Patent Application
20180078849
The present invention is in the field of amusement devices and games (Class 273). Specifically, the present invention relates to chance devices as an element of the game (subclass 138.1), wherein the chance devices are a set of dice (subclass 146). More specifically, the present invention relates to game pieces in a game structure (subclass 236), wherein the contest elements are disclosed as being useable in a board game, and are being used to form words (subclass 272).
Games with multiple small parts can represent a choking hazard to younger children, especially if the small parts themselves can be broken into even smaller components, or the small parts are not easily accountable when separated from the game. Such games may be inappropriate for use around or use by young children. Additionally, game parts that have surface features such as through-apertures, which can collect and hide filth and contaminants can represent a health risk when used by young children, and can be difficult to clean. It would be beneficial to the field to have options for such games that ameliorate these risks.
An object of the present invention is to provide a spelling game using lettered cubes, wherein the total number of cubes is readily determinable, to clearly indicate when one or more cubes are missing from the set. The advantage of this feature is that a missing cube is easily detected, and can be search for, thus reducing the risk to younger children such games might otherwise represent. Additionally, another object of the present invention is that the cube components have the form factor of a simple cube—i.e., a cube that has no sub-component parts and no substantial surface features, such as apertures or holes, in which debris and filth can collect. The benefit of these objects is to reduce the health risk concern of users that my younger children in the users' environment.
Referring now to the drawings, the details of preferred embodiments of the present invention are graphically and schematically illustrated. Like elements in the drawings are represented by like numbers, and any similar elements are represented by like numbers with a different lower case letter suffix.
Dice Organization: As illustrated in
Dice Elements: As illustrated in the figures, all of the dice 12 are similarly sized and shaped cubes, with an individual die 12 being the smallest component part of the dice set 10. The individual dice 12 have the form factor of a simple cube—i.e., a cube that has no sub-component parts and no substantial surface features, such as apertures or holes, in which debris and filth can collect. Each of the six faces on each die 12 displays at least one typographical character set 16. Preferable, in the embodiment exemplified herein, each of the six die faces 14 of an individual die 12 has represented thereon a character set 16 of one to three alpha-characters, that is: English language alphabetical letters. The majority of die faces 14 will display a character set 16 consisting of only a single letter. However, some die faces 14 will display a “digram” or “trigram” character set 16, as explained below. The total number of individual die 12 in the dice set 10 is in part influenced by the level of initial difficulty desired when playing the game: fewer total dice can raise the initial difficulty of the game.
Letter Frequency & Distribution: The relative frequency of usage in the English language of each of twenty-six letters in the English alphabet was determined from the literature (see supra). The reported frequency of usage was then used to determine an initial frequency of appearance of each alpha-character/letter (e.g., the letter “A”) to be used in the total number of letters displayed on the die faces 14 of the individual die 12 in the dice set 10 (having seven hundred fifty dice faces 14 in the presented embodiment). The characters 16 were further distributed to avoid duplication of a character 16 on the faces of any single die 12. As noted below, the reported frequency of usage was only useful as a starting point. However, in view of the teachings stated herein, this can be adapted by the skilled artisan and for the purposes of accomplishing the present invention.
Character Orientation: As illustrated in
Board Element: The game of the present invention can utilize a game board (not shown) for the purpose of providing a level playing surface on which to position and display the dice 12 played to form words. A game board embodying specific content is not required, which makes the other elements of the game (specifically, the dice set 10) separately portable and playable on any flat surface. However, a game/playing board may be included as a feature of the game if it is desired to have a means to more affirmatively hold played dice 12 in place. For example, a board having a pattern of square detents/depressions in its surface for positioning and holding played dice, or a board with a magnetic surface for use with dice 12 having a paramagnetic feature (or vice-versa).
Construction Materials: Individual die cubes 12 can be constructed of a variety of materials and in a variety of colors, as is known in the art. Additionally, individual die 12 can be constructed to incorporate a paramagnetic material (e.g., iron filings) that would allow scattered dice to be gathered together with a magnetic material, or allow played dice 12 to be held on a magnetic playing surface (board). Character font and die face 14 colors can be modified to change the manner and level of play of the game. For example, an embodiment of the game can have a number of different colored dice 12, different colored die faces 14, or different colored character/letters 16 on individual die 12, or a combination thereof for any single die 12. This can allow for a point advantage for a play utilizing characters and/or cubes of the same color; culling a specific group of dice from the dice block 10 to increase the initial difficulty of play; and so forth.
Benefit: The frequency and distribution of characters 16 (letters) and the relatively large number of total characters (seven hundred fifty compared for example to one hundred tiles for the English edition of Scrabble®) initially available for play in a dice block 10, affords the opportunity to make initial play relatively easy. The ability to add or remove a certain group (or groups) of color-coded (or otherwise differentiated) die 12 from the dice block 10 allows players to selectively adjust/alter the manner of play (e.g., the time or difficulty) of the game.
The selection of characters 16 presented on the dice set 10 was purposed to ensure that the distribution of characters overall and on each die 12 to facilitate game play. For the one hundred twenty-five dice block 10 exemplified herein, the frequency and distribution of characters 16 in the character set displayed thereon was devised as outlined below:
Step 1
Identify the total number of characters to be represented by the dice block:
A=total number of die 12 in the dice block 10;
B=number of sides 14 on each die 12; and
C=total number of characters 16 that can be represented by the dice block 10.
Therefore, for the dice block 10 of one hundred twenty-five dice in the instant example:
(A×B=C or 125 (total dice)×6 (side/die)=750 (total characters)) a total of seven hundred fifty die faces 14 are available to display characters 16.
Step 2
Determinations of the usage frequency of each letter in the English alphabet are available in the literature. See for example: www.cryptograms.org/letter-frequencies.php; http://norvig.com/mayzner.html; and http://norvig.com/scrabble-letter-scores.html.
Information that was found in the literature turned out not to be directly applicable to the present invention as embodied herein. For example, sometimes application of the cited usage frequencies resulted in an inappropriate number of total die faces 14: e.g., 752 instead of 750. This did not provide the correct total number of letters or a ratio of vowels to consonants that would be relatively easy to distribute across the number of dice 12 in the disclosed dice set 10, and certain letters since, their usage frequency was low, were completely omitted.
However, from a combination of the selected frequency analyses reported in the literature, the following method was experimentally extrapolated for use with designing the dice set 10 of the present game. Selected usage frequencies were compared, combined and adjusted to make the following accommodations: for those letters that had less than 1% usage the frequency was increased to 1%; and other letter frequencies were adjusted down to compensate. Although this initiative adaptation appeared better, it still did not provide the appropriate formula for the desired distribution of vowels and consonants across the 750 faces 14 of 125 dice 12.
Subsequently, an adjustment was made to the number of each of the letters to ensure that there were two vowels per die therefore a total of 250 vowels to 500 consonants. This distribution of vowels to consonants proved to provide a lower distribution of usage frequency of vowels compared to the statistical sources used for letter frequency usage, but it provided an easier method to ensure that the desired number of vowels was available on each die 12 for word formation during a game. It is desired that letters with lower frequency of use be capped at some number, which in the present case was a total of nine for the letters: B, J, K, Q, V, X and Z. See, for example, Table 1 and Exhibit A.
Step 3
Once the character/letter set had been determined, the characters 16 were distributed across the 750 dice faces 14 of the 125 dice 12. In accomplishing this, all of the vowels were allocated first by placing two vowels on each die, while ensuring no vowel was duplicated on the same die 12. The consonants were then ‘layered in’ (i.e., allocated by placing four consonants on each die 12, while ensuring no consonant was duplicated on the same die) and a “sumif” formula in Excel® was utilized to track the letters used, and to flag letters that were over the expected quota. Using this methodology all 750 letters were distributed across the 750 dice faces 14 of the 125 dice 12, with no two dice having the same letter combination.
Step 4
In this step the most popular digrams/digraphs were checked against the letters that had been selected on individual die 12 to determine the percentage of digrams across all 125 dice 12 of the dice block 10. A digram or digraph is a pair of letters, or a letter-pair that can be used to represent a single sound or phoneme, such as: TH, HE, RE, AN, IN and QU. With this information the consonant distribution determined in step 3 were shifted to try to limit the number of digrams on each die so that there is more optionality for word formation across multiple dice. This is just a consideration for the selection and distribution of letter/characters to facilitate the ease of forming words during game play. See, for example, Table 2.
Step 5
The frequency of occurrence of trigrams was determined across the character sets 16 of each die 12, and reduce these occurrences to as few as possible. A trigraph is a group of three letters and/or a three-letter set used to represent a single sound (phoneme) or a combination of sounds that does not correspond to the written letters combined. The trigraphs that were used for this step in the present invention are THE, ING, ION, AND and ENT). Although in a preferred embodiment, only one trigram at most appears on any one die 12, the appearance of more than one trigram could be practice on a single die 12 if desired. See, for example, Table 3. The same may be practiced for the occurrence of digrams on a single die 12 as well.
Example Game: E.g., for 2 to 6 players; age 5 and older, see
Start 100
Game Set Up 110
Note: Each player may choose from all of the letters displayed on a dice surface 14 of each of the dice 12 in their hand to make a word. Thus a full hand has 6×7, or forty-two characters sets (letters, digrams or trigrams) available from which to construct a word, as opposed to only seven in a full Scrabble® hand.
Begin Play 120
Continue Play 130
Note: The character 16 displayed on the top face of the played dice 12 is used for word formation. The characters on the side and the bottom faces are not available for play, unless used with a three-dimensional game board (not shown) that allows display of die faces 14 and formation of words in a vertical direction.
Pass Play 134
End Play 140
Scoring 150
End 160
To practice the invention with a higher level of difficulty, each player rolls selected dice and must use the character displayed on the top surface of the rolled dice. Additionally, a timer can be utilized to limit the time each player may take (e.g., to two minutes) to make a word and to place it in the playing area. Further, a “handicap” point system can be utilized to normalize the advantage/disadvantage different players may have, for example because of age differences between the players.
Additionally, the difficulty of play can be adjusted by altering the size of the starting dice set 10, for example from 125 dice to 100 dice. However, adjusting the size of the dice set requires recalculating the frequency distribution of letters in the dice set 10, in order to maintain the general quality of the game's play. This can be accomplished in advance, for example by: color-coding selected individual dice 12, or one or more selected die surfaces 14 of selected individual dice 12, etc. Then, simply adding or removing dice specifically color-coded for that purpose adjusts the difficulty of play.
While the above description contains many specifics, these should not be construed as limitations on the scope of the invention, but rather as exemplifications of one or another preferred embodiment thereof many other variations are possible, which would be obvious to one skilled in the art. Accordingly, the scope of the invention should be determined by the scope of the appended claims and their equivalents, and not just by the embodiments.
| Number | Date | Country | |
|---|---|---|---|
| 62107459 | Jan 2015 | US |
| Number | Date | Country | |
|---|---|---|---|
| Parent | 15002091 | Jan 2016 | US |
| Child | 15810130 | US |
