to an entrepreneur and train how to manage a business of his choice. He can learn in accelerated time frames about running it and learn how to handle real world hurdles that all businesses face. If the budding entrepreneur makes a mistake during the training phase, he gets the opportunity to learn from it, and in a virtual environment work his way out of it. That all ads to the learning experience. Once he is ready, he can transition to a real business but still with the support of the system to guide him through it.

[0240] Any mistakes he then makes can be drawn to his attention in a familiar manner, and he can be warned much earlier about it to allow him to rectify it. Since he would be familiar with the gaming platform and the interaction to guide him, he would be more inclined to follow the advice of the system and to thereby minimise risk and cost to his business.

[0241] In this manner the education system transitions also to a business support system that guides entrepreneurs and assists them in completing normal company accounting records.

[0242] It will also be appreciated that the education system is not limited to subjects such as Economic Management Sciences, Business, Economics, or Accounting. The system may be programmed with the principles of other subjects that are presented to learners in virtual environments. Non-limiting examples include mathematics, environmental sciences, human sciences and so forth. Each of these, and any other suitable subject, may be presented to the learner in a virtual environment where the learner assumes the role of a person engaged in that activity, to be exposed to, learn, and master the principles associated with that subject in a manner that is relevant to the real world and the online economy.

[0243] That allows learners to get exposed, learn and master those principles in a safe, age appropriate and engaging format. It is also envisaged that the education system will not be limited to learners of school going age, and it may equally also be applied to some subjects on higher education level.

[0244] As mentioned, there is envisaged that the system, may assist a learner to transition from playing a game in a virtual to operating an online establishment (retailer, merchant, service provider etc), still in a safe and guided or mentored manner. This transition is envisaged to include the learner becoming a business owner but still using the system for guidance and also to use business tools such as accounting systems forming part of the system in a real-world business, whether it is online and / or a traditional brick and mortar establishment.

[0245] This transition is aided by enabling real-world brick and mortar establishments and online establishments to establish virtual presences in the game, and to engage with the learner in the virtual space of the game. This will include the character representing the role that learner assumes in the game engaging with the virtual establishments for example by travelling to them in the game environment and accessing for example a grocery store to purchase food items in the game environment from it. That represents the learner travelling to the same establishment’s brick and mortar shop and purchasing those items from it.

[0246] The learner can also, still in the game environment access the establishment’s virtual version of its online shop and purchase the food items online in the virtual world of the game. In effect the learner then purchases virtual goods online in a virtual environment, which creates an easy transition from purchasing such items online in the real world if the learner is already familiar with that, or if the learner is first exposed to purchasing virtual goods online in a virtual environment to then transition to purchasing such items online in the real world.

[0247] It is further envisaged that a learner may develop into a consumer in the virtual space and simply place orders in the virtual environment on a real-world establishment with a virtual presence in the virtual environment, to deliver actual real-world goods or provide real world services in the real world.

[0248] By way of example, a learner may be engaged in the virtual economy and move his character to a virtual take-away food shop. If such a take-away food shop is the virtual equivalent of the real world establishment, and it has a real world outlet proximate the learner’s real world location, then the learner can place a take-away order on the virtual outlet, pay with it in a virtual currency with a real world equivalent, instead of just in a virtual currency, and select to have the take-away order delivered to the learner’s real world location.

[0249] Whilst the learner stays engaged in the virtual economy, it can engage in real economic activity that is reflected on the transactions, and which requires in the context of Economic Management Sciences that the virtual equivalent of the transaction be recorded appropriately in the virtual accounting records, and more or less at the same time the learner actually gets to eat the real world version of the take-away order at his real world location.

[0250] The same can be applied for example to grocery shopping or paying for services such as telephone data purchases, and so forth. These have real world equivalents and are useful, and increasingly becoming normal, economic activities even for school going learners.

Claims

CLAIMS1. An education system comprising a computerised game configured to be provided to a learner on a gaming platform configured to be operable on a computer that includes a processor, user input means to the game and user output means to the user, with the game configuring the processor to provide a learner with access to a virtual environment in which the learner assumes a role either as an individual character or an entity character, and engages with the virtual environment in the selected role; with the processor configured by the game to classify a learner according to the learner’s age and education level in respect of a predetermined subject with predeterminable subject principles that the game is aimed at teaching the learner through playing the game; with the education level of the learner determining a curriculum based on the subject principles that is presented to the learner in the virtual environment to complement the learner’s education level, and the age of the learner determining a format in which the curriculum is presented to the learner to complement the learner’s age; with the processor configured to determine from the learner’s curriculum a predeterminable series or events that are to be presented to the learner through the role that the learner assumes in the game and requiring the learner to tend the events in the virtual environment by taking actions associated with the learner’s assumed role, and with the processor configured to measure the actions of the learner over passage of time within the virtual environment against the subject to determine the extent of compliance with the subject principles, and with the processor configured to provide the learner with guided feedback on the accuracy of its actions compared to a predeterminable set of actions that is informed by the subject principles.

2. An education system as claimed in claim 1 in which the user input means include a computer mouse and keyboard, and the output means include display means, preferably comprising a display screen, and audio output means.

3. An education system as claimed in claim 1 or 2 in which the game is configured for the processor to present the learner’s character with engagement in the virtual environment by means of interactions with game generated events, and optionally with closed group interactions with other learners in a predeterminable group, and open group interactions with any other learner or groups of learners.

4. An education system as claimed in claim 3 in which the game is configured for the processor to present the learner’s character with engagement in the virtual environment by means of interactions with game generated events and either closed group interactions with other learners in a predeterminable group or open group interactions with any other learner or groups of learners.

5. An education system as claimed in any one of claims 1 to 4 in which game is configured for the processor to evaluate the learner’s interactions with other learners, whether closed group or open group interaction, to determine the extent to which curriculum required events have been presented to the learner by these interactions within a predeterminable time period, to determine curriculum required events which have not yet been presented to the learner, for the processor to generate such curriculum required events and to present the learner with such curriculum required events to ensure that in the predeterminable time period the learner is provided with all curriculum required events.

6. An education system as claimed in any one of claims 1 to 5 in which the game is configured for the processor to provide the game to the learner in stages, with each stage being commensurate to a curriculum that is required for a learner at a predeterminable education level, and wherein completion of a stage is commensurate with achieving a sufficient understanding of the curriculum by the learner at that education level to warrant progression to a next and more complicated education level.

7. An education system as claimed in any one of claims 1 to 6 in which the game is configured for the processor to provide the game to the learner in at least two modes in which the learner can engage with the virtual environment, including a simulation mode in which the learner engages with the virtual environment and is presented with appropriate actions that are required in response to events based on the subject principles, and a self-testing mode in which the learner inputs actions in response to events, the actions are evaluated for the degree of appropriateness thereof compared to the subject principles, and the learner is prompted with at least one hint to guide the learner to more appropriate actions based on the subject principles in response to events.

8. An education system as claimed in claim 7 in which the game is configured for the processor to provide the game to the learner with an examination mode in which the learner is expected to input at least one action in response to at least one event, and the learner is scored in respect of the appropriateness of the action compared to the subject principles in response to the event.

9. An education system as claimed in any one of claims 1 to 8 in which the game is played in accelerated time in the virtual environment relative to real world time, preferably with one-month conventional time passing within 30 minutes in the game.

10. An education system as claimed in any one of claims 1 to 9 in which the guidance provided by the system includes providing input to record actions taken by a real world business owner in respect of the real world business, and the system is configured to evaluate those actions compared to the subject principles and provide guided feedback to the real business owner similar to what was provided to a learner using the system to learn the subject of the game.

11. An education system as claimed in claim 10 in which the guidance provided by the system as the business support tool includes accelerated passage of time to simulate the outcome of actions taken by the real business owner, operatively to provide the real business owner with accelerated feedback and to allow accelerated implementation of corrective action.

12. An education system as claimed in any one of claims 1 to 11 in which the subject of the game comprises Economic Management Sciences, the events that the learner are presented with in the virtual environment comprises simulated economic activity in a virtual economy relevant to the role that the learner assumes in the game, and the actions that the learner needs to complete include engaging in simulated economic activity in the game, and preparing and submitting accounting records and reports at predeterminable intervals.

13. An education system as claimed in claim 12 in which the guided feedback comprises confirmation of the accuracy of the submitted accounting records and reports, and guidance on appropriate submissions where any submitted record or report deviates from the predeterminable set of actions according to Economic Management Sciences principles.

14. An education system as claimed in claim 12 or 13 in which the gaming platform links multiple learners to play together in the virtual economy, with each learner playing in its selected role.

15. An education system as claimed in any one of claims 12 to 14 in which the Economic Management Sciences comprises a first stage, or first set of stages, and the game includes further stages or sets of stages in respect of Business, Economics, and Accounting.

16. An education system as claimed in any one of claims 12 to 15 which is configured to include functionality to create accounting records.

17. A method of teaching a subject to a learner including providing a computerised game to a learner on a gaming platform configured to be operable on a computer that includes a processor, user input means and user output means, with the game configuring the processor to provide a learner with access to a virtual environment in which the learner assumes a role either as an individual character or an entity character, and engages with the virtual environment in the selected role; and including the steps of classifying the learner according to the learner’s age and education level in respect of a predetermined subject with predeterminable subject principles that the game is aimed at teaching the learner through playing the game; determining a curriculum based on the subject principles that is presented to the learner in the virtual environment to complement the learner’s education level, determining a format in which the curriculum is presented to the learner to complement the learner’s age, determining from the learner’s curriculum a predetermined series or events that are to be presented to the learner through the role that the learner assumes in the game and requiring the learner to tend the events in the virtual environment by taking actions associated with the learner’s assumed role, measuring the actions over passage of time within the virtual environment against the subject principles to determine the extent of compliance with the subject principles, and providing the learner with guided feedback on the accuracy of the actions compared to a predeterminable set of actions that is informed by the subject principles.

18. A method as claimed in claim 17 which includes presenting the learner’s character with engagement in the virtual environment by means of interactions with game generated events, and optionally with closed group interactions with other learners in a predeterminable group, and open group interactions with any other learner or groups of learners.

19. A method as claimed in claim 18 which includes presenting the learner’s character with engagement in the virtual environment by means of interactions with the game generated events and either closed group interactions with other learners in a predeterminable group or open group interactions with any other learner or groups of learners.

20. A method as claimed in claim 19 which includes evaluating the learner’s interactions with other learners, whether closed group or open group interaction, determining the extent to which curriculum required events have been presented to the learner by these interactions within a predeterminable time period, determining curriculum required events which have not yet been presented to the learner, generating by means of the processor such curriculum required events and presenting the learner with such curriculum required events to ensure that in the predeterminable time period the learner is provided with all curriculum required events.

21. A method as claimed in any one of claims 17 to 20 which includes dividing the game into stages, with each stage being commensurate to a curriculum that is required for a learner at a predeterminable education level, and wherein completion of a stage is commensurate with achieving a sufficient understanding of the curriculum by the learner at that education level to warrant progression to a next and more complicated education level.

22. A method as claimed in any one of claims 17 to 21 which includes presenting the game to the learner in at least two modes in which the learner can engage with the virtual environment, including a simulation mode in which the learner engages with the virtual environment and presenting the learner with appropriate actions that are required in response to events based on the subject principles, and a self-testing mode in which the learner inputs actions in response to events, evaluating the actions compared to the subject principles to determine the degree of appropriateness thereof, andprompting the learner with at least one hint to guide the leaner to more appropriate actions based on the subject principles in response to events.

23. A method as claimed in claim 22 which includes presenting the game to the leaner with an examination mode, which includes s expecting the learner to input at least one action in response to at least one event, and scoring the learner in respect of the appropriateness of the action compared to the subject principles in response to the event.

24. A method as claimed in any one of claims 17 to 23 which includes presenting the learner with accelerated time in the virtual environment relative to real world time, preferably with one-month conventional time passing within 30 minutes in the virtual environment.

25. A method as claimed in any one of claims 17 to 24 in which the guidance provided by the system includes providing input to record actions taken by a real world business owner in respect of the real world business, evaluating those actions compared to the subject principles and providing guided feedback to the real business owner similar to what was provided to a learner using the system to learn the subject of the game.

26. A method as claimed in claim 25 which includes providing the guidance by the system using accelerated passage of time to simulate the outcome of actions taken by the real business owner, operatively to provide the real business owner with accelerated feedback and to allow accelerated implementation of corrective action.

27. A method as claimed in anyone of claims 17 to 26 in which the subject of the game comprises Economic Management Sciences, the events that learner are presented with comprise simulated economic activity relevant to the role that the learner assumed in the game, and the actions that the learner needs to complete include engaging in the simulated economic activity in the game, and preparing and submitting accounting records and reports at predeterminable intervals.

28. A method as claimed in claim 27 in which the Economic Management Sciences comprises a first stage, or first set of stages, and the game includes further stages or sets of stages in respect of Business, Economics, and Accounting.

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