The present disclosure is technology providing a foreign language learning application through game contents through a user terminal (smart phone, tablet, PC, or the like), and provides a foreign language word and a meaning thereof based on a preset language provided in an application together. Therefore, it is possible to provide a foreign language learning effect in which the user becomes a subject and learns the foreign language word while actively participating in the game by increasing ‘entertainment’ and ‘participation’ rather than a passive method for learning to write and listen to foreign language alphabets, simply and repeatedly. In addition, it is possible to provide an application that maximizes the effect of learning by repeatedly providing a word that has been encountered once so as not to forget by providing repeated learning based on an Ebbinghaus forgetting curve.

Methods and apparatus are described for preserving and improving board games by changing the game board from a passive cardboard board to a dynamic computer controlled board while keeping the other tangible parts of the game unchanged—dice, game pieces, etc. The inherent values of board games are preserved, while improving the attractiveness of board games by using computing systems and advanced technologies.

Methods and apparatus are described for preserving and improving board games by changing the game board from a passive cardboard board to a dynamic computer controlled board while keeping the other tangible parts of the game unchanged—dice, game pieces, etc. The inherent values of board games are preserved, while improving the attractiveness of board games by using computing systems and advanced technologies.

This disclosure describes a tabletop game assistant system configured to ingest and guide tangible games (such as board games, card games, etc.) using natural language interaction and image capture/visual display components. The system can include features enabling a game developer to “teach” the system the rules of a game using natural language, such as written instructions, to reduce or eliminate the need for writing dedicated code. The system may process images of a game board and/or tokens such as game pieces and/or cards to further generate game data in the form of a logical game model. The system can use the game data to guide human players of the game and, in some cases, participate as a player itself. The system may further be configured to observe a game and detect invalid actions, answer questions regarding the rules, and suggest moves. The system may provide additional utilities such as generating a random output (e.g., rolling virtual dice) and learning to recognize new game pieces.

This disclosure describes a tabletop game assistant system configured to ingest and guide tangible games (such as board games, card games, etc.) using natural language interaction and image capture/visual display components. The system can include features enabling a game developer to “teach” the system the rules of a game using natural language, such as written instructions, to reduce or eliminate the need for writing dedicated code. The system may process images of a game board and/or tokens such as game pieces and/or cards to further generate game data in the form of a logical game model. The system can use the game data to guide human players of the game and, in some cases, participate as a player itself. The system may further be configured to observe a game and detect invalid actions, answer questions regarding the rules, and suggest moves. The system may provide additional utilities such as generating a random output (e.g., rolling virtual dice) and learning to recognize new game pieces.

A chessboard defines a first longitudinal edge, a second longitudinal edge, a lateral axis of symmetry bisecting the chessboard into two lateral halves, and a top surface extending between the longitudinal edges, the top surface defining a plurality of chessboard squares. The plurality of chessboard squares defines a plurality of ranks, each rank extending as a single row of chessboard squares from the first longitudinal edge to the second longitudinal edge. Ranks adjacent to the lateral axis of symmetry define two central ranks that together comprise a battle zone. Chessboard squares located outside of the battle zone define a first color scheme in which the chessboard squares located outside the battle zone alternate between a first color and a second color different from the first color. Chessboard squares in the plurality of chessboard squares located within the battle zone define a second color scheme differing from the first color scheme.

A chessboard defines a first longitudinal edge, a second longitudinal edge, a lateral axis of symmetry bisecting the chessboard into two lateral halves, and a top surface extending between the longitudinal edges, the top surface defining a plurality of chessboard squares. The plurality of chessboard squares defines a plurality of ranks, each rank extending as a single row of chessboard squares from the first longitudinal edge to the second longitudinal edge. Ranks adjacent to the lateral axis of symmetry define two central ranks that together comprise a battle zone. Chessboard squares located outside of the battle zone define a first color scheme in which the chessboard squares located outside the battle zone alternate between a first color and a second color different from the first color. Chessboard squares in the plurality of chessboard squares located within the battle zone define a second color scheme differing from the first color scheme.

An educational game (and learning management system and methods pertaining to the same) can be configured for the effective teaching of advanced educational curriculum, such as STEM subjects for high school and above. The educational game is configured to integrate social context, real scientific principles and strategic tradeoffs within game mechanisms. This covert teaching and testing environment promotes exploration, individualized discovery, repeat engagement, and systems thinking and planning skills. The educational game can be dynamically and procedurally generated.

An educational game (and learning management system and methods pertaining to the same) can be configured for the effective teaching of advanced educational curriculum, such as STEM subjects for high school and above. The educational game is configured to integrate social context, real scientific principles and strategic tradeoffs within game mechanisms. This covert teaching and testing environment promotes exploration, individualized discovery, repeat engagement, and systems thinking and planning skills. The educational game can be dynamically and procedurally generated.

A portable rotatable spinner to be used in combination with a pencil and an educational curriculum worksheet, where the worksheet incorporates a spinner-type game board image, and where the game board is used by students to generate random results or data. The spinner has an arrow-shaped body. Located midpoint of the body is an integrally-formed, vertically-oriented cylinder. The cylinder extends symmetrically from the upper and lower surfaces of the body. Through the cylinder is a hole or aperture. The aperture has an internal diameter slightly larger than the diameter of a pencil. In use, the spinner is placed on top of the worksheet and aligned over the game board. A pencil is inserted through the spinner. One hand holds the pencil vertically while the other hand flicks the spinner. The spinner rotates freely about the pencil until coming to a rest.