US20050203767A1 - Interactive games for teaching financial principles - Google Patents

Abstract

Electronic media for teaching others financial principles includes an interactive game that includes a financial lesson. The interactive game may be remotely accessed by users via a network such as the Internet. In certain embodiments the interactive game includes (i) a lesson portion; (ii) a game play portion; and, optionally, (iii) a lesson reinforcement portion. In other embodiments the interactive game includes one or more rewards for successfully completing each interactive game. Such rewards may include a certificate of achievement and/or access to an otherwise inaccessible game.

Description

CROSS REFERENCE TO RELATED APPLICATIONS
• This application is a divisional of and claims priority to U.S. patent application Ser. No. 10/267,249 filed Oct. 8, 2002 by Philip A. Rogan and David A. Gipp, the disclosure of which is incorporated herein by reference.
COPYRIGHT NOTICE AND AUTHORIZATION
• A portion of the disclosure of this patent document contains material that is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent document or the patent disclosure as it appears in the Patent and Trademark Office patent file or records, but otherwise reserves all copyright rights whatsoever.
BACKGROUND
• 1. Field of the Invention
• The present invention relates to games and methods for teaching financial principles. More particularly, but not exclusively, the invention relates to teaching and reinforcing financial principles through the use of interactive games.
• 2. Background
• Historically, there have been various methods for teaching principles of personal finance, investing and accounting (collectively and individually referred to herein as “financial principles”) to the general populace, and to children in particular. U.S. Pat. Nos. 5,826,878, 6,032,957 and 6,106,300 all to Kiyosaki et al., and issued on Oct. 27, 1998, Mar. 7, 2000 and Aug. 22, 2000 respectively (and incorporated herein by reference), disclose respective methods and games for teaching financial principles.
• In the past few decades video games and other types of interactive electronic media have become very popular. As used throughout this disclosure, “interactive” means that an audio, video and/or other output occurs in response to a student, game player, adult, child or other type of player's input. Also, as used herein a “networked environment” means an environment where one or more users may remotely access a game over one or more wired or wireless communication networks. Additionally, the term “interactive electronic media,” means electronically produced audio and visual content for a user; the content changing in response to a use input. The interest and captivation of audiences using interactive electronic media can be an important ally to education. The attention and focus required for participating in an interactive game ensures that any associated educational aspects of the game would also receive focus and attention. Consequently, it would be beneficial to utilize the advantages of interactive electronic media to teach and/or reinforce financial principles.
• Additionally, there can be significant production, distribution, or environmental advantages to using electronic media to teach and/or reinforce financial principles. For example, by providing games that are accessible over the Internet to teach and/or reinforce financial principles, the games can be utilized by any one with access to the Internet. This could include children who may not usually have access to written materials related to financial education but are able to access electronic materials via the Internet. Moreover, most known systems for educating others about financial principles have been associated with person to person contact or required one's presence in a particular physical location, e.g., if playing a board game, typically two or more players must be at the same location and it is impractical to play at some locations due to the bulk of the game and the fact that there are loose pieces. It would be thus advantageous to provide methods and systems for providing financial education wherein a single user could access and utilize the methods and systems. Such method and systems could allow students or other players to access the game and learn financial principles, regardless of where the students or players are located.
• In summary, it is particularly difficult to teach/reinforce financial principles and concepts (e.g., price elasticity of demand, profit, giving to charity, debts and return on investment) to persons (including children) using traditional methods. It is therefore desirable to teach and/or reinforce such important financial principles in a manner that is readily comprehensible, accessible and preferably enjoyable.
SUMMARY OF THE INVENTION
• The present invention, in one aspect, addresses one or more of the foregoing concerns by providing an interactive game that includes an educational aspect. The game facilitates a lesson about one or more financial principles.
• Interactive methods are utilized as part of the games, whereby the games convey, teach and/or reinforce financial principles including, the elasticity of price and demand, profit, giving to charity, debts and return on investment. The principles are taught using interactive games having different levels of complexity for varying age groups or levels of comprehension. The games provide awards for successful completion.
• In addition, interactive games using one or more animated characters for teaching financial principles are disclosed. In a preferred embodiment, one or more animated characters provide advice and/or commentary on one or more financial principles such as debt, investment, work, profit, elasticity of price and demand, loan payments, and asset income.
• Also disclosed herein are interactive methods and/or games that are accessible to a player over a communications network that may include a local area network, a wide area network, global computer network, or any combination thereof. Preferred embodiments are interactive games and methods for teaching financial principles accessible by a player over the Internet or an intranet.
• Also disclosed herein are interactive games including a series of interactive games [suite] that requires player inputs. The games preferably include learning activities facilitated by animated characters and stories. The combination of interactive participation, animated characters and stories enhances student attention and recollection of the educational aspect of the game content.
BRIEF DESCRIPTION OF THE DRAWING
• The description of the present invention includes the appended drawings in which like reference numerals denote like elements and in which:
• FIG. 1 is a flow diagram illustrating a method for interactive teaching of financial principles according to one embodiment of the present invention;
• FIG. 2 is a block diagram of a system for interactive teaching of financial principles according to an embodiment of the present invention;
• FIGS. 3A-3B illustrate screen samples an electronic interface for an interactive financial game according to the invention;
• FIGS. 4A-4J illustrate sequences, characters and symbols of an electronic media game for teaching financial principles according to a first exemplary embodiment of the invention;
• FIGS. 5A-5E illustrate logic sequences and data arrays for implementing the electronic media game of the first embodiment;
• FIGS. 6A-6S illustrate sequences, characters and symbols of an electronic media game for teaching financial principles according to a second embodiment of the invention;
• FIGS. 7A-7Z and8 illustrate sequences, characters and/or symbols of an electronic media game for teaching financial principles according to a third embodiment of the invention;
• FIGS. 9A-9C illustrate logic sequences for implementing the electronic media game of the third embodiment;
• FIGS. 10A-10L illustrate sequences, characters and symbols of an electronic media game for teaching financial principles according to a fourth embodiment of the invention;
• FIG. 11 illustrates and example reward for completing the financial games in the electronic media game of the exemplary embodiment;
• FIGS. 12A-12K illustrate an example of a normally inaccessible game given access to a player as a reward for completing financial games in one or more of the electronic media games of the present invention;
• FIGS. 13A-13C illustrate example program sequences, data files and element structure for the game depicted inFIGS. 12A-12K; and
• FIG. 14 is a flowchart of the game depicted inFIGS. 10A-10L.
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS
• The interactive games of the invention teach and reinforce the fundamental elements of money management. In this context, financial principles including, for example, profits, elasticity of price and demand, investment income, the differences between good verses bad debts, financial stability required to continuously give to charity, and many others may be taught using interactive games. In the following description the term “game” can mean an activity having a set objective to complete. In the present invention, the games typically impart a lesson regarding financial principles.
• Turning toFIG. 1, aninteractive method100 for teaching financial principles in accordance with one embodiment of the invention includes: (i) selecting a type of game (action110) in which a player participates; (ii) selecting the level of difficulty or level of complexity of the game (action120); (iii) completing one or more interactive games (action140 and/or145); and (iv) receiving an award or incentive for completing the interactive game (action150).Method100 may further optionally include reinforcing the financial principles in the game to the player before or after rewarding the player for completing the game (action160).Method100 has thus been described from the perspective of the actions performed by an end user or player. However, these actions can be modified to describe the perspective of an educational media provider (e.g., enabling selection of difficulty level, providing one or more interactive games for the player to complete; awarding an award), and/or describe the perspective of a network provider (e.g., Internet Service Provider (ISP)) or describe the perspective of a distributor of interactive electronic media.
• Examples of interactive games from which a player may choose (or, an educator or provider of a game may provide access to) are described in more detail below.Method100 does not require that the player choose a particular game (action110) or level of complexity (action120), as these actions may be predetermined based on a player's age and/or past history of playing the game. For example, if a player has already completed one of a sequence of games, the next game in the sequence may be automatically chosen by tracking games that have been completed in the sequence of games and presenting the next game in the sequence. Also, a game and/or level of complexity within a game may be chosen automatically based on a player's year in school by storing information regarding the player's year in school and selecting the level of complexity. While game and/or level of complexity of the game may be chosen automatically, the player may also select these factors. For example, a player may enter his/her grade or age when prompted and the interactive game may then select the proper game or level of the game. Alternatively, the player may select an icon representing a certain game or level of game to play. Games may also be selected randomly by a random play algorithm, or sequentially according to a desired syllabus or program outline.
• Method100 may include an option for a player to exit, quit, select a different level or start over at anytime. In a preferred embodiment, if a game is not completed successfully, e.g., the player selected the wrong choices or answers, the player is prompted to quit or exit (action170) without receiving a reward for completing the game, or repeat the game (action145). If the player does not desire to quit or exit (action170), the player may repeat or continue the interactive financial game (action145).
• If the player successfully completes the game (action140), he or she preferably receives a reward for recognition of his/her efforts (action150). The reward may be a certificate of achievement, access to an otherwise inaccessible game, merit points or other incentive for completing the interactive financial game successfully as well as any combination thereof. A description of exemplary rewards and bonuses offered to a player is disclosed in further detail hereafter.
• Game System & Interface
• According to certain preferred embodiments of the invention, financial principles are taught using interactive games. In the most preferred embodiments the interactive games are remotely accessible to a player over a communications network such as the Internet. Turning toFIG. 2, asystem200 for providing interactive financial games preferably includes one ormore servers210 that hosts a game site that is accessible by one ormore client terminals220 overcommunications network230.
• Server210 may be any type of single server computer or combination of devices that provide the function of enabling access to web page(s)300 overnetwork230.Network230 is any wired or wireless wide area network (WAN), local area network (LAN), virtual private network (VPN) and the like or combination thereof operative to facilitateclient terminals220 access toserver210 and associated page(s)300.System200 may also include anadministration terminal240 that serves the function of enabling the person responsible for page300 (e.g., webmaster) to update, change and otherwise maintainweb page300.Web page300 is a textual and/or graphical display of computer information displayed on a computer running a web browser program. Typically,client terminal220 would be running a web browser program. The user ofclient terminal220 would enter the location whereweb page300 is located on a network. This can be done by entering the uniform resource locator (URL) of theweb page300 in the web browser. The computer code (typically provided in hypertext markup language or HTML) representingweb page300 is sent fromweb server210 to theclient terminal220.Terminals220 and240 may be any type of computing device operative to communicate overnetwork230 and interface withserver210. Such devices can include server computers, laptops, personal digital assistants (PDA's), cell phones, desktop computers, and the like. While advantages are derived by enabling access to the interactive financial games by players in remote locations, it is worthy of noting that the inventive games and other inventive aspects discussed herein may also be resident on a single stand alone computer or on a CDROM, a hard drive, and the like as well as on a hand held device for playing the game or any other type of system which may facilitate the use of interactive electronic media.
• The choice of the desired interactive game and corresponding level of difficulty (FIG. 1,actions110,120) may be implemented through any suitable techniques, such as, for example, screens providing indicia of respective choices that may be selected by a player through using a mouse or other device to move an indicia of selection (such as an arrow) over the indicia of respective choices and selecting, a choice, such as by the use of a button on a mouse (known as “clicking”). For example, referring toFIGS. 3A and 3B, choices can be made usingweb pages300 and311. For example, web page300 (FIG. 3A) may enable a player to access one or more interactive financial games by selecting one or more links orshortcuts310,320,330,340 corresponding to the respective games that are associated withweb page300. When a player selects (e.g. by clicking)links310,320,330 and/or340, the player is directed to a specific interactive game associated with the selected link. Preferably a brief description of each interactive game is associated with eachlink310,320,330 and340 onweb page300 to advise a player of the contents of each. Accordingly, a player or player may select the type/subject of game desired to play (action100,FIG. 1) by clicking or selecting the associatedlink310,320,330 and340. In the preferred embodiment, respective games are provided on the subjects of: profit and price elasticity of demand (denominated “Jesse's Ice Cream Stand”); income, debts and investments (denominated “Reno's Debt Dilemma”); saving, investments and charitable contributions (denominated “Pay Yourself First”); and profit, income, asset income and financial freedom (denominated “Jesse's Big Change”).
• After a particular game is selected (FIG. 1, action110), a choice of difficulty level (action120,FIG. 1) may be implemented through any suitable techniques, such as, for example, following a link to a respective screen corresponding to the particular game on which respective indicia of difficulty levels that may be selected by a player through are provided. For example, when link310 is selected, a player may then be directed to web page311 (FIG. 3B) where the player may then select a level or complexity of game play. In preferred embodiments of the invention, levels of complexity are associated with the age or school grade, or other comprehension classification of a player.Web page311 preferably includes a plurality of possible levels of play each having arespective link315,316,317 and318 to the game corresponding to the selected level of play. In one embodiment the levels of play loosely correspond to respective school grade levels in the U.S., includinglink315 for kindergarten through second grade (K-2), link316 for grades three through five (3-5), link317 for grades six through eight (6-8) and link318 for grades nine through twelve (9-12). Each respective link315-318 directs the player to the game that corresponds to that age group's or grade level's characteristics, interests and/or level of comprehension. The various levels for each game are preferably designed to convey similar financial principles, but with varying levels of detail and complexity. To facilitate the teaching of children and to increase children's interest in the different subjects, in one embodiment animated characters are used to present the games. The same characters may be used in each of the different levels of difficulty with the characters appearing older in higher levels. This helps to provide continuity in presentation. Each difficulty level preferably communicating selected principles to a player or players in terms both comprehensible and interesting to a child in the relevant experience/skill category, advancing difficulty levels providing increasing detail and depth of the selected subject at a level of commensurate with the targeted category.
• In one embodiment of the game, anthropomorphic rat characters are used to present the games. Each rat character has its own personality. For example, Toki is the host of the game and represents a financial advisor. Jesse is the entrepreneur that represents the small business owner. Reno is an aggressive character and represents the investor. Ima is the generous charitable giver and presents lessons regarding charity. The different personalities are designed to complement each other. They represent different demographics of inventors found in the real world.
• In one implementation of the invention, a host web page (e.g.,300,FIG. 3A) contains a presentation configured using a web based authoring language such as MACROMEDIA FLASH. In this embodiment, the web page contains a .SWF file in a FLASHASSIST host application, which allows selection of other, age/comprehension appropriate, FLASH presentations (e.g.,311,FIG. 3B). Instead of, or in addition to, the use of MACROMEDIA FLASH other programs or programming languages that help provide interactive web pages such as JAVA applets and JAVA applications could be utilized.
• The following description includes examples of specific games for conveying financial principles using interactive electronic media. The present invention is not limited to the specific examples set forth below since the implementations and financial principles set forth herein describe only a limited number of the possible combinations of implementations and financial principles.
• Profits and/or Price Elasticity of Demand
• One preferred example of a game comprises a game on the subjects of profits and/or price elasticity of demand entitled “Jesse's Ice Cream Stand.” In this game, depending on the age group, the player will learn about selling to maximize profits. Also, tools, such as a unique Demand-O-Meter, an icon that provides a visual indication of demand based on price, are provided to teach economic principles. In a preferred implementation of this embodiment, “Jesse's Ice Cream Stand” is an online game accessed by a player (using aclient terminal220,FIG. 2) over a communications network, for example, the Internet (system200,FIG. 2). Several variations of this game are provided, each corresponding to a specific level of play selectable (action120,FIG. 1) through links (315,316,317 and318) onweb page311.
• Referring now toFIG. 4A, at the lowest difficulty level, e.g. for grade levels K-2, “Jesse's Ice Cream Stand” preferably includes a game which communicates financial principles to a player that includes the basic concept of making a profit by selling a product or service, e.g., ice cream, for more money than it cost to obtain the product or service. In one preferred embodiment one or more animated characters discuss the profit concept in relation to the sale of ice cream. In an example implementation of this embodiment, a character named Toki tells her friend Jesse that profit can be derived if Jesse can sell his ice cream for more money than Jesse paid for the ice cream. The player is asked to assist Jesse in making the largest profit from selling ice cream.
• One or more animated characters inform the player, audibly and/or visually, of the cost of one bucket of ice cream, and the price at which Jesse will sell individual servings of the ice cream. The player is then asked to help Jesse choose one of three different size scoops for the individual servings where the scoop size is chosen to help Jesse make the most profit. In the example embodiment (FIG. 4A), the individual servings are sold for $0.50 per scoop and scoop sizes include a first size scoop where five scoops can be obtained from the ice cream bucket; a second size scoop where ten scoops can be obtained from the ice cream bucket; and a third size scoop where twenty scoops can be obtained from the ice cream bucket. The player then selects the scoop he/she believes will help Jesse make the largest profit by clicking on the desired scoop. The game or then provides an animated sequence showing the sale of ice cream to several customers of “Jesse's Ice Cream Stand” (FIG. 4E).
• After Jesse is finished selling ice cream, the game continues by calculating and displaying to the player the total profit made from selling the ice cream, which is the money made from sales minus the cost of the product (FIG. 4F). Since the money made from the sale of the ice cream will be the product of: [the price each scoop is sold for] multiplied by [the number of scoops sold], the profit derived from selling ice cream in this K-2 example depends on the size scoop selected by the player. For example, if the first size scoop (e.g., five scoops per bucket) was selected, Jesse will have made no, or very little, profit, whereas if the third size scoop (e.g., twenty scoops per bucket) was selected, Jesse will have made the most profit. If the player selected any scoop size other than the third size scoop, the player is preferably informed of the profit made by Jesse and asked to try again. If, however, the player selected the third size scoop, which renders the most profit, the player may be rewarded, for example, with a certificate of achievement (shown inFIG. 11) or other reward. If the certificate of achievement (as shown in FIG. G), is the reward the player is preferably allowed to enter his or her name on to the certificate (FIG. H) and print a personalized certificate of achievement, if the player chooses to accept the certificate. In alternate embodiments described below, the player may, alternatively or in addition to a certificate or other reward, be given access to a unique game, which is otherwise not accessible. This level of this game provides an understandable way for young children to learn how differing quantities of items sold for the same price and cost of the item translate into profit.
• In reference toFIG. 4B, a modified version of “Jesse's Ice Cream Stand” preferred for grade levels 3-5 includes a similar game as the K-2 game but increases the difficulty in determining how to help Jesse make the most profit. In this version, the player is presented with the cost of the ice cream bucket (e.g., $5.00) and three scoop sizes at three different prices. An example of the associated information that may be provided to a player for making a selection is shown in the table below.

  	Combination	Combination	Combination
  	1	2	3

  Ice Cream Bucket Cost:	$5	$5	$5
  # of Scoops per Bucket:	10	15	20
  Selling Price per Scoop:	$.70	$.40	$.20

• Based on this information, the player selects one of the three scoops per bucket/price per scoop combination that he/she believes will help make the most profit for Jesse. Once a selection is made, the game may visually (with the possible use of audio) animate the selling of ice cream by Jesse and inform the player of the total profit made from its sale. If the player selectedCombination 1, the player may be rewarded as previously discussed, sinceCombination 1 yields the highest profit. Otherwise, the player may be prompted to try again. In this version (associated with grades 3-5), by introducing the additional concept of price per scoop along with number of scoops per bucket, the player can further learn the factors that lead to a profit.
• In a modified version associated with grades 6-8 (FIG. 4C), Jesse is selling three flavors of ice cream (each denoted as a bucket) where in each flavor has a different selling price per scoop, a different number of scoops per bucket and a different cost per bucket. Associated example information presented to the player in assisting to help Jesse is shown in the table below:

  	Combination	Combination	Combination
  	1	2	3

  Ice Cream Bucket Cost:	$6	$4	$5
  # of Scoops per Bucket:	10	15	20
  Selling Price per Scoop:	$.70	$.30	$.25

• Using this information, the player selects the ice cream bucket/number of scoops/price per scoop combination that he/she believes will help Jesse make the most profit. Once a selection is made, the game may optionally show the animated selling of ice cream by Jesse (using a visual display, possibly with the use of audio) and then inform the player of the total profit made from its sale. In this case, if the player selectedCombination 1, the player will be rewarded along the lines discussed herein becauseCombination 1 yields the highest profit. Otherwise, the player may be prompted to try again. For this level, the addition of the cost of the ice cream bucket allows for a more realistic determination of profit and further enhances the player's knowledge of factors that contribute to a profit or loss.
• In yet a further modified version, loosely categorized for grades 9-12 (FIG. 4D), the price elasticity of demand is emphasized. In this embodiment, the player is presented with a plurality of types of a product, e.g., flavors of ice cream, each having a cost associated therewith. For this level of play, Toki explains that sometimes maximizing profits may depend on the demand of the product as tied to its selling price. One of the financial principles conveyed in this game is that the demand for certain types of products may vary significantly depending on the price at which they are sold (i.e., there is high price elasticity for such products) whereas the demand for other types of products is less effected by the selling price (i.e. there is low price elasticity for such products). This game teaches the player that product types with low price elasticity of demand can be sold at a higher selling price in order to maximize profits.
• To assist the player in determining the price elasticity of demand, Toki provides the player with a tool that measures, and preferably graphically illustrates, the price elasticity of demand for different products. By providing a tool that illustrates (either visually or via audio) the price elasticity of demand for a given product in a game, players can grasp an economic concept more readily by having an (preferably) instantaneous graphical readout of demand at a set price. The player uses this tool to assist Jesse in selecting ice cream flavors that will help him make the most profit.
• In this embodiment, each individual ice cream flavor has a different price elasticity of demand. Referring toFIG. 4J, in a preferred embodiment, the tool for showing price elasticity of demand is ameter400 that is referred to as a “Demand-O-Meter.”Meter400 is a graphical device that can be moved around on the player's screen and placed overvarious product types410. Preferably, a product from theproduct types410 is highlighted when across hair420 ofmeter400 is aligned over the product type. Once highlighted, anindicator430 on themeter400 reflects the demand of the highlighted product at a given price. Aprice selector435 onmeter400 can be used to change the current selling price of the highlighted product. When the price changes,indicator430 shows the new demand for the highlighted product at the new price. Additional buttons onmeter400 preferably enable the player to select or deselect a product to sell and to initiate the selling of the highlighted product at that price. For example, in one embodiment,meter400 may include a choosebutton440 for selecting one of the ice cream flavors, aclear button445 for deselecting one of the chosen ice cream flavors and aplay button450, which is activated after enough flavors of ice cream are chosen to initiate game play.
• In the preferred embodiment, the player helps Jesse select three out of five available flavors to sell at one price per scoop for each of the three flavors. Each of the product types410 (e.g., flavor of ice cream) is checked for its price elasticity of demand at different sellingprices using meter400. Thecross hairs420 ofmeter400 are aligned over each product ofproduct types410 anddemand needle430 reflects the demand for each product at the selected selling price. The demand for eachproduct type410 may vary significantly as the selling price is changed, e.g. by clicking onselling price selector435.
• InFIG. 5A amethod510 to show thedemand using meter400 is shown. Initially it is determined if themeter400 has been moved over one of the product types (such as an ice cream flavor) (action512) by, in one embodiment, moving thecross hairs420 ofmeter400 over one of the product types. This is also called a rollover of themeter400 on aproduct type410. If so, the demand for that product at the currently set price is determined (action514). In one embodiment, the demand data for each product and for each price is stored in an array as will be discussed in further detail in conjunction withFIG. 5E. After the demand data is retrieved, the demand is displayed graphically by setting theindicator430 of themeter400 to the demand level (action516). Thismethod510 is repeated for every frame of the presentation (action518). In one embodiment, the frame is updated every one twelfth of a second (animation is at 12 frames per second in one embodiment).
• FIG. 5B is a flowchart illustrating amethod520 to select products to be used to play the game. In one embodiment, the player helps Jesse select three out of five flavors to sell.Method520 starts when the player selects a flavor (action522). After the flavor is selected, the program checks to determine if less than three flavors have been selected (action524). If less than three flavors have been selected, the selected flavor is added to the list of selected flavors (action526). If more than three flavors have already been selected, the next chosen is not added to the list; nothing occurs (action528). Alternatively, a message may be displayed or audibly played stating that the maximum number of selections has been made. The three flavors requirement is for an embodiment of the game. In other embodiments fewer or more flavors could be selected.
• To remove a selected flavor from the list,method540 as illustrated inFIG. 5C is utilized. First, a flavor to clear from the list of selected flavors is chosen (action542). Then it is checked to see if the flavor to be cleared is on the list of selected flavors (action544). If the flavor is on the list, it is removed (action546). If the flavor is not on the list, no action occurs (action548). Alternatively, a message can be displayed or played that indicates the flavor chosen to be removed is not on the list.
• FIG. 5D illustrates amethod560 to play the game. After choosing the flavors to play at the selected price, the player can choose to play the game (action562). First, it is checked to see if three flavors have been selected (action564). If not, no action towards playing the game is taken (action566). In one embodiment, a message indicating that not enough flavors have been selected is displayed or spoken. If three flavors have been selected, the Demand-O-Meter400 is removed from the screen (action568) and the animation showing the selling of ice cream and the monetary results is played (action570).
• Turning toFIG. 5E, data used in the implementation ofmeter400 is shown. Pricing anddemand information580 may be loaded into simple arrays that includeflavor arrays582,price arrays584, cost arrays586,demand arrays588, andprofit arrays590. Each of these arrays are loaded into a container array that will then contain all of the information from the previous arrays. The container array forms a data set, which is a collection of all variable data necessary to play the game. In one embodiment there are three data sets. Eachrespective data set592,594 and596 represent different flavor, price, cost, profit and demand information that is different from the other data sets that can be used to play the game. The data set to be used in the current game is selected randomly, for example by randomly selecting a number corresponding to the index that references a particular data set (see program statement597). By providingmultiple data sets592,594 and596 that can be randomly chosen for each game, players can play the game multiple times with different data sets being used different times, which enhances the playability of the game. This chosen data set may be referenced throughout further game play to access game variables.Logic sequences510,520,530 and560 (FIGS.5A-D) may be used in combination with stored pricing and demand data580 (FIG. 5E) to provide the functional demand/price measuring features ofmeter400. Of course, more or less than three data sets can be used. Additionally, it is also possible to use a random number generator within a computer program to randomly generate the variables used to play the game.
• When the player has selected three flavors to be sold at the selected price per scoop and theplay button450 onmeter400 is selected, the game continues by displaying an animated Jesse selling the ice cream to customers. The amount of profit made from the sale is announced/displayed to the player and the game is preferably reinforced by reiterating to the player that the selection of flavors having small variances between price and demand can be sold at higher prices for an increased profit (seeFIG. 4I). As discussed previously in conjunction with play at the lower level, upon successful completion of the level an incentive may be offered such as a certificate (as seen inFIG. 11), access to a new game or any other motivational item.
• Incomes Debts & Investments
• A preferred example for conveying these financial principles uses an interactive game to demonstrate to a player that there are different types of income, e.g., earned income or investment income, and good and bad debts. In a preferred implementation of this embodiment, “Reno's Debt Dilemma” is an interactive online game accessed by a player over a communications network, for example, the Internet (system200,FIG. 2). By providing a game that illustrates that working for wages is difficult by providing a proxy for physical work (by clicking on an icon) and that going into bad debt is even worse, children can grasp the concept that the right type of debt, the debt that goes towards income producing assets, is a good debt. The animation of these concepts further helps to keep the players attention and reinforce learning. Reinforcement questions may also be provided that allow for an opportunity for the player to demonstrate actual learning. Also, in one embodiment, an incentive, such as a chance to play a video game provides further motivation for the player to learn the concepts of good and bad debt. There may be certain variations of this game depending on the level of play selected, e.g., grades K-2, grades 3-5, grades 6-8 and grades 9-12.
• In reference to the screen sequences represented inFIGS. 6B-6R, “Reno's Debt Dilemma” (FIG. 6B) is an interactive game that conveys to a player various ways to obtain money in order to obtain an objective, such as going to an amusement park and playing a new game at the amusement park. The various ways of obtaining money discussed in this game may include, among other things: (i) working for money (or tokens); (ii) borrowing money (or tokens) to spend; and (iii) borrowing money (or tokens) to invest it in something that makes more money.
• In a preferred embodiment, these financial principles are conveyed to the player by one or more animated characters that demonstrate how money can be obtained so that a character can pay the required fees necessary to play a new amusement game called “Cheese Run.”FIG. 6A is a flowchart illustrating an embodiment of the interactive game. Initially, the game is started, typically after selecting the game from web page300 (action602).FIG. 6B illustrates a sample title screen.FIG. 6C is a sample screen that sets the scenario for the game.
• InFIG. 6C,Toki630 states, “Woooow . . . the new cheese run game is opening today.” Reno632, a mouse who has no money but wants to play the game, responds, “I can't wait to play it, but . . . I don't have any money.” InFIG. 6D, Toki explains that there are different ways to get money. In one example Toki states, “That's OK . . . there are lots of ways to get money. Here at Big Cheese Island there are three different ways to pay for the games. Some ways are better than others, but you can definitely play even if you don't have any money.”
• InFIG. 6E, the work for token portion of the game is initiated (action604). As shown inFIG. 6F, Reno, on a skateboard, skateboards through the turnstile labeled work to play. As he skates in Reno states “Cool, I'm going in.”
• Next, the player starts to play the game (action606). As seen inFIG. 6F awork area640 is illustrated.Work area640 also includes awork button642 and awork meter644 including anindicator needle646. In an example embodiment, the work performed by a player includes repetitively clicking on thework button642. Clicking on thework button642 is typically accomplished by placing a cursor or arrow over thework button642 and repeatedly selecting the mouse button. Other repetitive movement could also be used such as hitting the same key on a keyboard repeatedly. Clicking onwork button642 causes theindicator needle646 to advance onwork meter644. After each click, it is determined if enough clicks have been made to earn the money or token (action608). If not, the player continues to click thework button642. If enough clicking has occurred (for example, if the indicator needle has moved a full revolution) then the token648 is earned (action610).
• Once the player has performed enough work, an animated symbol representing a token648 or dollar drops in to aslot650 designated for playing the new game, e.g., Cheese Run as seen inFIG. 6G. The “work to play” scenario preferably conveys to the player financial principles including, for example: (i) entertainment, leisure and/or playing may come at a price; (ii) one way to afford the costs associated with entertainment or playing is to earn money or credit by working; and (iii) often times work is not necessarily enjoyable or easy. The game may further include asking the player to answer questions about the “work to play” scenario just experienced by the player (optional action611). For example, and as illustrated inFIG. 6H, in one embodiment, the player is asked whether working to obtain enough money to play Cheese Run was (a) a good debt; (b) a bad debt; or (c) no debt. If the player provides a wrong answer, e.g., answers (a) or (b), the interactive game preferably indicates that this answer is incorrect and explains why. For example, if the player chose (a), the game might tutor the player by indicating (audibly and/or visually) “That is incorrect; a debt requires you to borrow money. Please try again.” However, if the player provides the correct answer, e.g., answer (c), the game may continue to the next manner to obtain money for playing Cheese Run.
• In another scenario, the “borrow to play” scenario, of this interactive game (as shown inFIGS. 61-6M), Reno borrows the token required to play Cheese Run and has to repay the debt with two tokens (or dollars). One token is to pay the principle and one token is to pay the interest. The scenario begins and the initial start screen isFIG. 61 (action612).
• In this scenario, the player, represented by Toki borrows a token (action614). The player then works to repay the borrowed token and also works to earn an additional token to pay back the cost of the loan (action616). This is explained by the park announcer inFIG. 6J. The park announcer states, “You are ready to try Borrow to Play. That means you will borrow a token from Big Cheese Island. Borrowing a token costs you another token, so you'll have to work to pay back two tokens before you can move on . . . ”.
• InFIG. 6K, another token is added to the token stack652. The park announcer states, “Here's the token you are borrowing . . . now please pay back the token you borrowed by repetitively clicking on the work button”. The player clicks on thework button642 andindicator needle644 advances as before. This time the player does twice as much work as before (to repay the borrowed token plus interest). Again, it is checked to see if enough work has been done (action618). If not, work continues. When the work is done the park announcer states, “Thank you for paying back your loan . . . and then working some more to pay back the additional token” as seen inFIG. 6L.
• The “borrow to play” scenario conveys to the player financial principles including, for example: (i) one way to pay for things is to borrow money, or incur a debt; (ii) that one may often have to work longer to pay off the debt since both principle and interest must be paid; and (iii) borrowing with nothing to show for it is usually “bad debt.” The game may further conclude, as seen inFIG. 6M, by asking the player to answer questions about the “borrow to play” scenario (optional action619). For example, in a preferred example, the player is asked whether borrowing to money to play Cheese Run was (a) a good debt; (b) a bad debt; or (c) no debt. If the player provides a wrong answer, e.g., answers (a) or (c), the interactive game preferably indicates that “this answer is incorrect and explains that, by way of example, “if you borrow to play, you're in debt, and if you have to pay back more than you borrowed with nothing to show for it, that's not a good debt. Please try again.” However, if the player provides the correct answer, e.g., answer (b) “a bad debt,” the game may continue to the next manner to obtain money for playing Cheese Run.
• Another scenario of this interactive game, referred to as “invest to play”, would start next (action620, and as seen inFIG. 6N). In one embodiment, as seen inFIG. 60 the park announcer initially states, “Now you'll borrow a token to invest in a Big Cheese Island Gumball Machine. Every time someone on Big Cheese Island buys a gumball, you make a profit.” Reno, the player representative character, replies, “Just like Jesse's Ice Cream Stand.” The player borrows the token to get the gumball machine650 (action622) as seen inFIG. 6P. The park announcer then states, “That's right Reno! Your gumball machine creates tokens to play every time someone buys a gumball.” An animated sequence, as shown inFIG. 6Q, is then run showing the purchase of gumballs, which automatically cause theindicator needle644 to move (action622). Reno announces, “Hey . . . selling gumballs is making tokens for me!” Thus, Reno borrowed a token to invest in one or more income assets, i.e. gumballmachine630, to earn the money required to play a game, Cheese Run. In this scenario, the player does not have to perform the “work” process as described in the other scenarios above because the income asset (gumball machine630) earns enough money to make payments on the debt incurred to buygumball machine630, as well as providing extra money that Reno may use to play Cheese Run. In a preferred example of this scenario, amusement park patrons are animated purchasing gumballs from Reno'sgumball machine630 and the income derived from the continuous sale of gumballs is applied to pay the debt and set aside for playing Cheese Run.
• The “invest to play” scenario preferably conveys to the player financial principles including, for example: (i) one can earn money without having to work by investing in assets that produce income; (ii) one can borrow money to make more money; (iii) one can pay off debts without having to work; (iv) the concepts of loan payments; and (v) the concept of return on investment. This game may further conclude by asking the player to answer questions about the “invest to play” scenario (action625). For example, as seen inFIG. 6R and in a preferred example, the player is asked whether investing to play Cheese Run was (a) a good debt; (b) a bad debt; or (c) no debt. If the player provides a wrong answer, e.g., answers (b) or (c), the interactive game preferably indicates, for example, “This answer is incorrect; if you borrow tokens, you're in debt, if you invest the borrowed tokens to make more money than you borrowed, this is a good debt. Please try again.” However, if the player provides the correct answer, e.g., answer (a) “a good debt,” the game may continue by informing the player that he or she is correct and reinforcing why, as well as enabling the player to play the new entertainment game, e.g., Cheese Run, which is otherwise inaccessible to the player.
• At the end of the “invest to play” portion of the game, the player obtains the free token as this part of the game ends. As seen inFIG. 6S, the park announcer states, “You've earned three tokens to play Cheese Run. You worked for the first token, you borrowed and repaid the debt for the second token and borrowed a token to invest for the third token.” After this, the ‘Cheese Run’ game can initiate (action628).
• In a preferred embodiment, the player is allowed to play the incentive game once for each learned method of obtaining money to play, e.g., three times; once for each token obtained. Preferably, the financial principles are reinforced to the player during play of the entertainment game. For example, at the beginning of each turn, the interactive game may indicate to the player: “this token was earned by working to play,” “this token was borrowed to play” and/or “this token was earned by investing to play.” Another reinforcement technique may include providing the player a chance to win bonus play by answering one or more questions correctly. For example, the game may present the following bonus question: “Wouldn't it be great to use the ‘invest to play’ way to play Cheese Run all the time? True or False?” If the player selects the “False” button, the player might get a message, for example, “Not correct, if you don't invest, you'll have to keep working to play.” However if the player selects “True” in this case, the game may indicate for example, “That's right, when you invest to play, you don't need to work to play.”
• Modifications of this game may be made for different age groups including increasing references to specific monetary amounts and complex financial terms such as compound interest, etc. Complexities may also be added in proportion to the age group or level of play selected. In one embodiment, the difficulty of the entertainment game is proportionate to the age group selected, e.g., time for completing a cheese run is reduced for older players.
• The entertainment game to which the player may gain access after successfully completing the interactive financial education game can be any type of action, trivia, or word game, traditional game, educational or not, which is not ordinarily accessible without first completing a game. In one preferred embodiment, the entertainment game is the Cheese Run game as described in further detail in the REWARDS, INCENTIVES & BONUSES section below.
• Savings, Investments & Charitable Contributions
• In addition to some to the financial principles discussed above, an important financial concept that is taught in this embodiment pertains to being charitable. One aspect of the present invention relates to conveying the principles that one must have a certain degree of financial stability in order to afford being charitable, and/or the more money one has, the more one can afford to give to others. In one embodiment, the game is presented as a side-scrolling game in which the player must learn to avoid certain bad icons (like those representing expenses), while getting good icons (like those representing investments and charitable giving). This game is presented in a quick-paced, interactive video game format, which increases the player's interest in the subject while learning about charitable giving and investments. In one preferred implementation of the invention, discussed in reference toFIGS. 7A-7Z,8 and9A-9C, an interactive game that conveys this financial principle and others is referred to as “Pay Yourself First” or “Ima's Dream” or “Ima's Dream: Pay Yourself First”.
• “Pay Yourself First” teaches that putting one's money aside into different accounts can enable one to afford to give to charity, and especially, to afford to be charitable on a continuing basis. In an exemplary embodiment three separate piggy banks and a plurality of symbolic icons810 (FIG. 8) are used to convey the concepts of saving, investing, charity and expenses. The specific meaning of each icon is discussed in greater detail below. In a preferred implementation, the game is a side scrolling action game where the player controls a character's movement to collect desirable items, e.g., coins, hearts and money trees and avoid undesirable items, e.g., expenses (Doodads), in order to accumulate money and be able to give the most money to charity.
• In the beginning, (e.g.,FIGS. 7A-7H), animated characters, e.g., Toki and Ima, discuss how nice it would be to be able to give money to people who need it.FIG. 7A illustrates an exemplary introduction screen that displays the title of the game “Ima's Dream: Pay Yourself First” while the introduction music is played. InFIG. 7B, Toki and Ima are depicted as lying in a field. Toki says, “Ima, wouldn't it be great to be really rich?” Ima, in a wishful way replies, “Oh, yes! Then I could to give lots of money to charity—to help people who need it.” InFIG. 7C clouds shaped like piggy banks are depicted. Off screen Toki states, “That's a beautiful dream Ima.”FIG. 7D again shows Ima and Toki talking. Ima says, “Yeah, but how am I going to do it if I'm not rich?” To which Toki responds, “You don't have to be rich to get started . . . It starts with something called ‘Pay Yourself First’.”FIGS. 7E and 7F continues to illustrate the Toki and Ima dialogue. Ima asks, “‘Pay Yourself First’? How does that work?” Toki explains, “As you earn money, put some in the first piggy bank for Giving, put some in the second piggy bank for Saving and put some in the third piggy bank for Making Money.”FIG. 7G is a close up of Ima. Ima asks, “Why not just put it all in the giving piggy bank?” Toki responds to this question by stating, “The better you handle your money the richer you become. The richer you become, the more you can give. Here . . . Lets play the ‘Pay Yourself First’ Game . . . ” as seen inFIG. 7H. In this introductory section, Toki is trying to explain that as you earn money in life, you should put it into three different piggy banks, one for giving, one for saving and one for investing to make more money. A basic financial principle conveyed by Toki is, the better you handle your money, the richer you become; the richer you become, the more you can afford to give to others.
• Next, the game may preferably provide the player with brief instructions on how to play the game. In a preferred embodiment, instructions are provided to the player on how to control the movements of the interactive character, e.g., Ima (FIG. 7J) and game play concepts are demonstrated by providing an animated tutorial of game play. In an example implementation of this tutorial, the player moves Ima through the side-scrolling screen to encounter objects. When Ima touches or encounters the first one of each particular type of item or symbolic icon, the game is paused while the game announcer describes the concept and meaning behind the encountered item (seesymbolic icons810 inFIG. 8) and how it relates to game play. However, this type of interactive tutorial is not required as the player might become educated on game play through, for example, reading displayed text or listening to an audio file that conveys the instructions.
• FIGS. 71-70 are exemplary screens illustrating the game tutorial. InFIG. 71, the game playing field710 is displayed, along withIma712, a givingpiggy bank714, a savings piggy bank716 and an invest piggy bank718. Thepiggy banks714,716 and718 are displayed on atoolbar720 at the bottom of the playing field. Also displayed areicons810, as seen inFIG. 8. Different types of icons can be used in the game. For example, acoin icon812 represents a payment to all three piggy banks. A doodad814 (also known as an expenses) when encountered usually eliminates any accumulation in the savings piggy bank. Aheart icon816, when encountered, accepts some of the accumulations in the giving piggy bank and provides temporary immunity from encountereddoodads814. When amoney tree icon818 is encountered, an investment is created. When themoney sign icon820 is encountered, the savings, giving and investment amounts are increased by the amount of the investment yield. At the start of the game, as seen inFIG. 71, Toki states, “To make your dream come true, you must use your money carefully so you will have enough for each of your three piggy banks.”
• InFIG. 7J, instructions concerning which keys to use to play the game are displayed. At this screen Toki states, “Use the arrow keys to move Ima . . . ” When the player successfully uses a movement key, Toki says, “Here we go!” In one embodiment, the game is a side scrolling game where the character is moving either left or right andicons810 are encountered as the player moves. The keys used for movement includes keys to move theIma character712 left and right and to jump. Of course, instead of using the keyboard, character movement can be done using any apparatus that allows for a player input to be translated into a screen character's movement including a mouse, a joystick, a game pad, a trackball, using a touch screen display and the like. Once theIma character712 is moving, it encounters (hits) the first set of coins as seen inFIG. 7K. When this occurs the game pauses and a text balloon appears that explains that putting money into each of the three piggy banks helps one to give more. After that textual information is displayed, the player can continue to play the demo. InFIG. 7L, theIma character712 reaches a set ofmoney tree icons818. The game pauses and a text balloon appears that describes what investments are and their importance to financial well being. Whenmoney tree818 is encountered, an icon for that tree is placed on the bottom of the screen as seen inFIG. 7M. Also inFIG. 7M, theIma character712 is shown encountering aheart icon812. When this occurs, a text balloon is displayed explaining the importance of giving. InFIG. 7N, theIma character712 is shown encountering a doodad814 (an expense). A popup text balloon explains how expenses impact savings and how a heart can give protection from a doodad for a period of time. After that is complete, a finish screen pops up that indicates the player now knows how to play the game and then gives an option to play the game. This is illustrated inFIG. 70. While pop up text balloons are illustrated in the preceding examples as the way to convey operating instructions to the players, other methods can be used including having an announcer speak the rules.
• After the tutorial on how to play the game is given, the actual game is played.FIG. 7P displays a screen showing the beginning of a level of the game. In an example embodiment utilizingsymbolic tokens810 represented inFIG. 8, the player (graphically represented as Ima712) moves along the side scrolling background to collect randomly placedcoins812 or tokens that, when touched byIma712, are evenly distributed in the threepiggy banks714,716 and718. The player also collects investments, e.g.,money trees818, to represent investments made with the money collected in the investment piggy bank. The player may also encounter aheart icon816, which protects the player from expenses, e.g. fallingdoodads814, and increases the value of Ima's investments (in one embodiment encountering a money tree doubles the value of Ima's investments). When Ima passes a money line ormoney symbol820, the investments pay into thepiggy banks714,716, and718.
• FIGS. 9A, 9B and9C are logic sequences for an example implementation of the “Pay Yourself First” game. The “Pay Yourself First” game, as described earlier is an interactive game that helps the player to learn about savings and charitable giving.FIG. 9A outlines the playing of a preferred embodiment of the complete game, it being understood that other “Pay Yourself First” games may be used. The game is initiated (action902). The player then moves the character (for example, the Ima character712) using the keyboard or other input device (action904). When the player is moving theIma character712, the program continuously checks to see if theIma character712 has encountered or run into one of theicons810. This is known as the “hit test,” the position of the character and the position of the icons are checked to see if any part overlaps. If so, there is a hit (action906). If there is no hit, the player continues to move theIma character712. If there is a hit, the program needs to determine which icon the Ima character encountered. If the character hit was a coin (action908),logic sequence920, which is the logic sequence for encountering a coin is examined. Inlogic sequence920, when a coin is encountered (action922), the animation depicts three coins being sent to each piggy bank (action924). The amount of coins in the savingpiggy bank714, the giving piggy bank716 and the investment piggy bank718 is incremented by one (action926).
• If aheart icon816 is encountered (action910) thenlogic flow930 is examined. Inlogic flow930, a heart icon is encountered (action931). This causes aheart icon816 to glow onscreen (also known as setting the giving glow on)(action932). After the heart is set to glow the giving bank is checked to see if it has a balance (actions934 and936). If there are no coins accumulated in the giving piggy bank, the giving glow heart is set to off (action938). If there is a balance, one coin is deleted from the giving piggy bank and the glow on the heart icon is decreased (action940). After that the system waits for a period of time (in one embodiment a half of a second)(action942) and then the giving piggy bank is checked for a balance (actions934 and936). If there is a balance, then the number of coins in the giving piggy bank is decreased by one coin and the system waits for a period of time before checking again. If the giving piggy bank is empty, the heart glow turns off. Thus the system loops aroundactions940 and942 until the giving piggy bank is empty. The actual graphics and display of icons may vary without departing from the scope of the present invention. For example, in one embodiment, each time the heart icon is encountered a heart icon is added to a display of heart icons located along the top edge of the game screen. The accumulation of the hearts represents the charitable giving level of the player during the game play.
• If theIma character712 encountered a doodad icon814 (action912),logic sequence950 is checked. After it is determined that adoodad icon814 has been encountered (action952), the system is checked to see if the giving glow is set to on (heart is glowing) (action954). If the heart is not set to on, then any accumulations in thesavings piggy bank714 is eliminated and set to zero (action956). If the heart is set to glow (such as from recently encountering a heart icon816), then the player is immune from the expense represented by thedoodad icon814. Thedoodad icon814 stays in the encountered position (action958) until the player moves theIma character icon712 and ends the encounter (actions960 and962). Once the encounter is over, in the case where the giving glow is on, thedoodad icon814 falls to the ground (action962).
• If the icon encountered ismoney tree icon818 thenlogic control sequence970 is examined. Ifmoney tree icon818 is encountered (action972), themoney tree icon818 moves to thetoolbar720 at the bottom of the playing field710 (action974). Then, it is checked to see if the giving glow is on (action976). If it is, themoney tree icon818 is given a yield that is double the current yield (action978). If the giving glow is not on, themoney tree818 is given a yield equal to the current yield (action980). Also, themoney tree818 with the lowest yield is replaced (action982). Depending on the level played, there can be one or more money trees.
• When amoney sign icon820 is encountered (action916), themoney trees818 are paid off as seen inlogic sequence990. When themoney sign icon820 is encountered (action992), for eachmoney tree818 thesavings piggy bank714, the giving piggy bank716 and the investment piggy bank718 is incremented by the yield of each money tree818 (action996). Eachmoney tree818 is given an animated sequence where the tree is bumped and the coins bounce into the piggy banks (action998). The incrementing of the piggy banks and animation of the coins is done for each money tree818 (action994). The money sign is then removed from the screen (action999).
• After the encounter with an icon (a hit) is resolved, it is determined if the game is complete (action918). The game could end in one of many ways including based on time, reaching a scoring goal, collecting all available icons or some other criteria.FIG. 7T is an exemplary finish screen. A player can also be presented with choice to play again or a bonus, such as a printable certificate of completion as seen inFIG. 7U. Bonus questions can be provided after the game to reinforce the learning component of the game. InFIG. 7V, a bonus question is displayed. The question can be a multiple choice question such as: “Which of the three piggy banks, Giving, Savings, and Investment, creates wealth for all three banks?” with the answer choices of: a) the giving piggy bank, b) the savings piggy bank, or c) the investment piggy bank. If the player chooses the wrong answer, the game informs the player of the wrong answer and explains why the answer is wrong. It also offers an opportunity to try again. An exemplary screen depicting the wrong answer can be seen inFIG. 7W. If the player gets the correct answer, the game tells the player that as seen inFIG. 7X.FIG. 7Y depicts the playing of a bonus round. In a bonus round, the play is more difficult. Following a bonus round the player may be offered an incentive such as printing out a certificate of completion as seen inFIG. 7Z.
• In the preferred examples of the interactive games described above, the game sequencing, audio and video animation, and scene depictions, as with all the interactive games described herein, may be implemented using an objected oriented programming language called Action Script in connection with a multimedia product known as FLASH Version 5 (or later) available from Macromedia, Inc. 600 Townsend Street, San Francisco Calif. 94103 (macromedia.com). However, any programming language that could facilitate the functionality and features of the interactive games described herein, for example, JAVA, C++, Visual Basic, and/or Fortran, among others, could also be used.
• Profit Income, Asset Income and Financial Freedom
• In yet another exemplary example of the invention, a financial interactive game that teaches players about the differences between earned income and asset income is provided. As used herein “earned income” is income derived from wages paid for work. Asset income is income derived from investments. Any suitable game for teaching the difference between earned income and asset income may be used. Referring to FIGS.10A-10L, an example interactive game referred to as “Jesse's Big Change” emphasizes and reinforces the differences between profit income, like that derived in the previously described example interactive game entitled “Jesse's Ice Cream Stand,” and asset income asset income, like that derived from the gumball machine in the previously described example interactive game entitled “Reno's Debt Dilemma.” In one embodiment, the player can move an asset around a map to see where it produces the most income. This helps to each the player in a hands-on way the importance of location in maximizing an assets potential. At different levels a different number of potential locations may be provided. Also, in embodiments for older children, the player may have to analyze or calculate the return on investment (ROI). Animation and interactivity of the game helps to further reinforce learning.FIG. 14 is a flowchart outlining the play of the game.
• The story line of this example embodiment preferably begins with animated characters, Jesse and Toki, discussing how much work it can be to make a profit, such as by selling ice cream (action1402). InFIG. 10A, Jesse laments the fact that he is working so very hard and Toki explains that Jesse needs to get asset income to get on the fast track. Toki then discusses and explains what an asset is and how assets work for you inFIG. 10B. Toki explains to Jesse that he could take a break from the hard work if he had enough income assets (action1404). The interactive player is asked to help Jesse place a given number of income assets around the town so that Jesse can make more money from his assets (“asset income”) than he makes selling ice cream at a profit (“profit income”) as seen inFIG. 1C. To facilitate this, amap1002 of Jesse's town is illustrated as seen inFIG. 10D (action1406). Also shown is a graphical representation of Jesse'sprofit income1004 from ice cream sale and Jesse'sasset income1006 from the sale of the assets that will be set up. The threeassets1008,1010, and1012 that will be placed around town are also illustrated. When viewing this screen, Toki's voice tells the player that by dragging one of theassets1008,1010 and1012 to various locations on the map, the value of the assets will change. The income for each asset varies at different positions in the town. In the exemplary embodiment, the player drags Jesse's assets, one by one, around a symbolic map of the town while the screen indicates to the player, the potential income of the asset at its current position. The asset income preferably varies between positions and may take into consideration, location of business, schools, traffic, number of people and other types of factors reflected in the map of the town.FIG. 10E shows how one of the assets1012 has been placed on a location on the map (action1408). Thevalue1014 of the asset at that location is given.
• When the player locates what they believe is the position with maximum income for the asset, the player places the asset in that location, for example, by dropping it from drag mode. This process is repeated until all of Jesse's assets have been placed in the town. When the player chooses the final location, the profit income is decreased (since it cost money to buy the asset that was placed there). Once all three assets are placed, play begins (action1410). The profit from the ice cream stand is seen flying into and increasing theprofit income1004. The money from the placed assets is seen flying into and increasing theasset income pile1006. This can be seen inFIG. 10F. At the end of the game theprofit income1004 and theasset income1006 are checked to see which one is bigger (1412).FIG. 10G illustrates the scenario where asset income exceeds profit income (actions1414 and1416). When this occurs Jesse is congratulated as seen inFIGS. 10H and 101 (action1418). If Jesse has made more asset income than profit income, Jesse is preferably rewarded in a manner similar to other games and embodiments discussed herein, e.g., certificate of achievement or play of otherwise inaccessible game (action1420). Reinforcement of the financial principles emphasized in this game may also be included (although not shown).FIG. 10J shows the scenario where asset income is less than profit income (actions1414 and1416). In that case, it is explained that asset income is not high enough (as seen inFIG. 10K)(action1416). Then a chance to replay is given in step10L (action1417).
• Rewards, Incentives & Bonuses for Playing
• As described previously successful completion of each game (e.g.,action140 ofFIG. 1), is preferably accompanied by one or more rewards, bonuses and/or incentives (collectively and/or individually, a “reward”). Such a reward serves the purpose of helping to acknowledge the player's hard work or effort to successfully complete each interactive game and/or providing incentive to the player to continue to work hard and pay attention in future games, and any suitable reward may be provided.
• In one embodiment of the invention the reward comprises a certificate of achievement for completing the game. Turning toFIG. 11, an example certificate ofachievement1100, optionally but preferably, includes areference1110 to the financial principles learned by the player for the particular game and thename1120 of the player to whomcertificate1100 is awarded. In preferred embodiments of the interactive games, the successful player is prompted to enter their name/names on the screen so that an electronic version ofcertificate1100 can be composed using a stored template. Oncecertificate1100 is composed, it is preferably displayed on a screen to the player in a manner that the player may print it out on a printing device and/or store it in a memory. In a preferred implementation, after the user has completed the game for a specific level, they are presented with the choice to have an award certificate presented to them that indicates their name, the game completed and the basic concepts (or financial principles) they have just learned. The user's name can be captured in the FLASH-based game, which in turn calls an HTML or XML page containing client-side JavaScript that renders the appropriate information into an existing template on that page. The user may then save and/orprint certificate1100 using normal web browser functions.
• Alternatively or in addition tocertificate1100, the Reward may comprise giving the player access to an otherwise inaccessible game, e.g., the “Cheese Run” game previously mentioned. An example of such a game will now be described in reference toFIGS. 12A-12K. This type of bonus interactive game preferably does not include a lesson component like those previously discussed, but in an exemplary embodiment, the entertainment game may reinforce what was learned in previous games (FIGS. 12B-12E,12G-12J).
• In a preferred embodiment, the basic features of “Cheese Run” include a mouse character, a piece of cheese, a dynamic maze, and one or more villains. The basic premise of “Cheese Run” is to steer the mouse to the cheese while traversing various impediments to accomplish this. Preferably, the game also includes a timer to limit the time the player has to get the mouse to the cheese.
• The dynamic maze is one impediment to the mouse reaching the cheese. In a preferred embodiment, the maze walls move during game play so that the player has a challenge getting the mouse to the cheese. There are several manners in which the maze walls may move. For example, in one implementation, the game starts without any maze walls between the mouse and the cheese and the maze pieces fall into place in substantially sequential manner at random locations on the screen. The result is the mouse may have to change directions several times before he finds the right path. In this embodiment, the maze walls may also inadvertently fall on top of the mouse as it moves if the player controlling the mouse movements is not careful. In this case, the mouse may be set back to its original starting position and game play continues as the maze continues to develop.
• Additionally and/or alternatively, the formed maze walls may randomly change positions from one location to another during game play, thereby potentially changing the path available for the mouse to reach the cheese. In this case it may be possible for the mouse to get trapped in one maze path and have to wait until another maze wall moves to enable escape. However, preferably, the randomization of maze wall building and falling allows at least one path for the mouse to reach the cheese.
• Another impediment to the mouse reaching the cheese may include one or more villains or bad characters/symbols, e.g., doodads, floating in various directions around the maze. These villains may move randomly, be attracted by the mouse, and/or may or may not be required to move within the formed maze walls. When the mouse inadvertently touches the villain, the mouse is preferably sent back to its starting position while play continues, e.g., the timer counts down. When the timer expires, play ends. To play again, the player is required to have another token, credit or other awarded merit to play again. The player may be awarded a bonus play by answering reinforcement questions as discussed herein. Other variations to this game are possible without departing from scope of the game play, such as changes in moving characters, objects to be retrieved and additional impediments to reaching the object.
• An exemplary playing of the “Cheese Run” game is shown inFIGS. 12A-12K.FIG. 12A illustrates an exemplary start screen. At this screen the announcer announces, “Have fun playing ‘Cheese Run’!” Reno replies, “Cool!” InFIG. 12B the first turn starts. The game, either with a text box or using the announcer, notes that the first token used was earned with work. The player plays the game as discussed previously.FIG. 12C illustrates the start of the turn using the borrowed token. A message appears stating that the token was paid for by working of a loan.FIG. 12D illustrates the start of the turn where the token earned from investing is used. Prior to playing a statement is made that the token being used was earned through investment. InFIG. 12E, after all the tokens are used another reinforcement screen is displayed that recaps the fact that one token was earned through work, one token was earned via paying back a loan and the third token was earned from an investment. Then, the player is given the opportunity to print out a certificate of completion or to try to play a bonus round. This is displayed inFIG. 12F. If the option to play a bonus round is chosen, a trivia question might be given first.FIG. 12G illustrates a screen asking an exemplary trivia question. In this case the question is “Which of the three ways to pay earns tokens for you while you were playing “Cheese Run”? A) Work to play; B) Borrow to play or C) Invest to play.” If the wrong answer is chosen, then a corrective screen can be displayed explaining the wrong answer is displayed, as seen inFIG. 12H. If the correct answer is given the player is congratulated, as seen inFIG. 121.FIG. 12J illustrates the playing of the bonus round andFIG. 12K shows the offering of a certificate to a player after the successful completion of the bonus round.
• Turning toFIGS. 13A-13C, an example implementation of dynamically building and falling maze walls will now be described. When the player is placed in the maze that builds around the player during game play, a main game play array controls the order in which objects (walls) are loaded into each position. Each position is a sub-array, which describes the object (e.g., size and/or type of wall) to be loaded into that position. The position of each maze wall is based on a predetermined grid coordinate system, e.g., an 8×8 grid layout. Abasic macroflow process1310 and correspondinggeneric code nomenclature1330 for creating the dynamic movement selection of maze walls is represented inFIG. 13A. Essentially, the process begins by calling data files1330 (FIG. 13B) that define the pieces and positions of the dynamic maze elements. The maze is composed by positioning horizontal andvertical wall elements1340,1345, specified by the data files1330, in quadrants1350-1354 (FIG. 13C) of the predefined grid. The elements are mirrored and/or flipped, after perspective scaling, depending on the quadrant to which they are placed. First, the data for the maze is loaded (action1312). This includes the main game array1342 as seen inFIG. 13B. The main game array1342 includes multiple elements1344, each element1344 representing a wall segment. Each element is associated with a subarray1346 that contains information concerning the location, orientation, height and speed of motion for the wall segment represented by the element. The elements of the main game array are indexed and read individually, the current element read based on a counter value (action1314). After the first element is read, the subarray1346 corresponding to that element is retrieved (action1316). Then, the location of where the wall segment represented by the element is determined based on a predefined grid (action1318). The object type, height and timing for the wall segment represented by the element is determined from the subarray1346 (action1320). Using the above information, the wall segment is animate as falling to the predetermined location (action1322). If necessary, the wall segment is flipped or mirrored to maintain perspective (action1324). The counter is incremented so the next element1344 can be read (1326). If the last element has been read, the process stops (action1328).
• Additional types of incentives and/or rewards may be provided to a player for successfully completing a game including, for example, credits to purchase items or game play, points that count toward the award of a bonus prize, gift certificates and other monetary mediums, and/or graduation for the player to higher level of education or game play.
• Unless contrary to physical possibility, the inventor envisions: (i) the methods and systems described herein may be performed in any sequence and/or combination; and (ii) the components or items of respective embodiments may be combined in any manner.
• Although there have been described preferred embodiments of this novel invention, many variations and modifications are possible and the embodiments described herein are not limited by the specific disclosure above, but rather should be limited only by the scope of the appended claims and legal equivalents thereof.

Claims (20)

1. A method for teaching financial principles, the method comprising:

enabling a user to access, through a communications medium, an interactive game implemented in a computer system, the interactive game having one or more game characters animated to (i) convey one or more financial lessons to the user and (ii) ask the user to provide input about the one or more financial lessons.

2. The method ofclaim 1 further comprising rewarding the user for successfully providing the input.

3. The method ofclaim 2 wherein the rewarding comprises enabling the user to access an otherwise inaccessible game.

4. The method ofclaim 2 wherein the rewarding comprises issuing an achievement award to the user.

5. The method ofclaim 4 wherein the achievement award comprises a certificate including a name of the user and a description of the one or more financial lessons for which the user successfully provided the input.

6. The method ofclaim 1 wherein the one or more game characters are further animated to reinforce the one or more financial lessons to the user.

7. The method ofclaim 1 wherein the enabling of the user to access the interactive game comprises:

allowing the user to select one of a plurality of available interactive games to play; and

allowing the user to select a level of the selected interactive game.

8. The method ofclaim 1 wherein the one or more financial lessons pertain to at least one financial principle selected from the group consisting of debts, return on investment, earned income, charity, profit, elasticity of price and demand, and asset income.

9. The method ofclaim 1 wherein the one or more game characters comprise a first interactive game character that conveys the one or more financial lessons to the user and a second interactive game character that the user is requested to assist.

10. The method ofclaim 9 wherein the user is asked to provide the input about the one or more financial lessons by assisting the second interactive character to make at least one selection.

11. The method ofclaim 10 wherein the at least one selection comprises a selection of one or more available displayed indicia representing one or more products to sell, the selection for enabling the second interactive game character to make the greatest profit.

12. The method ofclaim 11 wherein the interactive game further includes a measuring tool for the user to evaluate an elasticity of price and demand of the one or more products represented by the displayed indicia.

13. The method ofclaim 1 wherein the one or more game characters convey the one or more financial lessons by demonstrating to the user different ways to obtain money.

14. The method ofclaim 13 wherein the different ways to obtain money include one or more working, borrowing and investing.

15. The method ofclaim 14 wherein the demonstrating to the user of how to obtain money by working includes having the user perform a repetitive task.

16. The method ofclaim 15 wherein the repetitive task comprises the user clicking a displayed symbol a plurality of times.

17. The method ofclaim 1 wherein the one or more game characters convey at least one of the one or more financial lessons by explaining to the user to put money aside for one or more of charity, expenses and retirement.

18. The method ofclaim 17 wherein the user provides the input by controlling a user character through a side-scrolling game environment to collect a plurality of desirable items and avoid certain undesirable items.

19. The method ofclaim 1 wherein the user is asked to provide the input by placing one or more indicia representing an income asset at a position on a displayed map where an income from the income asset is maximized.

20. The method ofclaim 19 wherein the one or more indicia comprise a depiction of a gumball machine.

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