Education support card game

Abstract

An education support card game (1) comprising: first cards (2) which are distributed to a first player and on which first information indicating a person in a disadvantageous state is shown; second cards (3) which are distributed to the first player and on which second information indicating a challenging situation is shown; and third cards (4) which are distributed to a plurality of second players different from the first player and on which, when scenario information indicating a scenario in which a person in a disadvantageous state encounters a challenging situation is presented by the first player to the second players on the basis of the first information and the second information, each second player enters action information indicating what action said second player would take in the scenario.

Description

Educational Support Card Game

[0001] The present invention relates to an educational support card game.

[0002] Conventionally, various educational support card games have been proposed. For example, an educational card game useful for improving communication skills has been proposed. The conventional card game includes play cards that are a set of cards having a front side and a back side. The play cards include normal cards containing questions for the educational target who draws the card, and special cards containing questions for other educational targets other than the educational target who draws the card. And, on the back side of the special card, a display indicating that it is a special card is included (see, for example, Japanese Patent No. 7126669).

[0003] According to this conventional card game, since the educational target participating in the education using the cards does not know when it will be their turn to answer the questions, they can participate in the education using the card game with a sense of tension. In this case, since the back side of the special card includes a display indicating that it is a special card, the educational target can grasp in advance that the next card to be drawn is a special card and make mental preparations.

[0004] According to the above-described conventional card game, communication skills can be improved. However, a card game that allows learning while enjoying various forms of feelings has not been proposed so far.

[0005] The present invention has been made under the above background. The object of the present invention is to provide an educational support card game that allows learning while enjoying various forms of feelings.

[0006] One aspect of the present invention is an educational support card game, which comprises: a first card distributed to a first player and containing first information indicating who is in trouble; a second card distributed to the first player and containing second information indicating when the person is in trouble; and a third card distributed to a plurality of second players different from the first player, on which each of the plurality of second players writes action information indicating what action they would take in that situation when the first player provides the second players with situation information indicating who is in trouble and when, based on the first and second information.

[0007] Another aspect of the present invention is a game device for playing an educational support card game, the game device comprising: a first card distribution unit that distributes a first card containing first information indicating who is in trouble to a first player; a second card distribution unit that distributes a second card containing second information indicating when the person is in trouble to the first player; a scene information input unit that, based on the first and second information, inputs scene information indicating who is in trouble and when; a scene information output unit that outputs the scene information input by the first player to a plurality of second players; a third card distribution unit that, when the scene information has been output to a plurality of second players, distributes a third card to each of the plurality of second players, on which the second player writes action information indicating what action they would take in that scene; and an action information input unit that the second player inputs action information indicating what action they would take in that scene onto the third card.

[0008] Another aspect of the present invention is a program executed by a game device for playing an educational support card game, the program causing the game device to perform the following processes: distributing a first card containing first information indicating who is in trouble to a first player; distributing a second card containing second information indicating when the person is in trouble to the first player; having the first player, who has been distributed the first and second cards, input scene information indicating the situation in which a person is in trouble and when, based on the first and second information; outputting the scene information input by the first player to a plurality of second players; distributing a third card to each of the plurality of second players, in which they will write action information indicating what action they would take in that situation, when the scene information has been output to the plurality of second players; and having the second player input action information indicating what action they would take in that situation onto the third card.

[0009] As described below, other embodiments of the present invention exist. Therefore, this disclosure is intended to provide some embodiments of the present invention and is not intended to limit the scope of the invention described and claimed herein.

[0010] Figure 1 is a diagram showing the configuration of the educational support card game in the first embodiment of the present invention. Figure 2 is an explanatory diagram illustrating the flow of the educational support card game in the first embodiment of the present invention. Figure 3 is an explanatory diagram illustrating the flow of the educational support card game in the first embodiment of the present invention. Figure 4 is an explanatory diagram illustrating the flow of the educational support card game in the first embodiment of the present invention. Figure 5 is an explanatory diagram illustrating the flow of the educational support card game in the first embodiment of the present invention. Figure 6 is an explanatory diagram illustrating the flow of the educational support card game in the first embodiment of the present invention. Figure 7 is a block diagram showing the configuration of the game device in the second embodiment of the present invention. Figure 8 is a flowchart illustrating the operation of the game device in the second embodiment of the present invention.

[0011] A detailed description of the present invention is given below. However, the following detailed description and accompanying drawings are not intended to limit the invention.

[0012] The educational support card game of the present invention comprises: a first card distributed to a first player and containing first information indicating what kind of person is in trouble; a second card distributed to the first player and containing second information indicating when the person is in trouble; and a third card distributed to multiple second players different from the first player, on which each of the multiple second players writes action information indicating what action they would take in that situation when the first player provides the second players with situation information indicating what kind of person is in trouble and when, based on the first and second information.

[0013] In this setup, the first player (playing the role of the person in distress), who is dealt the first and second cards, uses the first information (information indicating who is in distress) and the second information (information indicating when the person is in distress) written on those cards to communicate the situation (situation information) of who is in distress and when to the second player (playing the role of the compassionate person). The second player considers what action they would take in that situation and writes it down as action information on the third card. By sharing and discussing the actions (action information) written on the third card with all players, they can learn about diverse forms of compassion in an enjoyable way.

[0014] Furthermore, in the educational support card game of the present invention, a third card on which action information is written is provided to the first player by a plurality of second players, and the educational support card game may include a point-giving device for the first player to award points for the actions written on the third card provided by the second players.

[0015] In this configuration, the first player, who is provided with third cards by multiple second players, evaluates each action written on the third cards and awards points to the highly-rated actions using a point-awarding device. The second players can learn about diverse forms of consideration while having fun by having points awarded for the actions they themselves have devised.

[0016] The game device of the present invention is a game device for playing an educational support card game, and the game device comprises: a first card distribution unit that distributes a first card containing first information indicating what kind of person is in trouble to a first player; a second card distribution unit that distributes a second card containing second information indicating when the person is in trouble to the first player; a scene information input unit that, based on the first and second information, inputs scene information indicating what kind of person is in trouble and when; a scene information output unit that outputs the scene information input by the first player to a plurality of second players; a third card distribution unit that, when the scene information has been output to a plurality of second players, distributes a third card to each of the plurality of second players on which action information indicating what action they would take in that scene is written; and an action information input unit that the second player inputs action information indicating what action they would take in that scene onto the third card.

[0017] Similar to the card game described above, this game device allows the first player (playing the role of the person in distress), who is dealt the first and second cards, to communicate the situation (situation information) of who is in distress and when, based on the first information (information indicating who is in distress) and second information (information indicating when the person is in distress) written on those cards, to the second player (playing the role of the compassionate person). The second player considers what action they would take in that situation and writes it down as action information on the third card. By sharing and discussing the actions (action information) written on the third card with all players, they can learn about diverse forms of compassion in an enjoyable way.

[0018] Furthermore, the game device of the present invention may also include a third card output unit that outputs a third card on which action information is input to a first player from a plurality of second players, and a point awarding unit that allows the first player to award points for the actions written on the third card output by the second players.

[0019] As a result, the first player, having received third cards from multiple second players, evaluates each action written on the third cards and awards points to the highly-rated actions using a point-awarding tool. The second players can learn about diverse forms of consideration while having fun, as points are awarded for the actions they themselves have devised.

[0020] The program of the present invention is a program executed by a game device for playing an educational support card game, and the program causes the game device to perform the following processes: distribute a first card containing first information indicating what kind of person is in trouble to a first player; distribute a second card containing second information indicating when the person is in trouble to the first player; have the first player, who has been distributed the first and second cards, input scene information indicating what kind of person is in trouble and when, based on the first and second information; output the scene information input by the first player to a plurality of second players; when the scene information has been output to the plurality of second players, distribute a third card to each of the plurality of second players, on which action information indicating what action they would take in that scene is written; and have the second player input action information indicating what action they would take in that scene onto the third card.

[0021] Similar to the card game described above, this program also involves the first player (playing the role of the person in distress), who is dealt the first and second cards. Based on the first information (information indicating who is in distress) and the second information (information indicating when the person is in distress) written on those cards, the first player communicates the situation (situation information) of who is in distress and when to the second player (playing the role of the compassionate person). The second player considers what action they would take in that situation and writes it down as action information on the third card. By sharing and discussing the actions (action information) written on the third card with all players, they can learn about diverse forms of compassion in an enjoyable way.

[0022] Furthermore, the program of the present invention may cause the game device to perform the following processes: providing a third card on which action information is entered to a first player from a plurality of second players; and awarding points to the first player for the actions written on the third card provided by the second players.

[0023] As a result, the first player, having received third cards from multiple second players, evaluates each action written on the third cards and awards points to the highly-rated actions using a point-awarding tool. The second players can learn about diverse forms of consideration while having fun, as points are awarded for the actions they themselves have devised.

[0024] According to this invention, by playing an educational support card game, people can learn about diverse forms of compassion while having fun.

[0025] (Embodiment) Hereinafter, an educational support card game according to an embodiment of the present invention will be described with reference to the drawings. In this embodiment, an example of an educational support card game used in classes for elementary school students will be shown.

[0026] (First Embodiment) The configuration of the educational support card game according to the first embodiment of the present invention will be described with reference to the drawings. Figure 1 is a diagram showing the configuration of the educational support card game according to this embodiment. As shown in Figure 1, the educational support card game 1 is a game set that includes a "Who is this person?" card 2 (first card), a "What is the situation?" card 3 (second card), a "What should I do?" card 4 (third card), and a "Thank you" sticker 5 (point awarding device).

[0027] The "What Kind of Person" card 2 is a card dealt to the person in need (the player who plays the role of the person in need; the first player). The "What Kind of Person" card 2 contains information (the first information) indicating what kind of person is in need. For example, if the Education Support Card Game 1 is used for educational support in "caregiving," the "What Kind of Person" card 2 may contain information such as: "a person who is deaf," "a person who has difficulty memorizing," "a person with poor eyesight who can only see things up close," "a person who is injured and cannot use their dominant hand," "a person who has a broken leg and is using crutches," "a person who is in a wheelchair," "a person who is in pain and cannot move quickly," "a person who has knee pain and cannot straighten their knee," "a person who cannot speak," and "a person who is afraid of crowds."

[0028] What Kind of Time Card 3 is a card distributed to the person in need (the first player). What Kind of Time Card 3 contains information (second information) indicating when the person is in need. For example, if Educational Support Card Game 1 is used for educational support in "caregiving," What Kind of Time Card 3 may contain information such as "When trying to cross the street at a traffic light," "When trying to board a train," "When looking around for something," "When walking down a narrow street," "When shopping at a supermarket," "When trying to eat out," "When trying to use a vending machine," "When trying to use the stairs," "When standing in front of a train station on a windy day," and "When standing in front of a train station on a rainy day."

[0029] Furthermore, Educational Support Card Game 1 can also be used for educational support other than caregiving. When Educational Support Card Game 1 is used for educational support related to "everyday compassion," the People Card 2 includes information such as, for example, "a person with a baby in their belly," "a person pushing a stroller," "a person who can't move their neck because of pain," "a person who is depressed after being scolded," "a person who is depressed after being scolded," "a person who can't stand because of a stomach ache," "a person who can't speak because of a sore throat," "a person who is tired because they have just recovered from a cold," "a person who is using a cane because of weak legs and hips," "a person with a headache due to lack of sleep," and "a person who can't open one eye due to an injury."

[0030] Furthermore, when Educational Support Card Game 1 is used to support education on "everyday consideration," the "When" card 3 contains information such as, for example, "when crossing the street at a traffic light," "when getting on a train," "when looking around for something," "when walking down a narrow street," "when walking down the street with luggage in both hands," "when walking on a train platform," "when trying to carry something heavy," "when trying to use the stairs," "when walking home on a windy day," and "when walking home on a rainy day."

[0031] What to do card 4 is a card dealt to the compassionate person (the player who plays the role of the compassionate person). Based on the first and second pieces of information, the person in need provides the compassionate person with information (situation information) indicating who is in need and when. What to do card 4 is a card on which the compassionate person fills in information (action information) indicating what action they would take in that situation. What to do card 4, with action information filled in, is then provided to the person in need by multiple compassionate people.

[0032] Thank you sticker 5 is a sticker (point awarding device) used by a person in need to award points for actions taken by a person in need, based on actions recorded on a "What to do" card 4 provided by a person in need. Note that the point awarding device is not necessarily limited to stickers. It may also be a coin or a card.

[0033] The flow of the educational support card game 1, which is structured as described above, will be explained with reference to the diagram.

[0034] When playing the first embodiment of the educational support card game 1, first, one person is designated as the person in need and several people as the people who show consideration. The person in need draws one "What Kind of Person" card 2 and one "What Kind of Situation" card 3 to create and announce a problematic topic (situation) (see Figure 2).

[0035] The compassionate person thinks about what kind of action would make the person in need happiest and writes it down on Action Card 4 (see Figure 3). Once the action has been written down, the compassionate person turns Action Card 4 face down and gives it to the person in need (see Figure 4).

[0036] The person in need reads aloud the "What to do" card 4 they received from the caring person (see Figure 5). The person in need chooses the most caring action (the action they consider to be the most caring) and sends a "Thank you" sticker 5 to the caring person who wrote down the chosen act of kindness (see Figure 6).

[0037] Finally, all players share who wrote which card. They discuss why they thought their own act of kindness was good, and what they liked about other players' acts of kindness. This process is repeated until the player with the most "Thank You" stickers (5) is determined.

[0038] In this first embodiment of the educational support card game 1, the person in need (a player playing the role of a person in trouble) is dealt a "Who is in trouble" card 2 and a "When is it" card 3. Based on the first piece of information (information indicating who is in trouble) and the second piece of information (information indicating when is in trouble) written on these cards, the person in need (a player playing the role of a compassionate person) communicates the situation (situation information) of who is in trouble and when. The compassionate person considers what they would do in that situation and writes it down as action information on a "What to do" card 4. By sharing and discussing the actions (action information) written on the "What to do" card 4 with all players, they can learn about diverse forms of compassion while having fun.

[0039] Furthermore, in this embodiment, a person in need who has received multiple "What to do" cards 4 from multiple caring individuals evaluates each of the actions written on the multiple "What to do" cards 4 and awards points to the highly-rated actions using a point-awarding device. The caring individuals can learn about diverse forms of compassion while enjoying the process, as points are awarded for the actions they have devised.

[0040] (Second Embodiment) Next, a game device according to a second embodiment of the present invention will be described. Here, the focus will be on the differences between the game device of the second embodiment and the card game of the first embodiment. Unless otherwise specified, the configuration and operation of this embodiment are the same as those of the first embodiment.

[0041] Figure 7 is a block diagram showing the configuration of the game device in this embodiment. This game device is for playing an educational support card game. As shown in Figure 7, the game device 10 includes an input unit 11 into which information and data for playing the educational support card game are input, an output unit 12 into which information and data for playing the educational support card game are output, a storage unit 13 into which information and data for playing the educational support card game are stored, and a control unit 14 into which various controls for playing the educational support card game are performed. The storage unit 13 stores a program for playing the educational support card game. The storage unit 13 is a storage medium for storing the program.

[0042] The control unit 14 includes a first card distribution unit 15 that distributes "Who is this person?" cards 2 to people in need, and a second card distribution unit 16 that distributes "What is the situation?" cards 3 to people in need. The input unit 11 receives situation information (information indicating the situation in which a person is in need and when) that a person in need who has received "Who is this person?" cards 2 and "What is the situation?" cards 3 has considered based on the first and second pieces of information. The situation information may be input as text information or as audio information. The output unit 12 outputs the situation information input by the person in need to a compassionate person. The situation information may be output as text information or as audio information.

[0043] The control unit 14 includes a third card distribution unit 17 that distributes the "What to Do" cards 4 to each of the multiple considerate people. The input unit 11 has a function for the considerate person to input action information (information indicating what actions they would take in that situation) into the "What to Do" card 4. The action information may be input as text information or voice information.

[0044] The control unit 14 includes a third card providing unit 18 that provides the "What to Do" card 4 with the input action information from the multiple considerate people to the person in trouble, and a point awarding unit 19 that awards points (thank-you stickers 5) to the person in trouble for the actions written on the "What to Do" card 4 provided by the considerate people.

[0045] The operation of the game device 10 configured as described above will be described using FIG. 8.

[0046] When playing an educational support card game using the game device 10 of the second embodiment, first, a person in trouble (one person) and considerate people (multiple people) are determined. In the game device 10, the process of distributing the "What Kind of Person" card 2 to the person in trouble is performed (S1), and the process of distributing the "What Time" card 3 to the person in trouble is performed (S2). Based on the "What Kind of Person" card 2 and the "What Time" card 3, the person in trouble thinks of a troublesome problem (situation) and inputs it into the game device 10 (S3). The troublesome problem (situation) with the input situation (scene information) is output to the considerate people (S4).

[0047] In the game device 10, the process of distributing the "What to Do" card 4 to the considerate people is performed (S5). The considerate people think about what kind of consideration would make the person in trouble happiest (action) and input it into the game device 10 (S6). The "What to Do" card 4 with the input action (action information) is provided from the considerate people to the person in trouble (S7).

[0048] When the person in trouble reads out the content of the What to Do Card 4 received from the considerate person, the read voice information (content of the What to Do Card 4) is input into the game device 10 and output from the game device 10 to the considerate person (S8). The person in trouble selects the most considerate action (action that they think has the most consideration), and sends a Thank You Sticker 5 to the considerate person who filled in the selected considerate action (S9). In step S8, the input What to Do Card 4 may be stored in the storage unit 13 and output to a plurality of considerate persons after being provided from the considerate person to the person in trouble. The starting point of the output in step S8 may be an operation by the person in trouble (for example, an operation using a button such as "send"), or it may be automatically output to the considerate person after a certain period of time has passed after being provided to the person in trouble.

[0049] Finally, all the players tell each other who wrote which card. Talk about the reasons why you think the considerate action (behavior) you wrote is good and the good points of the considerate actions of other players. Repeat the above process to determine the player who has been given the most Thank You Stickers 5.

[0050] The game device 10 of the second embodiment also achieves the same operational effects as those of the first embodiment.

[0051] That is, in this embodiment, the person in trouble (the player who plays the role of the person in trouble) to whom the What Kind of Person Card 2 and the What Time Card 3 are distributed, based on the first information (information indicating what kind of person is in trouble) and the second information (information indicating what time the person is in trouble) described on those cards, conveys the scene (scene information) of what kind of person is in trouble at what time to the considerate person (the player who plays the role of the considerate person). The considerate person considers what actions they would take in that scene and fills in the What to Do Card 4 with the action information. By sharing or discussing the actions (action information) filled in the What to Do Card 4 among all the players, it is possible to learn while enjoying various forms of consideration.

[0052] Furthermore, in this embodiment, a person in need who has received multiple "What to do" cards 4 from multiple caring individuals evaluates each of the actions written on the multiple "What to do" cards 4 and awards points to the highly-rated actions using a point-awarding device. The caring individuals can learn about diverse forms of compassion while enjoying the process, as points are awarded for the actions they have devised.

[0053] Although embodiments of the present invention have been described above by example, the scope of the present invention is not limited to these, and modifications and alterations can be made within the scope described in the claims depending on the purpose.

[0054] As described above, the educational support card game according to the present invention has the effect of allowing children to learn about various forms of compassion while having fun, and is useful for use in classes for elementary school students and other similar settings.

[0055] 1. Educational support card game 2. Who the person card (first card) 3. What time card (second card) 4. What to do card (third card) 5. Thank you sticker (point awarding device) 10. Game device 11. Input unit 12. Output unit 13. Memory unit 14. Control unit 15. First card distribution unit 16. Second card distribution unit 17. Third card distribution unit 18. Third card provision unit 19. Point awarding unit

Claims

1. An educational support card game comprising: a first card distributed to a first player and containing first information indicating who is in trouble; a second card distributed to the first player and containing second information indicating when the person is in trouble; and a third card distributed to multiple second players different from the first player, on which each of the multiple second players writes action information indicating what action they would take in a given situation when the first player provides the second players with situation information indicating who is in trouble and when, based on the first and second information.

2. The educational support card game according to claim 1, wherein the third card on which the action information is written is provided to the first player by the plurality of second players, and the educational support card game comprises a point-giving device for the first player to award points for the actions written on the third card provided by the second players.

3. A game device for playing an educational support card game, the game device comprising: a first card distribution unit that distributes a first card containing first information indicating what kind of person is in trouble to a first player; a second card distribution unit that distributes a second card containing second information indicating when the person is in trouble to the first player; a scene information input unit that, based on the first and second information, inputs scene information indicating what kind of person is in trouble and when; a scene information output unit that outputs the scene information input by the first player to a plurality of second players; a third card distribution unit that, when the scene information is output to the plurality of second players, distributes a third card to each of the plurality of second players on which the second player writes action information indicating what action they would take in that scene; and an action information input unit that the second player inputs action information indicating what action they would take in that scene onto the third card. A game device equipped with the following features.

4. The game device according to claim 3, comprising: a third card providing unit that provides the plurality of second players to the first player a third card on which the action information is entered; and a point awarding unit that allows the first player to award points for the actions written on the third card provided by the second players.

5. A program to be executed on a game device for playing an educational support card game, the program causing the game device to perform the following: a process of distributing a first card containing first information indicating what kind of person is in trouble to a first player; a process of distributing a second card containing second information indicating when the person is in trouble to the first player; a process of the first player, having received the first and second cards, inputting scene information indicating what kind of person is in trouble and when, based on the first and second information; a process of outputting the scene information input by the first player to a plurality of second players; a process of distributing a third card to each of the plurality of second players, on which they write action information indicating what action they would take in that scene when the scene information is output to the plurality of second players; and a process of the second player inputting action information indicating what action they would take in that scene onto the third card.

6. The program according to claim 5, wherein the program causes the game device to perform the following processes: providing the plurality of second players to the first player a third card on which the action information is entered; and the first player awarding points for the actions written on the third card provided by the second players.

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