Patent Application
20190299087
Present invention relates a board game apparatus and a method of placement of tokens on the board and more particularly relates to the board game apparatus and a method that comprises of a board with recess of specific shape and tokens that are to be placed in the recess of the board in a specific pattern and then stacked to play the game.
Board games are used since many years for playing different games with tokens that are placed or positioned on the board. Board games that permit staking of the tokens have also been disclosed in the art. However, many a times certain movement of the board/tokens by the player results in unintentional displacement of other tokens or falling of the stack that may disrupt the game. Many a times, due to unintentional movement of hand or fingers of the player results in movement of board that further results in displacement of tokens on the board, which may create confusion with respect to placement of tokens on the board and thereby delaying the game.
Also, in our daily life, we are required to sequence various steps to take a conscious action for right/better results or desired/intended outcome. Sometimes we know from where to start this sequencing and sometimes we have to discover based on information given in the environment. Similarly, sometimes we know where we want to reach i.e. the end point and sometimes we have to discover what should be the end point or what possibly could be the end point again based on the information presented in the environment.
From where to start, why to start from there, what next to be done, how to reach to the next step and subsequent steps, where to end, is a function of mentally able to plan forward and/or backward various steps and/or options presented in the environment. Most of the times, we take an action without checking alternate or multiple start-points or what will happen/to be done next and thus the decision to take what action, when, why, where & how is largely influenced by the way in which information/steps/options are presented.
The problem to be solved is to provide a board game apparatus with a board and tokens shaped such that the token can be placed on the board such that the displacement of the token can be avoided, which can be due to the lifting or tilting of the board by user, and the problem is solved by the board game apparatus as in present invention that includes a token with a closed surface including a cavity and a projection that extends from the closed surface. This projection is received by a hole formed in recess formed on a game board. A further provision is provided in the token in the form of a hollow surface which is received by a convex surface formed in the recess on the board. This feature provides additional protection from displacement of the token.
The further problem to be solved is to bridge the gap of thinking existing in most of the members in the society. This gap is existing in adults, and as adults become the source of learning for children, it unknowingly is getting transferred to the next generation. This learning system, through its progressive structure of method of thinking requiring in solving various situations will enable the adults and children both (as active game players) to identify what is their deep rooted current process of thinking and what they need to change to achieve success in the given game/puzzle/thinking situation. The players can then relate the newly acquired learning, with an access to both the sets of thinking processes i.e. how they used to think in the past and how they should be thinking in their real-life situations to identify where they are using the old (not correct) process or pattern of thinking and thus in turn shall develop a conscious recognition of how they should be thinking in such situations.
The game situations/puzzles have been organised in a progressive structure of thinking processes or methods of thinking required as per the changing game/puzzle situations. This has been done to create this game as a progressive learning tool where the players can bridge the gaps from the basics and go to further complex processes as per self-learning and real-life application pace.
As playing of this game largely requires application of executive function, this game and its intended outcome to become a learning tool, while having the fun and engagement of a game, shall be relevant for a very long time. Even if the player plays the same situations again after 6 months, they will appear new as the player shall be again required to apply different skills under executive function to solve the game/puzzle situation, as long-term memory shall not be of much help in providing the answers achieved during the earlier sessions of game playing.
Thus, after a certain period of time, a player can play the situations, where they consciously worked upon to change the process of thinking because of incorrect results/outcome achieved in the game/puzzle situations earlier, to test whether the new conscious thinking process they acquired during earlier sessions is still a part of their subconscious thinking If not, this will bring a further insight that they need to practice application of missing processes of thinking better. If yes, they can now move on to the next level of complexity in the same game.
A game board apparatus comprising: at least two tokens with a hollow open end and a closed surface including a cavity; a projection extending from the closed surface; and a board with a plurality of recesses structured on the board to receive the tokens, the recess includes a first surface, a second surface enclosed by the first surface, and a hole at the center of the second surface, wherein the hole receives the projection and the second surface receives the hollow open end of the token thereby avoiding displacement of the token from the surface of the board and wherein the cavity in the closed surface of the token receives the projection of the token thereby allowing stacking of the tokens.
In an embodiment of the invention, the cavity in the closed surface of the token is cylindrical shaped.
In an embodiment of the invention, the first surface of the recess is protruding and the second surface of the recess is convex shaped.
In an embodiment of the invention, closed surface of the token has a structure analogous to the structure of the recess formed on the board to receive the token for stacking.
In an embodiment of the invention, the token includes at least one variable selected from a shape and a color.
In an embodiment of the invention, the token has a shape selected from an icing, a muffin and a plate.
A game board apparatus comprising: at least two tokens with a hollow open end and a closed surface including a cavity; a projection extending from the closed surface; a board with a plurality of recesses structured on the board in to receive the token, the recess includes a first surface, a second surface enclosed by the first surface, and a hole at the center of the second surface; and at least one card each consisting of different patterns of tokens indicating a start mode for the game; wherein the hole receives the projection and the second surface receives the hollow open end of the token thereby arranging the tokens in the start mode based on the pattern and avoiding displacement of the token from the surface of the board and wherein the cavity formed on the closed surface of the token receives the projection of the token thereby allowing stacking of the tokens.
In an embodiment of the invention, the cavity in the closed surface of the token is cylindrical shaped.
In an embodiment of the invention, the first surface of the recess is protruding and the second surface of the recess is convex shaped.
In an embodiment of the invention, the token includes at least one variable selected from a shape and a color.
In an embodiment of the invention, the shape includes three different shapes selected from an icing, a muffin and a plate.
In an embodiment of the invention, the pattern on the card has a starting point indicated by any one of an icing shaped token and a muffin shaped token, an ending point indicated by any one of a plate shaped token and a muffin shaped token.
A method of placement of token on the board comprising the steps of: arranging at least two tokens in a pattern provided in a card on the board indicating a start mode for the game; placing a token over another token forming a stack, wherein stacking is done by selecting the shortest path such that the number of steps taken for forming a stack is same as the number of tokens in the stack.
In an embodiment of the invention, while playing the game, a token is placed over another token only.
In an embodiment of the invention, in the method the player progresses to a next level of complexity based on the pattern on the subsequent card once a stack is arranged at one single point.
In an embodiment of the invention, in the method of placement of token on the board, a starting point for stacking is indicated by any one of an icing shaped token and a muffin shaped token, an ending point indicated by any one of a plate shaped token and a muffin shaped token.
In an embodiment of the invention, in the method for stacking the tokens move in any one of the vertical, horizontal, diagonal direction and their combination.
In an embodiment of the invention, there is at least one player. In an embodiment of the invention, in the method the player concluding the arranging of stack collects the tokens in the stack.
In an embodiment of the invention, the player having the maximum number of tokens in his stack is a winner.
In an embodiment of the invention, the method can be digital.
For a better understanding of the invention and to show how the same may be performed, the invention will now be described, with reference to the accompanying drawings.
The illustrated game board apparatus 100 comprises at least two tokens 130 with a hollow open end 132 and a closed surface 134.
The token 130 can be of any color and of any shape such as an icing, a muffin or a plate.
The closed surface 134 includes a cavity 136 which can be any shape such as cylindrical and a projection 138 extends from the closed surface 134 such that the projection 138 fits into the cavity 136 while staking one token 130 on top of another token 130.
A board 110 is provided with a plurality of recesses 112 structured on the board 110 to receive the tokens 130. The recess 112 formed on the board includes a first surface 114 which is protruding and a second surface 116 which is convex shaped such that the second surface is enclosed by the first surface 114. The second surface 116 has a hole 118 at the center of the second surface 116.
The closed surface 134 of the token 130 has a structure which is analogous to the structure of the recess 112 formed on the board. This analogy in the structure allows the stacking of one token 130 over another token 130.
In use, when the token 130 is placed over the board 110, the hole 118 formed in the second surface. The second surface 116 receives the hollow open end 132 of the token 130 thereby avoiding displacement of the token 130 from the surface of the board. While stacking, the cavity 136 in the closed surface 134 of the token 130 receives the projection 138 of the token 130.
In the present invention, at least one card 140 each consisting of different patterns 142 of tokens 130 is provided. There can be numerous such cards such that the complexity of the game progresses with subsequent card. The patterns 142 on these cards indicating a start mode for the game. A player is provided with the pattern 142 arranged on the board 110 and the player is required to form a stack starting from the provided pattern 142 wherein the icing/muffin shaped token represents the starting point and the plate/muffin shaped token represents the ending point.
The game board apparatus 100 is provided with:
This game can be used in 3 different formats of game playing—single player, dual player and four player format.
All the cards 140 used for playing single-player format in this game have only one unique answer i.e. game tokens 130 will always have one set of order in which they will appear in the stack 144 of tokens.
The representative set of cards given in this game for dual player and four player format in this game will have many possible answers thus creating engagement for competitive and/or collaborative learning experiences. These set of cards 140 are only directional set of cards 140 to explain the nature of neutral, equal opportunity pattern of tokens. The rules to create new situations in dual player and four player format has also been explained in the game manual enabling players to design new situations on their own.
In a single player game format the game is played by using a situation booklet consisting of cards 140. In a dual and four player game format, the game is played by creating various neutral, equal opportunity patterns of placement of tokens 130 on the game board 110 by mutually agreeing on the method of creation of such a pattern 142. In dual player, one player choses one type of colored tokens 130, all tokens of same color and the other player choses another type of colored tokens 130 i.e. all the tokens 130 of same color but different than the 1st player color and play the game turn-by-turn. In a four player format, each team comprises of 2 players choosing one type of colored tokens 130 and the other team choses other type of colored tokens 130, both the team members sit diagonally opposite to each other so that 2 players in the same team get the turn to take an action on the tokens of their color alternatively. All the four players agree to take a turn either in a clockwise or anticlockwise direction of rotation of turn.
The method to create a neutral, equal opportunity pattern has been explained in detail below.
In a single player format, the player is supposed to collect all the step tokens 130 given in the situation in the form of one single stack 144, as per the rules of movement of tokens 130 on the game board 110. In some situations, the start token 130 is given to define the start-point i.e. the point from where to start to collect all the tokens 130 or the token 130 which will always come on the top of the stack 144 created. In some situations, the start token 130 is not given for the player to define which step token should be the start point to achieve the objective of the game and situation. In some situations, the end point token 130 is given to define the end-point i.e. the point where all the tokens 130 are to be collected/stacked, and in some situations this token 130 is not given for the player to define which step token should be the end point to achieve the objective of the game and situation. In dual & four player format, both the start point and the end point tokens 130 are not given as the game in dual and four player format is required to be created as a dynamic game enabling desired/intended outcome continuing to change based upon the action taken by each player.
In a single player format, the cards 140 shall be treated to be solved successfully by verifying whether all the tokens 130 have been collected at one single point on the game by satisfying all the conditions of playing the game.
The game cards 140 have been organised in a progressive structure of thinking processes or methods of thinking This has been done to create each Stack the Muffins game/situation playing experience as a progressive learning system and tool where the players can bridge the gaps from the basics and go to further complex processes as per self-learning pace and his/her real-life application needs/scenarios. As the level of complexity increases from lower to higher order thinking in the cards 140 of the situation booklet, the type of mental skills required to place each token increases from simple to applying complex thinking skills in this Mental Planning Game set branded as Stack the Muffins.
Undergoing the lessons based on Stack the Muffins game enables learners to learn sequencing in forward and/or backwards direction i.e. from start point to the end point and/or from the end point to the start point, segmenting the situation in various shorter sequences and then combining each sequence to achieve the objective, identifying and evaluation various sequencing options and become equally flexible with both the types of sequencing i.e. forward and backward i.e. from start point to end point and from end point to start point.
In dual and four player formats, the core game mechanics remains the same as in single player format. Thus, dual player and four player format of game playing act as reinforcement of learning developed during single player game situation led playing. However, dual player and four player formats provide an excellent opportunity to each player to test their learnt thinking skills and processes in a competitive as well as a collaborative format triggering nurturing and development of various emotional and social skills. This extension of single player format game mechanics becoming input of game mechanics for dual player and four player format enables each player to dive deep into their executive functions and executive controls at the same time in both collaborative and competitive game playing formats. It also helps in developing respect and trust in self, team member's and opponent players' executive functions and executive controls and learn for it.
There are various terms imparted as a part of the game playing learning process which are described below for the learner to learn these terms as an experiential process of game playing. It experientially makes the learners practice various thinking skills in a progressive structure thus making the game playing experience a learning system of mental skills required as a part of mental planning based on how to analyse, evaluate and create desired outcome in each situation in the context of environment i.e. game board in which decision has to be made and thus where, how and following what steps to collect/stack 144 all the tokens given in the situation, as per game playing rules of this game.
The game board 110 design defines the length of sequencing steps, and thus types of skills based on these number of steps, and the squared shape of the game board is to provide neutrality to sequencing of steps, by using all the directions. The role of game tokens 130 is to properly fit on the game board 110 as well as get stacked on top of each other without falling.
If the game board 110 design is a 2×2 grid i.e. only 4 slots for tokens 140 to be placed on the game board, then the maximum length of sequencing will be only 1 step.
If 3×3 grid i.e. only 9 slots for tokens 130 to be placed on the game board 110, then the maximum length of sequencing will be only 2 steps.
If 4×4 grid i.e. only 16 slots for tokens 130 to be placed on the game board 110, then the maximum length of sequencing will be only 3 steps.
If 5×5 grid i.e. only 25 slots for tokens 130 to be placed on the game board 110, then the maximum length of sequencing will be only 4 steps.
If 6×6 grid i.e. only 36 slots for tokens 130 to be placed on the game board 110, then the maximum length of sequencing will be only 5 steps; and likewise.
To design this game board 110 based situations, 7×7 grid i.e. 49 slots for tokens 130 to be placed on the game board 110, have been used to create the maximum length of sequencing of 6 steps as learning.
In this game, one token 130 in the form of an identifiable shape as start point thus will always represent the starting point or the token 130 which will always come on the top of single stack 144, if given in the card 140 design. One token 130 in the form of an identifiable shape as end point thus will always represent the point where all the tokens 130 are required to be collected/stacked, if given in the card 140 design. Many different tokens 130 but of the same shape distinguished on the basis of color to represent as the step token i.e. the steps to be taken between the start point and end point as per the card/puzzle 140 design and thus to be collected at one single point (end point). The game cards/puzzles 140 have also been created without the use of start point token 130 and/or the end point token 130 where step tokens 130 given in the situation are to be used as start point and/or the end point token 130. This is to add to the learning progression i.e. how to identify the start point and/or the end point in the given situation while applying the rules of the game to sequence various steps using either forward and/or backward mental planning.
Based on the above principles, any dimension of the game board 110 and any form of game tokens 130 can be created.
Thus, the size of the game board 110; number of tokens 130 used in a given situation on the game board; positional placement of these tokens 130 on the game board in relationship to each other; whether start point and/or the end point token has been given or not; different levels of learning progression and complexity i.e. method used to identify from where to start and how to progress to the next subsequent steps to collect/stack all the tokens 130 at the identified end point, by following the rules of the game, can be created.
This game design thus uses size of game board 110, type of tokens 130 (i.e. all step tokens only; step tokens plus end point tokens 130 only; step tokens 130 plus start point token only; step tokens 130 plus end point token plus start point token) and number of tokens 130 used, and the relative placement of tokens 130 on the game board, all in conjunction create the learning progression and complexity in the card/puzzle design i.e. method used to collect/stack all the tokens 130, by following the rules of the game.
First place all the game tokens 130 on the game board 110 by matching the pattern 142 of tokens 130 given in the puzzle/card 140 with the pattern 142 of the game board. Now, start from the given or identified start point token 130 and move in a step-by-step order while collecting step tokens 130 at each step, by making the step tokens 130 collected from previous step rest on the target step token of this step. Follow this process till all the step tokens given in the situation puzzle do not get stacked/collected at the given or identified end point. If the start point token is given in the card than that token 130 will always come on the top of the collected stack 144. If the end point token 130 is given in the situation than that token 130 will always come at the bottom of the collected stack 144. Thus, if the end token 130 is given in the situation than that token 130 cannot be moved to be placed on other tokens as in that case it will not come at the bottom of the stack 144 and thus will not qualify as the end point.
The stack 144 is to be formed by identifying the relationship between placement position of each token 130 with respect to all the other tokens 130.
There are cards 140 arranged in an age appropriate structure i.e. situations for age <5 years, 5-7 years, 7-9 years, 9-11 years, 11-13 years & >13 years. Each age band has various thinking processes in-built in it to create varied, progressive experiences for the player to test current thinking process and in-turn strengthen currently existing correct thinking processes and develop new thinking processes.
Though currently a player maybe of 12 years, it is recommended/desired for the player to play the situations from previous age bands first and then proceed to current age band situations. Such a structure of progressive situation arrangement, gives each player an opportunity to develop/bridge any missing thinking process as per the age and also develop thinking processes of higher age bands. To draw a parallel analogy here, an artificial intelligence to make the game playing process a personalised learning experience has been created through the arrangement of cards 140.
This makes the learner test existing method of thinking around mental planning and develop a new method of thinking, in a progressive learning structure created by changing the number of tokens 130, type of tokens 130 and relative positional placement of each token 130.
Thus, based on the number of tokens 130, type of tokens 130 and relative positional placement of each token 130, learning outcome and complexity at each level can be clearly defined and thus progression of learning outcome and complexity can be pre-defined. Thus, progression of learning outcome and learning complexity i.e. methods to do mental planning and sequencing using the game as an aid can be pre-defined.
Tokens Used in the Cards
Relevant Terms with Their Descriptive Meaning Based on this Game
Rules of Playing Stack the Muffins—Single Player Format:
Rules of Movement
Rules of playing Stack the Muffins—Dual Player Format:
Core Rules of Game Play (Same as of Single Player Format)
Additional Rules of Game Play—Dual Player Format
Additional Rules of Game Play—Four Player Format
Learning System Progression & Method of Deduction
Up to 3 steps sequencing, tokens 130 placement including given start token and given end point token with movement of tokens possible only in horizontal and/or vertical directions; all tokens can be collected through single, direct forward or backward sequencing.
Up to 3 steps sequencing, tokens 130 placement including given start token and given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; all tokens can be collected through single, direct forward or backward sequencing.
Up to 3 steps sequencing, tokens 130 placement including given end point token (NO start token given) with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; all tokens can be collected through single, direct forward or backward sequencing.
Up to 4 steps sequencing, tokens 130 placement including given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; all tokens can be collected through single, direct forward or backward sequencing.
Up to 4 steps sequencing, tokens 130 placement without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; all tokens can be collected through single, direct forward or backward sequencing.
Up to 5 steps sequencing, tokens 130 placement without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; any one step during the sequencing having 2 options as next step; all tokens can be collected through single, direct forward or backward sequencing.
Up to 5 steps sequencing, tokens 130 placement including given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; any one step during the sequencing having 2 options as next step; all tokens can be collected through single, direct forward or backward sequencing.
Up to 6 steps sequencing, tokens 130 placement without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; step(s) during the whole sequencing having 2/3 options as next step; all tokens can be collected through single, direct forward or backward sequencing.
Up to 6 steps sequencing, tokens placement including given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; step(s) during the whole sequencing having 2/3 options as next steps; all tokens can be collected through single, direct forward or backward sequencing.
Up to 6 steps sequencing, tokens placement without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; multiple steps during the whole sequencing having 2/3 options as next steps; all tokens can be collected through single, direct forward or backward sequencing.
Up to 6 steps sequencing, tokens 130 placement without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; steps(s) during the whole sequencing having 2/3/4 options as next steps; all tokens can be collected through single, direct forward or backward sequencing.
Up to 6 steps sequencing in each segment, tokens 130 placement with/without given end point token with movement of tokens possible in horizontal and/or vertical and/or diagonal directions; token placement in such a way that all the tokens cannot be collected through single, direct forward or backward sequencing at the end point token i.e. only segments of sequences can be collected at the end point token; placement of tokens requiring to create only 2/3/4 segments of sequences with segments moving directly at the end point or on each other; each segment sequencing requiring learning from previous levels.
14 tokens 130 placement situation for each player i.e. 28 total tokens on the game board, each situation based on principles of creation of neutral, equal opportunity patterns; summarising learning and application of all the thinking skills and processes learnt from single player format booklet; further advancing the complexity of single player format situations by adding more number of tokens and making it a competitive and/or collaborative game structure.
| Number | Date | Country | Kind |
|---|---|---|---|
| 201711014259 | Apr 2017 | IN | national |
This application is a division of PCT Patent Application No. PCT/IN2018/050240 having International filing date of Apr. 21, 2018, which claims the benefit of priority of Indian Patent Application No. 201711014259 filed on Apr. 21, 2017. The contents of the above applications are all incorporated by reference as if fully set forth herein in their entirety.
| Number | Date | Country | |
|---|---|---|---|
| Parent | PCT/IN2018/050240 | Apr 2018 | US |
| Child | 16446657 | US |
