WO2009077822A1 - Educational profession-oriented role-play game and method of playing - Google Patents

Educational profession-oriented role-play game and method of playing Download PDF

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Publication number
WO2009077822A1
WO2009077822A1 PCT/IB2008/002867 IB2008002867W WO2009077822A1 WO 2009077822 A1 WO2009077822 A1 WO 2009077822A1 IB 2008002867 W IB2008002867 W IB 2008002867W WO 2009077822 A1 WO2009077822 A1 WO 2009077822A1
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WO
WIPO (PCT)
Prior art keywords
game
play
role
player
players
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Application number
PCT/IB2008/002867
Other languages
French (fr)
Other versions
WO2009077822A4 (en
Inventor
Juan Pablo Toral
Julia Patricia Toral
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Juan Pablo Toral
Julia Patricia Toral
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Publication date
Application filed by Juan Pablo Toral, Julia Patricia Toral filed Critical Juan Pablo Toral
Publication of WO2009077822A1 publication Critical patent/WO2009077822A1/en
Publication of WO2009077822A4 publication Critical patent/WO2009077822A4/en

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Classifications

    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/80Special adaptations for executing a specific game genre or game mode
    • A63F13/822Strategy games; Role-playing games
    • A63F13/12
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/30Interconnection arrangements between game servers and game devices; Interconnection arrangements between game devices; Interconnection arrangements between game servers
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/30Interconnection arrangements between game servers and game devices; Interconnection arrangements between game devices; Interconnection arrangements between game servers
    • A63F13/33Interconnection arrangements between game servers and game devices; Interconnection arrangements between game devices; Interconnection arrangements between game servers using wide area network [WAN] connections
    • A63F13/335Interconnection arrangements between game servers and game devices; Interconnection arrangements between game devices; Interconnection arrangements between game servers using wide area network [WAN] connections using Internet
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/70Game security or game management aspects
    • A63F13/79Game security or game management aspects involving player-related data, e.g. identities, accounts, preferences or play histories
    • GPHYSICS
    • G09EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09BEDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00Teaching not covered by other main groups of this subclass
    • G09B19/22Games, e.g. card games
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/20Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game characterised by details of the game platform
    • A63F2300/204Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game characterised by details of the game platform the platform being a handheld device
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/20Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game characterised by details of the game platform
    • A63F2300/205Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game characterised by details of the game platform for detecting the geographical location of the game platform
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/80Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game specially adapted for executing a specific type of game
    • A63F2300/8023Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game specially adapted for executing a specific type of game the game being played by multiple players at a common site, e.g. in an arena, theatre, shopping mall using a large public display
    • AHUMAN NECESSITIES
    • A63SPORTS; GAMES; AMUSEMENTS
    • A63FCARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/80Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game specially adapted for executing a specific type of game
    • A63F2300/807Role playing or strategy games

Definitions

  • Patent name Educational profession-oriented role-play game and method of playing.
  • the present invention relates to children's games, and more particularly to children's educational and interactive role-play games.
  • Edutainment also educational entertainment or entertainment-education
  • Edutainment is a form of entertainment designed to educate as well as to amuse.
  • Edutainment typically seeks to instruct or socialize its audience by embedding lessons in some familiar form of entertainment.
  • Role-Play Game children are educated in wellbeing concepts while they are entertained through role-playing. Summary of the Invention
  • An educational profession-oriented role-play game comprising a security RFlD bracelet or card configured with a tag, barcode or a magnetic "swipe" strip or the like.
  • the tag or other identifying device is used to store certain information describing certain game money amounts and certain wellbeing skill awards, which each player may accumulate throughout the game by role-playing in a number of profession- oriented role-play activities within a specially designed indoor game environment.
  • each player Before playing the game for the first time, each player is given a tag with a personal 'game member' number and personal account At the end of their performance on each role-play activity, the tag or other identifying device will be scanned to add one wellbeing skill award to the corresponding personal account.
  • each player's tag will be scanned to add up the day's savings of game money and the total amount of wellbeing skill awards accumulated. Later on, using the 'game member 1 number, the player is able to login a personal account on the game's official website to check on the current status of game money savings and the amount of wellbeing skill awards accumulated on every educational profession-oriented role-play game played in the past.
  • a determined quantity of game money is provided for use during play of the game.
  • Each player is given a cheque to exchange for notes in denominations of 5.00, 10.00, 20.00 and 50.00 units inside the scaled building that emulates a bank.
  • the player can also withdraw from the bank game money saved from past game experiences from the player's personal 'game member' account.
  • Each player will use the game money to either earn it or spend it on the role-play activities.
  • each player must exchange the notes accumulated throughout the game by scanning the personal security RFID bracelet or card tag in order to add up the amount of saved game money to the player's personal 'game member' account.
  • the game money comprises educational issues, such as: the process of earning, spending and saving money, basic knowledge of micro-economy (how businesses and wages work), the value of money (earning money through hard work) and smart money administration and habits.
  • a method of playing an educational profession-oriented role-play game comprising: a detailed game booklet with map of the specially designed indoor game environment comprising multiple streets, plazas, play sites, scaled buildings and pavilions, which represent elements of a city, e.g. hospital, fire station, pilot academy, theater, bank, etc.
  • a constitution is provided comprising all the rules, regulations, instructions and principles of the game, as well as basic information comprising wellbeing concepts such as: health, safety, nutrition, interaction and fitness.
  • FIGS. 1A-1 B shows a preferred embodiment of the RFID bracelet with tag and an electronic scanner of the present invention.
  • FIG. 2 shows a preferred embodiment of one game money note of the present invention.
  • FIG. 3 shows a preferred embodiment of the software display and official game website design of a personal 'game member' account with game money.
  • FIG, 4 shows a preferred embodiment of the software display and official game website design of a personal "game member' account with wellbeing skill awards.
  • FIG. 5A shows a representative view of the outside of the specially designed scaled 'fire station" building.
  • FIG. 5B shows a representative view of the building described in FIG.4A, in which the 'firemen' role-play activity is being performed in two stages: Briefing and Practice/Training.
  • FIG. 5C shows a representative view of a nearby specially designed scaled building 'on fire r , out of which the players are role-playing as firemen.
  • [0018JFIG. 6A-6B show a preferred embodiment of the booklet with two different examples of printed maps of the indoor game environment of the present invention.
  • Suitable embodiments of the identifying device technology to store information described above may be obtained from a number of suitable sources, such as: GUEST TECHNOLOGIES, Inc. and, in particular, the Guest System's Registration and ID Management Software, the Guest System's Account Management Application, the Guest System's Access Control Application, the Guest System's Security Application and the Guest System's Active/Passive RFID bracelet and device technology enclosing: electronic scanners, electronic modules, etc.
  • the Guest System's technology also provides Location and Information Stations, Amenity Location and Route Planning, Attendance Management and Asset Management.
  • game money comprising logos
  • fictional characters and any other suitable design may be obtained from a number of suitable sources, such as: PRINTWORKS AUSTRALIA, Pty. Ltd. for the printing of the game money notes.
  • An educational profession-oriented role-play game is provided inside an indoor game environment, where life within a city Is emulated with specially designed scaled constructions of buildings, pavilions, sites, props, scaled vehicles, open areas, walking areas, environmental lighting and learning and recreational equipment.
  • the educational profession-oriented role-play game is an integral awareness and education interactive program expressed and clarified through every possible way of communication within the indoor game environment and beyond e.g. websites, SMS messages, merchandising, marketing campaigns, etc.
  • the main objective of the educational profession-oriented role-play game is to accumulate knowledge and skills comprising: adult professions, business and industrial processes, science, arts and sports, as well as to accumulate consciousness of wellbeing concepts such as: health, safety, nutrition, interaction and fitness.
  • Game money is used as an educational tool and as a vehicle to manage and administer resources to participate in the role-play activities, thus the amount of game money saved by each player at the end of his participation is inconsequential to the outcome of the game. Therefore, there is now virtual winner of the game, nor a virtual loser.
  • the players will accumulate skills, knowledge and consciousness in their own terms and pace. Additional private, company and government sponsored prizes and/or certificates and/or promotion samples may be given to the players who accumulate a determined amount of wellbeing skill awards.
  • the educational profession-oriented role-play game begins when the children players enter the indoor game environment to participate in any of the role-play activities inside the specially designed scaled constructions of buildings, pavilions, play sites, plazas and streets. Some role-play activities may be restricted to the children players comprising: time schedules, age, weight, height, educational level and physical conditions. Subsequently, the game will be in hiatus when the players exit the indoor game environment, having acquired educational and entertaining experiences, which translate in useful skills, knowledge and consciousness for their present and future lives. The game will resume every time a player revisits the indoor game environment, therefore the player will add up and accumulate game money, wellbeing skills, knowledge, consciousness and entertaining experiences. Thus the educational profession- oriented role-play game has no virtual ending for the players.
  • the players advance in the educational profession-oriented role-play game by participating in as many role-play activities as they desire, in no specific order. They can also repeat their participation in any of the role-play activities as many times as they desire. All the role-play activities are differentiated in two kinds: A. The ones in which the players can earn game money and wellbeing skill awards right after their performance. B. The ones in which the players must spend game money to participate and ultimately earn wellbeing skill awards.
  • each one of the role-play activities may involve ever- changing role-play content, comprising: scripts, stories, plots, characters, tasks, job positions, wardrobe, tools and equipment, game environments, situations and cases.
  • the educational profession-oriented role-play game is to be played individually, although some role-play activities need to be performed by individual players organized in teams of two to ten members, depending on the role-play activity they are participating in.
  • Each role-play activity is to be managed and hosted by one (in some role-play activities may be more) specially trained 'game leader', who briefs, guides, interacts (with), supports and awards the players with wellbeing skill awards and either charges or pays game money to the players, depending on the type of role-play activity they have participated in.
  • Each role-play activity has eight stages to be performed in strict sequential order. 1. Welcome: The 'game leaded allows one up to ten players to enter the role-play activity inside the scaled building, pavilion and/or play site.
  • the 'game leader' briefs the players an overview of the corresponding profession/adult activity, comprising: basic facts, specific names, brands and nomenclature and basic information regarding wellbeing issues of the particular profession/adult activity, such as: safety, health, nutrition, fitness and interaction; basic handling and maintenance of the provided role-play equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
  • Each player may choose a place within the team or in some cases the 'game teader 1 may organize the team according to the amount of team members, age, height, weight and/or physical conditions.
  • Gear up To get ready for the task or challenge, the 'game leader' provides the players with the specific wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Practice/ Training The 'game leader' demonstrates and encourages the players to practice, train or exercise before getting to their task or challenge.
  • Performance The 'game leader' walks the players to a specific point to begin the task or challenge of the role-play activity and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance (This Is the core content and main objective of Educational profession-oriented role-play game, as the players become independent to perform and make decisions after they have obtained the information they need by the 'game leader 1 ).
  • the 'game leader 1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the player's personal 'game member' account with an electronic scanner. If in this particular role-play activity the players required to earn game money, then the 'game leader' pays each player a specified amount of game money notes. If in this particular role-play activity the players required to spend game money, then the 'game leader' charges each player a specified amount of game money notes.
  • the 'game leader 1 may also hand the players certain material, comprising: sponsored prizes, certificates, promotional samples, finished handcrafts, etc.
  • Role-play activity comprising: Baby Nurses
  • the 'game leader' allows a group of two to ten players to enter the baby nurses role- play activity inside one specially designed pavilion resembling a baby ward, which is located inside a scaled building resembling a hospital.
  • the 'game leader 1 briefs the players an overview of baby nursing, comprising: basic baby nurse facts and instructions regarding baby care and wellbeing, such as: baby ward safety, baby and nurse health, nutrition and fitness and baby ward staff interaction; specific names, brands and nomenclature regarding baby nursing; basic handling and maintenance of the baby ward equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the baby ward.
  • Each player may choose one or more tasks for his/her performance, comprising: washing babies, feeding babies, changing babies, medical check for babies, etc.
  • Gear up The 'game leader" provides the players with baby nurse wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the baby ward, featuring replica baby dolls.
  • Performance The 'game leader 1 walks the players to the baby cradles to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance.
  • the 'game leader' scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Airline pilots
  • the 'game leader' briefs the players an overview of the airline pilot profession, comprising: facts and instructions regarding airplane pilpting and airline pilot wellbeing, such as: airplane and cockpit safety, airline pilot health, nutrition and fitness and airline crew interaction; specific names, brands and nomenclature regarding airline piloting; basic handling and maintenance of the airplane equipment and airline crew wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the airline pilot academy.
  • Each player may choose one or more tasks for his/her performance, comprising: airplane piloting, radio operation, emergency procedures, crew organization, etc.
  • Gear up The 'game leader' provides the players with airline crew wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the airplane cockpit.
  • Performance The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Firemen
  • the 'game leader' allows a group of two to ten players to enter the firemen role-play activity inside one specially designed building resembling a fire brigade station.
  • the ⁇ game leader' briefs the players an overview of fire fighting, comprising: facts and instructions regarding fire and emergency managing and wellbeing, such as: fire station safety, firemen health, nutrition and fitness and fire brigade crew interaction; specific names, brands and nomenclature; basic handling and maintenance of the fire brigade equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fire station.
  • fire and emergency managing and wellbeing such as: fire station safety, firemen health, nutrition and fitness and fire brigade crew interaction; specific names, brands and nomenclature; basic handling and maintenance of the fire brigade equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fire station.
  • Each player may choose one or more tasks for his/her performance, comprising: fire fighting and emergency rescue, first aid, safety procedures, fire drills, etc.
  • Gear up The 'game leader' provides the players with firemen wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the fire brigade station, featuring a fire brigade transportation vehicle.
  • the 'game leader 1 demonstrates and encourages the players to practice handling the fire brigade gear and equipment before performing all their tasks.
  • Performance The 'game leader' drives the players on board the fire brigade transportation vehicle to the 'building on fire' site to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader 1 pays each player a specified amount of game money.
  • Role-play activity comprising: Fashion models
  • the 'game leader' allows a group of two to ten players to enter the fashion models role-play activity inside one specially designed pavilion resembling a fashion parade stage.
  • the 'game leader' briefs the players an overview of fashion modeling, comprising: facts and instructions regarding fashion parade performance and wellbeing, such as: fashion parade safety, fashion model health, nutrition and fitness and fashion parade staff interaction; specific names, brands and nomenclature regarding fashion modeling; basic handling and maintenance of the fashion parade wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fashion parade.
  • fashion modeling comprising: facts and instructions regarding fashion parade performance and wellbeing, such as: fashion parade safety, fashion model health, nutrition and fitness and fashion parade staff interaction; specific names, brands and nomenclature regarding fashion modeling; basic handling and maintenance of the fashion parade wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fashion parade.
  • Each player may choose one or more tasks for his/her performance, comprising: runway performance, photo shoot operators, fashion designers, hair and make-up stylists, fashion parade hosts, etc.
  • Gear up The 'game leader' provides the players with fashion parade wardrobe, make up and beauty equipment, gadgets, tools and utensils from the fashion parade backstage.
  • Performance The 'game leader' walks the players to the fashion parade backstage to begin the tasks and repeats important instructions. The players perform the task or challenge by themseives with the full supervision and support of the 'game leader 1 from a safe distance.
  • the 'game leader 1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to spend game money, so the 'game leader' charges each player a specified amount of game money.
  • the 'game leader' allows a group of two to ten players to enter the beauticians role- piay activity inside one specially designed pavilion resembling a beauty salon.
  • the 'game leader' briefs the players an overview of the beautician profession, comprising: basic facts and instructions regarding beauty care and beautician wellbeing, such as: beauty salon safety, beautician health, nutrition and fitness and beauty salon staff interaction; specific names, brands and- nomenclature regarding the beauty industry; basic handling and maintenance of the beauty salon equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the beauty salon.
  • basic facts and instructions regarding beauty care and beautician wellbeing such as: beauty salon safety, beautician health, nutrition and fitness and beauty salon staff interaction; specific names, brands and- nomenclature regarding the beauty industry; basic handling and maintenance of the beauty salon equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the beauty salon.
  • Each player may choose one or more tasks for his/her performance, comprising: hairdressers, make-up stylists, nail stylists, masseurs, clients, etc.
  • Gear up The 'game leader' walks the players to the beauty salon stations and provides them with beauty salon wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Performance The 'game leader" repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the ⁇ game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner.
  • the players are entailed to earn game money (the 'clients' are entailed to spend game money), so the 'game leader' pays each player a specified amount of game money (and charges the 'clients' a specified amount of game money)
  • Role-play activity comprising: Bank attendants
  • the 'game leader allows a group of two to ten players to enter the bank attendants role-play activity inside one specially designed building resembling a bank branch.
  • the 'game leader' briefs the players an overview of banking, comprising: basicfacts and instructions regarding banking and bank attendant wellbeing, such as: bank branch safety, bank attendant health, nutrition and fitness and bank branch staff interaction; specific names, brands and nomenclature regarding banking; basic handling and maintenance of the bank branch equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bank branch.
  • banking comprising: basicfacts and instructions regarding banking and bank attendant wellbeing, such as: bank branch safety, bank attendant health, nutrition and fitness and bank branch staff interaction; specific names, brands and nomenclature regarding banking; basic handling and maintenance of the bank branch equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bank branch.
  • Each player may choose one or more tasks for his/her performance, comprising: client and banking services, money transportati ⁇ n, bank branch operation, etc.
  • Gear up The 'game leader" walks the players to the banking stations and provides the players with bank branch wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Performance The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Builders
  • the 'game leader' allows a group of two to ten players to enter the builders role-play activity inside one specially designed pavilion resembling a construction site.
  • the 'game leader' briefs the players an overview of house building, comprising: basic builder facts and instructions regarding wellbeing, such as: construction site safety, builder health, nutrition and fitness and construction site crew interaction; specific names, brands and nomenclature regarding house building; basic handling and maintenance of the building equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the construction site.
  • Each player may choose one or more tasks for his/her performance, comprising: walls, windows and roof building, plumbing system building, walls and roof painting, architectural design, etc.
  • Gear up The 'game leader" provides the players with building wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the construction site.
  • Performance The 'game leader' walks the players to the construction site to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Bakers
  • the 'game leader' allows a group of two to ten players to enter the bakers role-play activity inside one specially designed pavilion resembling a bread factory.
  • the 'game leader 1 briefs the players an overview of bread baking, comprising: basic bread baking facts and instructions regarding bakers wellbeing, such as: bread factory safety, baker health and fitness, bread nutrition and bread factory staff interaction; specific names, brands and nomenclature regarding bread baking; basic handling and maintenance of the baker equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bread factory.
  • basic bread baking facts and instructions regarding bakers wellbeing such as: bread factory safety, baker health and fitness, bread nutrition and bread factory staff interaction; specific names, brands and nomenclature regarding bread baking; basic handling and maintenance of the baker equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bread factory.
  • Each player may choose one or more tasks for his/her performance, comprising: bread baking, dough preparation, oven operation, bread transportation and storing, etc. 4.
  • Gear up The 'game leader' provides the players with baker wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the bread factory.
  • Performance The 'game leader 1 walks the players to the bread baking stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member 1 account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Auto mechanics
  • the 'game leader' allows a group of two to ten players to enter the auto mechanics role-play activity inside one specially designed pavilion resembling a auto workshop.
  • the 'game leader' briefs the players an overview of automobile repairing, comprising: basic auto mechanics facts and instructions regarding wellbeing, such as: auto workshop safety, mechanic health, nutrition and fitness and workshop staff interaction; specific names, brands and nomenclature regarding auto repairing; basic handling and maintenance of the auto workshop equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the auto workshop.
  • Each player may choose one or more tasks for his/her performance, comprising: automobile repairing, motor service, wheel repairing, electrical repairing, etc.
  • the 'game leader 1 provides the players with auto workshop wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the auto workshop, featuring a malfunctioning automobile replica.
  • Performance The 'game leader 1 walks the players to the malfunctioning automobile replica o begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • the 'game leader briefs the players an overview of journalism, comprising: basic journalism facts and instructions regarding journalist wellbeing, such as: newspaper company safety, journalist health, nutrition and fitness and newspaper staff interaction; specific names, brands and nomenclature regarding journalism; basic handling and maintenance of the newspaper equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the newspaper building.
  • Each player may choose one or more tasks for his/her performance, comprising: journalism, newspaper editing, reporting, newspaper design, newspapers printing, etc.
  • Gear up The 'game leader" provides the players with newspaper wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Practice/Training The 'game leader' demonstrates and encourages the players to practice handling the newspaper equipment before performing all their tasks. 6: Performance: The 'game leader' walks the players to the newsroom stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Supermarket attendants
  • the 'game leader' allows a group of two to ten players to enter the supermarket attendants role-play activity inside one specially designed pavilion resembling a supermarket.
  • the 'game leader 1 briefs the players an overview of supermarket management, comprising; basic supermarket facts and instructions regarding wellbeing, such as: supermarket safety, supermarket attendant health, nutrition and fitness and supermarket staff interaction; specific names, brands and nomenclature regarding a supermarket; basic handling and maintenance of the supermarket equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the supermarket.
  • Each player may choose one or more tasks for his/her performance, comprising: supermarket operation, cashier operation, shelf management, supermarket clients, etc.
  • Gear up The 'game leader' provides the players with supermarket wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the supermarket.
  • Performance The 'game leader' walks the players to their supermarket stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner.
  • the players are entailed to earn game money (the 'clients' are entailed to spend game money), so the 'game leader 1 pays each player a specified amount of game money (and charges the 'clients' a specified amount of game money)
  • Role-play activity comprising: Archeologists
  • the 'game leader' allows a group of two to ten players to enter the archeologists role-play activity inside one specially designed play site resembling an archeology site.
  • the 'game leader' briefs the players an overview of archeology, comprising: basic facts and instructions regarding archeologists wellbeing, such as: archeology site safety, areheologist health, nutrition and fitness and archeology site crew interaction; specific names, brands and nomenclature regarding archeology; basic handling and maintenance of the archeologist equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the archeology site.
  • basic facts and instructions regarding archeologists wellbeing such as: archeology site safety, areheologist health, nutrition and fitness and archeology site crew interaction; specific names, brands and nomenclature regarding archeology; basic handling and maintenance of the archeologist equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the archeology site.
  • Each player may choose one or more tasks for his/her performance, comprising: site digging, archeological relic handling, archeology site exploring, relic history investigation, etc.
  • the 'game leader 1 provides the players with archeology site wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Performance The 'game leader' walks the players to the archeology site excavation to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance. 7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader 1 gathers the team to hand over and tidy up their archeology site wardrobe and equipment.
  • the 'game leader 1 scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader 1 pays each player a specified amount of game money.
  • Role-play activity comprising: Computer programmers
  • the 'game leader 1 briefs the players an overview of computer programming, comprising: basic facts and instructions regarding programmer wellbeing, such as: computer lab safety, programmer health, nutrition, fitness and computer lab staff interaction; specific names, brands and nomenclature regarding computer programming; basic handling and maintenance of the computer lab equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the computer lab.
  • Each player may choose one or more tasks for his/her performance, comprising: computer programming, IT research, computer innovation design, etc.
  • Gear up The 'game leader 1 walks the players to the computer terminals and provides the players with computer lab wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
  • Performance The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance.
  • the 'game leader 1 scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players earn game money, so the 'game leader' pays each player a specified amount of game money.
  • Role-play activity comprising: Rock show performers
  • the 'game leader 1 allows a group of two to ten players to enter the rock show performers role-play activity inside one specially designed pavilion resembling a rock show stage.
  • the 'game leader 1 briefs the players an overview of music performance, comprising: basic rock show facts and instructions regarding musician wellbeing, such as: rock show stage safely, performer health, nutrition and fitness and rock show crew interaction; specific names, brands and nomenclature regarding a rock show; basic handling and maintenance of the rock show stage equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the rock show stage.
  • Each player may choose one or more tasks for his/her performance, comprising: rock band performance, lights operation, sound operation, stage maintenance, show hosting, etc.
  • Gear up The 'game leader" provides the players with rock show wardrobe and uniforms, safety equipment, gadgets, tools and instruments.
  • Performance The 'game leader 1 walks the players to the rock show stage to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to spend game money, so the 'game leader 1 charges each player a specified amount of game money.
  • Role-play activity comprising: Fairytale performers
  • the 'game leader' allows a group of two to ten players to enter the fairytale performers role-play activity inside one specially designed building resembling a play theater.
  • the 'game leader' briefs the players an overview of fairytale performing, comprising: basic fairytale theater facts and instructions regarding performer wellbeing, such as: play theater safety, performer health, nutrition and fitness and play theater staff interaction; specific names, brands and nomenclature regarding theater performing; basic handling and maintenance of the play theater equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the play theater.
  • basic fairytale theater facts and instructions regarding performer wellbeing such as: play theater safety, performer health, nutrition and fitness and play theater staff interaction; specific names, brands and nomenclature regarding theater performing; basic handling and maintenance of the play theater equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the play theater.
  • Each player may choose one or more tasks for his/her performance, comprising: fairytale acting, fairytale play directing, lights operation, sound operation, stage and curtain operation, etc.
  • Gear up The 'game leader' provides the players with fairytale play wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the play theater.
  • Performance The 'game leader' walks the players to the theater stage to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader * scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner.
  • the players are entailed to spend game money, so the 'game leader" charges each player a specified amount of game money.
  • Role-play activity comprising: TV show
  • the 'game leader' allows a group of two to ten players to enter the TV show role- play activity inside one specially designed pavilion resembling a TV studio.
  • the 'game leader * briefs the players an overview of TV show production, comprising: basic TV production facts and instructions regarding TV staff wellbeing, such as: TV studio safety, TV production crew health, nutrition and fitness and TV studio crew interaction; specific names, brands and nomenclature regarding TV production; basic handling and maintenance of trie TV show production equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the TV studio.
  • Each player may choose one or more tasks for his/her performance, comprising: TV show actors, TV show directors, TV show cameramen, TV show technical operators, etc.
  • the 'game leader 1 walks the players to the TV studio stations and provides the players with TV production wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the TV studio.
  • Performance The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
  • Role-play activity comprising: Cinematographers 1. Welcome: The 'game leader' allows a group of two to ten players to enter the cinematographers role-play activity inside one specially designed pavilion resembling a movie set.
  • the 'game leader' briefs the players an overview of movie production, comprising: basic cinematography facts and instructions regarding movie crew wellbeing, such as: movie set safety, cinematographer health, nutrition, fitness and movie set crew interaction; specific names, brands and nomenclature regarding movie production; basic handling and maintenance of the movie set equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
  • basic cinematography facts and instructions regarding movie crew wellbeing such as: movie set safety, cinematographer health, nutrition, fitness and movie set crew interaction
  • specific names, brands and nomenclature regarding movie production basic handling and maintenance of the movie set equipment and wardrobe
  • basic information comprising tasks and challenges the players are about to encounter during their performance.
  • Each player may choose one or more tasks for his/her performance, comprising: actors, movie directors, movie cameramen, movie technical operators, etc.
  • Gear up The 'game leader 1 walks the players to the movie set stations and provides the players with movie production wardrobe and uniforms, safety equipment, gadgets, tools and film equipment from the movie set.
  • Performance The 'game leader 1 repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member 1 account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
  • Role-play activity comprising: Radio show
  • the 'game leader' allows a group of two to ten players to enter the radio show role- play activity inside one specially designed pavilion resembling a radio station.
  • the 'game leader 1 briefs the players an overview of radio broadcasting, comprising: basic radio production facts and instructions regarding radio station staff wellbeing, such as: radio station safety, radio station staff health, nutrition, fitness and interaction; specific names, brands and nomenclature regarding radio broadcasting; basic handling and maintenance of the radio station equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
  • Each player may choose one or more tasks for his/her performance, comprising: radio show hosts, radio show directors, radio broadcasting operators, sound and Foley artists, etc.
  • Gear up The 'game leader 1 walks the players to the radio broadcasting stations and provides the ⁇ layers with radio station wardrobe and uniforms, safety equipment, gadgets, tools and radio broadcasting equipment from the radio station.
  • Performance The 'game leader' repeats important instructions. The pJayers perform the task or challenge by themselves with the full supervision and support of the 'game leader 1 from a safe distance.
  • the "game leader” scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
  • Role-play activity comprising: Auto test drivers
  • the 'game leader' allows a group of two to ten players to enter the auto test drivers role-play activity inside one specially designed play site resembling a test drive track.
  • the "game leader' briefs the players an overview of test driving, comprising: basic driving facts and instructions regarding driver wellbeing, such as: test drive track safety, driver hearth, nutrition and fitness and test drive track crew interaction; specific names, brands and nomenclature regarding test driving; basic handling and maintenance of the test driving equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the test drive track.
  • Each player may choose one or more tasks for his/her performance, comprising:, etc.
  • Gear up The 'game leader' provides the players with test driving wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the test drive track, featuring a plurality of mini test automobile replicas.
  • the 'game leader 1 demonstrates and encourages the players to practice on board a mini test automobile replica before performing all their tasks.
  • Performance The 'game leader' walks the players to the test drive track to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member 1 account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
  • Role-play activity comprising: Extreme athletes
  • the 'game leader' allows a group of two to ten players to enter the extreme athletes role-play activity inside one specially designed play site resembling an extreme-sports track featuring assault course, climbing wall resembling city skyscrapers and mini foungy.
  • the 'game leader' briefs the players an overview of extreme-sports, comprising: basic extreme-sports performance facts and instructions regarding extreme athletes wellbeing, such as: extreme-sports track safety, extreme athlete health, nutrition, fitness and extreme-sports crew interaction; specific names, brands and nomenclature regarding extreme-sports; basic h ⁇ nd ⁇ ng and maintenance of the extreme-sports equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the extreme-sports track.
  • basic extreme-sports performance facts and instructions regarding extreme athletes wellbeing such as: extreme-sports track safety, extreme athlete health, nutrition, fitness and extreme-sports crew interaction; specific names, brands and nomenclature regarding extreme-sports; basic h ⁇ nd ⁇ ng and maintenance of the extreme-sports equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the extreme-sports track.
  • Each player may choose one or more tasks for his/her performance, comprising: assault course trekking, rock climbing, rhini bungy jumping, etc.
  • the 'game leader 1 provides the players with extreme-sports wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the extreme-sports track.
  • Performance The 'game leader' walks the players to the extreme-sports track to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
  • the 'game leader 1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.

Abstract

An educational profession-oriented role-play game is provided within an indoor game environment specially designed to resemble a city with scaled buildings, pavilions, play sites and streets. The players receive game money, booklet with game environment map, game rules and principles and basic information about wellbeing concepts (health, safety, nutrition, fitness and interaction), and security RFID (Radio-frequency Identification) bracelet or card configured with a tag, barcode or a magnetic 'swipe' strip or the like. The tag or other identifying device is used to store certain information describing certain game money amounts and certain wellbeing skill awards which each player has accumulated throughout the game. Players advance in the game by participating in many role-play activities comprising: adult professions, business and industrial processes, science, arts and sports, whilst accumulating wellbeing skill awards and earning, or spending game money, depending of the type of role-play activity they may participate in. All of this information is preferably stored on the tag so that the player's game money earnings and wellbeing skill awards can be easily and conveniently transported and/or linked to other similarly equipped environments and the game's official website. In this manner, the game can seamlessly transcend from one play environment and/or entertainment medium to the next.

Description

Patent name: Educational profession-oriented role-play game and method of playing.
Description
Background of the Invention
Field of the Invention
[0002] The present invention relates to children's games, and more particularly to children's educational and interactive role-play games.
Description of the Related Art
[0003] Games, play structures and other similar entertainment systems are well known for providing play and interaction among children. However, there is always a demand for more exciting games that increase the learning and entertainment opportunities for children and stimulate creativity and imagination, whilst satisfying their curiosity and expectations about their careers and professions as future adults.
[0004] The educational profession-oriented role-play game is sustained and justified in the Montessori learning process, which states that children enjoy an innate immense power to construct themselves, the importance of a prepared environment suitable for their growth to help them to reveal that hidden power so as to make various conquests in all acts of their daily life. With a strong absorbent mind, the children are free to observe and perfect themselves. A child's life will be enriched by an environment in which he will become the owner of something, and to enrich his mind by knowledge and experience based on reality. The practical life activities stimulate children to engage in a healthy occupation, which they enjoy. They show great pride in learning how to work and how to conduct themselves, so they become self-disciplined, independent and self-esteemed.
[0005] In role-playing, participants adopt and act out the role of characters, or parts, that may have personalities, motivations, and backgrounds different from their own. Children escape their dependent and limited role as children and becprne free-willed, independent persons owning a sense of societal status. Their creative thinking and social skills are stimulated while their self- esteem and self-confidence are fortified through a sense of accomplishment.
[0006] Wellbeing is a contented state of being happy, healthy and prosperous. By providing the educational profession-oriented role-play game, children are educated, through role-playing, in wellbeing concepts such as: health (physical health, hygiene, mental health), safety (accidents, injuries, personal security), nutrition (eating habits, food nutrients, food handling), interaction (social skills, teamwork, creativity, trust, leadership) and fitness (exercise, physical skills, endurance, performance).
[0007] Edutainment (also educational entertainment or entertainment-education) is a form of entertainment designed to educate as well as to amuse. Edutainment typically seeks to instruct or socialize its audience by embedding lessons in some familiar form of entertainment. With the educational profession-Oriented Role-Play Game, children are educated in wellbeing concepts while they are entertained through role-playing. Summary of the Invention
[0008] An educational profession-oriented role-play game is provided in one embodiment of the present invention, comprising a security RFlD bracelet or card configured with a tag, barcode or a magnetic "swipe" strip or the like. The tag or other identifying device is used to store certain information describing certain game money amounts and certain wellbeing skill awards, which each player may accumulate throughout the game by role-playing in a number of profession- oriented role-play activities within a specially designed indoor game environment. Before playing the game for the first time, each player is given a tag with a personal 'game member' number and personal account At the end of their performance on each role-play activity, the tag or other identifying device will be scanned to add one wellbeing skill award to the corresponding personal account. Furthermore, at the end of the player's visit to the indoor game environment, each player's tag will be scanned to add up the day's savings of game money and the total amount of wellbeing skill awards accumulated. Later on, using the 'game member1 number, the player is able to login a personal account on the game's official website to check on the current status of game money savings and the amount of wellbeing skill awards accumulated on every educational profession-oriented role-play game played in the past.
[0009] In a further embodiment of the present invention, a determined quantity of game money is provided for use during play of the game. Each player is given a cheque to exchange for notes in denominations of 5.00, 10.00, 20.00 and 50.00 units inside the scaled building that emulates a bank. In addition of a determined amount of game money each player is given at the start of the game, the player can also withdraw from the bank game money saved from past game experiences from the player's personal 'game member' account. Each player will use the game money to either earn it or spend it on the role-play activities. At the end of the game, each player must exchange the notes accumulated throughout the game by scanning the personal security RFID bracelet or card tag in order to add up the amount of saved game money to the player's personal 'game member' account. The game money comprises educational issues, such as: the process of earning, spending and saving money, basic knowledge of micro-economy (how businesses and wages work), the value of money (earning money through hard work) and smart money administration and habits.
[0010] In yet a further embodiment of the present invention a method of playing an educational profession-oriented role-play game is provided, comprising: a detailed game booklet with map of the specially designed indoor game environment comprising multiple streets, plazas, play sites, scaled buildings and pavilions, which represent elements of a city, e.g. hospital, fire station, pilot academy, theater, bank, etc. Alongside with the map, a constitution is provided comprising all the rules, regulations, instructions and principles of the game, as well as basic information comprising wellbeing concepts such as: health, safety, nutrition, interaction and fitness.
Brief description of the drawings
[0011] FIGS. 1A-1 B shows a preferred embodiment of the RFID bracelet with tag and an electronic scanner of the present invention.
[0012] FIG. 2 shows a preferred embodiment of one game money note of the present invention.
[0013] FIG. 3 shows a preferred embodiment of the software display and official game website design of a personal 'game member' account with game money.
[0014] FIG, 4 shows a preferred embodiment of the software display and official game website design of a personal "game member' account with wellbeing skill awards.
[0015] FIG. 5A shows a representative view of the outside of the specially designed scaled 'fire station" building. [0016] FIG. 5B shows a representative view of the building described in FIG.4A, in which the 'firemen' role-play activity is being performed in two stages: Briefing and Practice/Training.
[0017]FIG. 5C shows a representative view of a nearby specially designed scaled building 'on firer, out of which the players are role-playing as firemen.
[0018JFIG. 6A-6B show a preferred embodiment of the booklet with two different examples of printed maps of the indoor game environment of the present invention.
Detailed description of the preferred embodiments
[0019] Suitable embodiments of the identifying device technology to store information described above may be obtained from a number of suitable sources, such as: GUEST TECHNOLOGIES, Inc. and, in particular, the Guest System's Registration and ID Management Software, the Guest System's Account Management Application, the Guest System's Access Control Application, the Guest System's Security Application and the Guest System's Active/Passive RFID bracelet and device technology enclosing: electronic scanners, electronic modules, etc. The Guest System's technology also provides Location and Information Stations, Amenity Location and Route Planning, Attendance Management and Asset Management.
[0020] In another preferred embodiment of the educational profession-oriented role-play game's official website technology to store information online described above may be obtained from a number of suitable sources, such as: GEE MULTIMEDIA, Pty. Ltd. for the website design, development and maintenance.
[0021] In another preferred embodiment of the game money comprising logos, fictional characters and any other suitable design may be obtained from a number of suitable sources, such as: PRINTWORKS AUSTRALIA, Pty. Ltd. for the printing of the game money notes.
[0022] In another preferred embodiment of the construction of indoor buildings, pavilions, play sites, plazas and streets described above may be obtained from a number of suitable sources, such as: NATUREWORKS, Pty. Ltd. design and building of the indoor game environment.
Basic Game Play
[0023] An educational profession-oriented role-play game is provided inside an indoor game environment, where life within a city Is emulated with specially designed scaled constructions of buildings, pavilions, sites, props, scaled vehicles, open areas, walking areas, environmental lighting and learning and recreational equipment. The educational profession-oriented role-play game is an integral awareness and education interactive program expressed and clarified through every possible way of communication within the indoor game environment and beyond e.g. websites, SMS messages, merchandising, marketing campaigns, etc.
[0024] The main objective of the educational profession-oriented role-play game is to accumulate knowledge and skills comprising: adult professions, business and industrial processes, science, arts and sports, as well as to accumulate consciousness of wellbeing concepts such as: health, safety, nutrition, interaction and fitness. Game money is used as an educational tool and as a vehicle to manage and administer resources to participate in the role-play activities, thus the amount of game money saved by each player at the end of his participation is inconsequential to the outcome of the game. Therefore, there is now virtual winner of the game, nor a virtual loser. The players will accumulate skills, knowledge and consciousness in their own terms and pace. Additional private, company and government sponsored prizes and/or certificates and/or promotion samples may be given to the players who accumulate a determined amount of wellbeing skill awards.
[0025] As the most important rule of the educational profession-oriented role-play game, if one player runs out of game money, then the player must participate only in the role-play activities designed to earn game money, for the reason that the player could not afford to enter any of the role-play activities designed to spend game money.
[0026] The educational profession-oriented role-play game begins when the children players enter the indoor game environment to participate in any of the role-play activities inside the specially designed scaled constructions of buildings, pavilions, play sites, plazas and streets. Some role-play activities may be restricted to the children players comprising: time schedules, age, weight, height, educational level and physical conditions. Subsequently, the game will be in hiatus when the players exit the indoor game environment, having acquired educational and entertaining experiences, which translate in useful skills, knowledge and consciousness for their present and future lives. The game will resume every time a player revisits the indoor game environment, therefore the player will add up and accumulate game money, wellbeing skills, knowledge, consciousness and entertaining experiences. Thus the educational profession- oriented role-play game has no virtual ending for the players.
[0027] The players advance in the educational profession-oriented role-play game by participating in as many role-play activities as they desire, in no specific order. They can also repeat their participation in any of the role-play activities as many times as they desire. All the role-play activities are differentiated in two kinds: A. The ones in which the players can earn game money and wellbeing skill awards right after their performance. B. The ones in which the players must spend game money to participate and ultimately earn wellbeing skill awards.
[0028] Within a determined period of time, each one of the role-play activities may involve ever- changing role-play content, comprising: scripts, stories, plots, characters, tasks, job positions, wardrobe, tools and equipment, game environments, situations and cases.
[0029] The educational profession-oriented role-play game is to be played individually, although some role-play activities need to be performed by individual players organized in teams of two to ten members, depending on the role-play activity they are participating in.
[0030] Each role-play activity is to be managed and hosted by one (in some role-play activities may be more) specially trained 'game leader', who briefs, guides, interacts (with), supports and awards the players with wellbeing skill awards and either charges or pays game money to the players, depending on the type of role-play activity they have participated in.
[0031] Each role-play activity has eight stages to be performed in strict sequential order. 1. Welcome: The 'game leaded allows one up to ten players to enter the role-play activity inside the scaled building, pavilion and/or play site.
2. Briefing: The 'game leader' briefs the players an overview of the corresponding profession/adult activity, comprising: basic facts, specific names, brands and nomenclature and basic information regarding wellbeing issues of the particular profession/adult activity, such as: safety, health, nutrition, fitness and interaction; basic handling and maintenance of the provided role-play equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
3. Organization: Each player may choose a place within the team or in some cases the 'game teader1 may organize the team according to the amount of team members, age, height, weight and/or physical conditions.
4. Gear up: To get ready for the task or challenge, the 'game leader' provides the players with the specific wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/ Training: The 'game leader' demonstrates and encourages the players to practice, train or exercise before getting to their task or challenge. 6: Performance: The 'game leader' walks the players to a specific point to begin the task or challenge of the role-play activity and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance (This Is the core content and main objective of Educational profession-oriented role-play game, as the players become independent to perform and make decisions after they have obtained the information they need by the 'game leader1).
7. Accomplishment: The players complete the task or challenge within a specified timeframe. The players are not to be judged or qualified at any time by the 'game leader', nor are they to interact in any rivalry, competition or contest between them. As long as they have participated in the role- play activity, the players have accomplished the necessary skills and knowledge of the specified profession or adult activity, regardless of the result of the task or challenge. The 'game leader' gathers the team to hand over and tidy up their wardrobe and equipment.
8. Awards: Before the players leave the building/pavllion/play site in which they performed, the 'game leader1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the player's personal 'game member' account with an electronic scanner. If in this particular role-play activity the players required to earn game money, then the 'game leader' pays each player a specified amount of game money notes. If in this particular role-play activity the players required to spend game money, then the 'game leader' charges each player a specified amount of game money notes. The 'game leader1 may also hand the players certain material, comprising: sponsored prizes, certificates, promotional samples, finished handcrafts, etc.
Detailed description of the role-play activities
[0032] Role-play activity comprising: Baby Nurses
1. Welcome: The 'game leader' allows a group of two to ten players to enter the baby nurses role- play activity inside one specially designed pavilion resembling a baby ward, which is located inside a scaled building resembling a hospital.
2. Briefing: The 'game leader1 briefs the players an overview of baby nursing, comprising: basic baby nurse facts and instructions regarding baby care and wellbeing, such as: baby ward safety, baby and nurse health, nutrition and fitness and baby ward staff interaction; specific names, brands and nomenclature regarding baby nursing; basic handling and maintenance of the baby ward equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the baby ward.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: washing babies, feeding babies, changing babies, medical check for babies, etc.
4. Gear up: The 'game leader" provides the players with baby nurse wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the baby ward, featuring replica baby dolls.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the replica baby dolls before performing all their tasks.
6: Performance: The 'game leader1 walks the players to the baby cradles to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their baby ward wardrobe and equipment.
8. Awards: Before the players leave the baby ward and subsequently the scaled hospital, the 'game leader' scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0033] Role-play activity comprising: Airline pilots
1. Welcome: The 'game leader' allows a group of two to ten players to enter the airline pilots role- piay activity inside one specially designed building resembling airline pilot academy.
2. Briefing: The 'game leader' briefs the players an overview of the airline pilot profession, comprising: facts and instructions regarding airplane pilpting and airline pilot wellbeing, such as: airplane and cockpit safety, airline pilot health, nutrition and fitness and airline crew interaction; specific names, brands and nomenclature regarding airline piloting; basic handling and maintenance of the airplane equipment and airline crew wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the airline pilot academy.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: airplane piloting, radio operation, emergency procedures, crew organization, etc.
4. Gear up: The 'game leader' provides the players with airline crew wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the airplane cockpit.
5. Practice/Training: The 'game leader' walks the players to the flight simulators to begin the tasks and repeats important instructions. The 'game leader' demonstrates and encourages the players to practice on their flight simulators before performing all their tasks.
6: Performance: The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their airline crew wardrobe and equipment.
8. Awards: Before the players leave the airline pilot academy, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0034] Role-play activity comprising: Firemen
1. Welcome: The 'game leader' allows a group of two to ten players to enter the firemen role-play activity inside one specially designed building resembling a fire brigade station.
2. Briefing: The ^game leader' briefs the players an overview of fire fighting, comprising: facts and instructions regarding fire and emergency managing and wellbeing, such as: fire station safety, firemen health, nutrition and fitness and fire brigade crew interaction; specific names, brands and nomenclature; basic handling and maintenance of the fire brigade equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fire station.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: fire fighting and emergency rescue, first aid, safety procedures, fire drills, etc.
4. Gear up: The 'game leader' provides the players with firemen wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the fire brigade station, featuring a fire brigade transportation vehicle.
5. Practice/Training: The 'game leader1 demonstrates and encourages the players to practice handling the fire brigade gear and equipment before performing all their tasks.
6: Performance: The 'game leader' drives the players on board the fire brigade transportation vehicle to the 'building on fire' site to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader1 gathers the team to hand over and tidy up their fire brigade wardrobe and equipment.
8. Awards: Before the players leave the fire brigade station, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader1 pays each player a specified amount of game money.
[0035] Role-play activity comprising: Fashion models
1. Welcome: The 'game leader' allows a group of two to ten players to enter the fashion models role-play activity inside one specially designed pavilion resembling a fashion parade stage.
2. Briefing: The 'game leader' briefs the players an overview of fashion modeling, comprising: facts and instructions regarding fashion parade performance and wellbeing, such as: fashion parade safety, fashion model health, nutrition and fitness and fashion parade staff interaction; specific names, brands and nomenclature regarding fashion modeling; basic handling and maintenance of the fashion parade wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the fashion parade.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: runway performance, photo shoot operators, fashion designers, hair and make-up stylists, fashion parade hosts, etc.
4. Gear up: The 'game leader' provides the players with fashion parade wardrobe, make up and beauty equipment, gadgets, tools and utensils from the fashion parade backstage.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice on the fashion parade runway before performing all their tasks.
6: Performance: The 'game leader' walks the players to the fashion parade backstage to begin the tasks and repeats important instructions. The players perform the task or challenge by themseives with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The Jgame leader" gathers the team to hand over and tidy up their fashion parade wardrobe and equipment.
8. Awards: Before the players leave the fashion parade stage, the 'game leader1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to spend game money, so the 'game leader' charges each player a specified amount of game money.
[0036] Role-play activity comprising: Beauticians
1. Welcome: The 'game leader' allows a group of two to ten players to enter the beauticians role- piay activity inside one specially designed pavilion resembling a beauty salon.
2. Briefing: The 'game leader' briefs the players an overview of the beautician profession, comprising: basic facts and instructions regarding beauty care and beautician wellbeing, such as: beauty salon safety, beautician health, nutrition and fitness and beauty salon staff interaction; specific names, brands and- nomenclature regarding the beauty industry; basic handling and maintenance of the beauty salon equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the beauty salon.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: hairdressers, make-up stylists, nail stylists, masseurs, clients, etc.
4. Gear up: The 'game leader' walks the players to the beauty salon stations and provides them with beauty salon wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice with the beauty salon equipment before performing all their tasks.
6: Performance: The 'game leader" repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The "game leader" gathers the team to hand over and tidy up their beauty salon wardrobe and equipment.
8. Awards: Before the players leave the beauty salon, the ^game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money (the 'clients' are entailed to spend game money), so the 'game leader' pays each player a specified amount of game money (and charges the 'clients' a specified amount of game money)
[0037] Role-play activity comprising: Bank attendants
1. Welcome: The 'game leader" allows a group of two to ten players to enter the bank attendants role-play activity inside one specially designed building resembling a bank branch.
2. Briefing: The 'game leader' briefs the players an overview of banking, comprising: basicfacts and instructions regarding banking and bank attendant wellbeing, such as: bank branch safety, bank attendant health, nutrition and fitness and bank branch staff interaction; specific names, brands and nomenclature regarding banking; basic handling and maintenance of the bank branch equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bank branch. 3. Organization: Each player may choose one or more tasks for his/her performance, comprising: client and banking services, money transportatiςn, bank branch operation, etc.
4. Gear up: The 'game leader" walks the players to the banking stations and provides the players with bank branch wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice before performing all their tasks.
6: Performance: The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their bank branch wardrobe and equipment.
8. Awards: Before the players leave the bank branch, the 'game leader" scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0038] Role-play activity comprising: Builders
1. Welcome: The 'game leader' allows a group of two to ten players to enter the builders role-play activity inside one specially designed pavilion resembling a construction site.
2. Briefing: The 'game leader' briefs the players an overview of house building, comprising: basic builder facts and instructions regarding wellbeing, such as: construction site safety, builder health, nutrition and fitness and construction site crew interaction; specific names, brands and nomenclature regarding house building; basic handling and maintenance of the building equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the construction site.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: walls, windows and roof building, plumbing system building, walls and roof painting, architectural design, etc.
4. Gear up: The 'game leader" provides the players with building wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the construction site.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the building equipment before performing all their tasks.
6: Performance: The 'game leader' walks the players to the construction site to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader" gathers the team to hand over and tidy up their building wardrobe and equipment.
8. Awards: Before the players leave the construction, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0039] Role-play activity comprising: Bakers
1. Welcome: The 'game leader' allows a group of two to ten players to enter the bakers role-play activity inside one specially designed pavilion resembling a bread factory.
2. Briefing: The 'game leader1 briefs the players an overview of bread baking, comprising: basic bread baking facts and instructions regarding bakers wellbeing, such as: bread factory safety, baker health and fitness, bread nutrition and bread factory staff interaction; specific names, brands and nomenclature regarding bread baking; basic handling and maintenance of the baker equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the bread factory.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: bread baking, dough preparation, oven operation, bread transportation and storing, etc. 4. Gear up: The 'game leader' provides the players with baker wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the bread factory.
5. Practice/Training: The 'game leader" demonstrates and encourages the players to practice handling the bread factory equipment before performing all their tasks.
6: Performance: The 'game leader1 walks the players to the bread baking stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their baker wardrobe and equipment.
8. Awards: Before the players leave the bread factory, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member1 account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0040] Role-play activity comprising: Auto mechanics
1. Welcome: The 'game leader' allows a group of two to ten players to enter the auto mechanics role-play activity inside one specially designed pavilion resembling a auto workshop.
2. Briefing: The 'game leader' briefs the players an overview of automobile repairing, comprising: basic auto mechanics facts and instructions regarding wellbeing, such as: auto workshop safety, mechanic health, nutrition and fitness and workshop staff interaction; specific names, brands and nomenclature regarding auto repairing; basic handling and maintenance of the auto workshop equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the auto workshop.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: automobile repairing, motor service, wheel repairing, electrical repairing, etc.
4. Gear up: The 'game leader1 provides the players with auto workshop wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the auto workshop, featuring a malfunctioning automobile replica.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the auto workshop equipment before performing all their tasks.
6: Performance: The 'game leader1 walks the players to the malfunctioning automobile replica o begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader" gathers the team to hand over and tidy up their auto workshop wardrobe and equipment.
8. Awards: Before the players leave the auto workshop, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0041] Role-play activity comprising: Journalists
1. Welcome: The 'game leader' allows a group of two to ten players to enter the journalists role- play activity inside one specially designed building resembling a newspaper building.
2. Briefing: The 'game leader" briefs the players an overview of journalism, comprising: basic journalism facts and instructions regarding journalist wellbeing, such as: newspaper company safety, journalist health, nutrition and fitness and newspaper staff interaction; specific names, brands and nomenclature regarding journalism; basic handling and maintenance of the newspaper equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the newspaper building.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: journalism, newspaper editing, reporting, newspaper design, newspapers printing, etc.
4. Gear up: The 'game leader" provides the players with newspaper wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the newspaper equipment before performing all their tasks. 6: Performance: The 'game leader' walks the players to the newsroom stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their newspaper wardrobe and equipment.
8. Awards: Before the players leave the newspaper building, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader' pays each player a specified amount of game money.
[0042] Role-play activity comprising: Supermarket attendants
1. Welcome: The 'game leader' allows a group of two to ten players to enter the supermarket attendants role-play activity inside one specially designed pavilion resembling a supermarket.
2. Briefing: The 'game leader1 briefs the players an overview of supermarket management, comprising; basic supermarket facts and instructions regarding wellbeing, such as: supermarket safety, supermarket attendant health, nutrition and fitness and supermarket staff interaction; specific names, brands and nomenclature regarding a supermarket; basic handling and maintenance of the supermarket equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the supermarket.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: supermarket operation, cashier operation, shelf management, supermarket clients, etc.
4. Gear up: The 'game leader' provides the players with supermarket wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the supermarket.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the supermarket equipment and stock before performing all their tasks.
6: Performance: The 'game leader' walks the players to their supermarket stations to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader1 gathers the team to hand over and tidy up their supermarket wardrobe and equipment.
8. Awards: Before the players leave the supermarket, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money (the 'clients' are entailed to spend game money), so the 'game leader1 pays each player a specified amount of game money (and charges the 'clients' a specified amount of game money)
[0043] Role-play activity comprising: Archeologists
1. Welcome: The 'game leader' allows a group of two to ten players to enter the archeologists role-play activity inside one specially designed play site resembling an archeology site.
2. Briefing: The 'game leader' briefs the players an overview of archeology, comprising: basic facts and instructions regarding archeologists wellbeing, such as: archeology site safety, areheologist health, nutrition and fitness and archeology site crew interaction; specific names, brands and nomenclature regarding archeology; basic handling and maintenance of the archeologist equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the archeology site.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: site digging, archeological relic handling, archeology site exploring, relic history investigation, etc.
4. Gear up: The 'game leader1 provides the players with archeology site wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice handling the archeology site equipment before performing all their tasks.
6: Performance: The 'game leader' walks the players to the archeology site excavation to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader" from a safe distance. 7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader1 gathers the team to hand over and tidy up their archeology site wardrobe and equipment.
8. Awards: Before the players leave the archeology site, the 'game leader1 scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to earn game money, so the 'game leader1 pays each player a specified amount of game money.
[0044] Role-play activity comprising: Computer programmers
1 : Welcome: The 'game leader' allows a group of two to ten players to enter the computer programmers role-play activity inside one specially designed pavilion resembling a computer lab.
2. Briefing: The 'game leader1 briefs the players an overview of computer programming, comprising: basic facts and instructions regarding programmer wellbeing, such as: computer lab safety, programmer health, nutrition, fitness and computer lab staff interaction; specific names, brands and nomenclature regarding computer programming; basic handling and maintenance of the computer lab equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the computer lab.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: computer programming, IT research, computer innovation design, etc.
4. Gear up: The 'game leader1 walks the players to the computer terminals and provides the players with computer lab wardrobe and uniforms, safety equipment, gadgets, tools and utensils.
5. Practice/Training: The 'game leader1 demonstrates and encourages the players to practice computer programming before performing all their tasks.
6: Performance: The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their computer lab wardrobe and equipment.
8. Awards: Before the players leave the computer lab, the 'game leader1 scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players earn game money, so the 'game leader' pays each player a specified amount of game money.
[0045] Role-play activity comprising: Rock show performers
1. Welcome: The 'game leader1 allows a group of two to ten players to enter the rock show performers role-play activity inside one specially designed pavilion resembling a rock show stage.
2. Briefing: The 'game leader1 briefs the players an overview of music performance, comprising: basic rock show facts and instructions regarding musician wellbeing, such as: rock show stage safely, performer health, nutrition and fitness and rock show crew interaction; specific names, brands and nomenclature regarding a rock show; basic handling and maintenance of the rock show stage equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the rock show stage.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: rock band performance, lights operation, sound operation, stage maintenance, show hosting, etc.
4. Gear up: The 'game leader" provides the players with rock show wardrobe and uniforms, safety equipment, gadgets, tools and instruments.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to learn and rehearse the rock show before performing all their tasks.
6: Performance: The 'game leader1 walks the players to the rock show stage to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their rock show wardrobe and equipment.
8. Awards: Before the players leave the ruck show stage, the 'game leader" scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to spend game money, so the 'game leader1 charges each player a specified amount of game money. [0046] Role-play activity comprising: Fairytale performers
1. Welcome". The 'game leader' allows a group of two to ten players to enter the fairytale performers role-play activity inside one specially designed building resembling a play theater.
2. Briefing: The 'game leader' briefs the players an overview of fairytale performing, comprising: basic fairytale theater facts and instructions regarding performer wellbeing, such as: play theater safety, performer health, nutrition and fitness and play theater staff interaction; specific names, brands and nomenclature regarding theater performing; basic handling and maintenance of the play theater equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the play theater.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: fairytale acting, fairytale play directing, lights operation, sound operation, stage and curtain operation, etc.
4. Gear up: The 'game leader' provides the players with fairytale play wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the play theater.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to learn and rehearse the fairytale play before performing all their tasks.
.6: Performance: The 'game leader' walks the players to the theater stage to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The "game leader1 gathers the team to hand over and tidy up their fairytale play wardrobe and equipment.
8. Awards: Before the players leave the play theater, the 'game leader* scans the tag on the card or RFlD bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players are entailed to spend game money, so the 'game leader" charges each player a specified amount of game money.
[0047] Role-play activity comprising: TV show
1. Welcome: The 'game leader' allows a group of two to ten players to enter the TV show role- play activity inside one specially designed pavilion resembling a TV studio.
2. Briefing: The 'game leader* briefs the players an overview of TV show production, comprising: basic TV production facts and instructions regarding TV staff wellbeing, such as: TV studio safety, TV production crew health, nutrition and fitness and TV studio crew interaction; specific names, brands and nomenclature regarding TV production; basic handling and maintenance of trie TV show production equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the TV studio.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: TV show actors, TV show directors, TV show cameramen, TV show technical operators, etc.
4. Gear up: The 'game leader1 walks the players to the TV studio stations and provides the players with TV production wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the TV studio.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to rehearse the TV show before performing all their tasks.
6: Performance: The 'game leader' repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their TV studio wardrobe and equipment.
8. Awards: Before the players leave the TV studio, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
[0048] Role-play activity comprising: Cinematographers 1. Welcome: The 'game leader' allows a group of two to ten players to enter the cinematographers role-play activity inside one specially designed pavilion resembling a movie set.
2. Briefing: The 'game leader' briefs the players an overview of movie production, comprising: basic cinematography facts and instructions regarding movie crew wellbeing, such as: movie set safety, cinematographer health, nutrition, fitness and movie set crew interaction; specific names, brands and nomenclature regarding movie production; basic handling and maintenance of the movie set equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: actors, movie directors, movie cameramen, movie technical operators, etc.
4. Gear up: The 'game leader1 walks the players to the movie set stations and provides the players with movie production wardrobe and uniforms, safety equipment, gadgets, tools and film equipment from the movie set.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice and rehearse the filming of a movie before performing all their tasks.
6: Performance: The 'game leader1 repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader1 gathers the team to hand over and tidy up their movie set wardrobe and equipment.
8. Awards: Before the players leave the movie set, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member1 account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
[0049] Role-play activity comprising: Radio show
1. Welcome: The 'game leader' allows a group of two to ten players to enter the radio show role- play activity inside one specially designed pavilion resembling a radio station.
2. Briefing: The 'game leader1 briefs the players an overview of radio broadcasting, comprising: basic radio production facts and instructions regarding radio station staff wellbeing, such as: radio station safety, radio station staff health, nutrition, fitness and interaction; specific names, brands and nomenclature regarding radio broadcasting; basic handling and maintenance of the radio station equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising: radio show hosts, radio show directors, radio broadcasting operators, sound and Foley artists, etc.
4. Gear up: The 'game leader1 walks the players to the radio broadcasting stations and provides the^layers with radio station wardrobe and uniforms, safety equipment, gadgets, tools and radio broadcasting equipment from the radio station.
6. Practice/Training: The 'game leader' demonstrates and encourages the players to rehearse the radio show before performing all their tasks.
6: Performance: The 'game leader' repeats important instructions. The pJayers perform the task or challenge by themselves with the full supervision and support of the 'game leader1 from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader" gathers the team to hand over and tidy up their radio station wardrobe and equipment.
8. Awards: Before the players leave the radio station, the "game leader" scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
[0050] Role-play activity comprising: Auto test drivers
1. Welcome: The 'game leader' allows a group of two to ten players to enter the auto test drivers role-play activity inside one specially designed play site resembling a test drive track. 2. Briefing: The "game leader' briefs the players an overview of test driving, comprising: basic driving facts and instructions regarding driver wellbeing, such as: test drive track safety, driver hearth, nutrition and fitness and test drive track crew interaction; specific names, brands and nomenclature regarding test driving; basic handling and maintenance of the test driving equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the test drive track.
3. Organization: Each player may choose one or more tasks for his/her performance, comprising:, etc.
4. Gear up: The 'game leader' provides the players with test driving wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the test drive track, featuring a plurality of mini test automobile replicas.
5. Practice/Training: The 'game leader1 demonstrates and encourages the players to practice on board a mini test automobile replica before performing all their tasks.
6: Performance: The 'game leader' walks the players to the test drive track to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their test-driving wardrobe and equipment.
8. Awards: Before' the players leave the test drive track, the 'game leader' scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member1 account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.
[0051] Role-play activity comprising: Extreme athletes
1. Welcome: The 'game leader' allows a group of two to ten players to enter the extreme athletes role-play activity inside one specially designed play site resembling an extreme-sports track featuring assault course, climbing wall resembling city skyscrapers and mini foungy.
2. Briefing: The 'game leader' briefs the players an overview of extreme-sports, comprising: basic extreme-sports performance facts and instructions regarding extreme athletes wellbeing, such as: extreme-sports track safety, extreme athlete health, nutrition, fitness and extreme-sports crew interaction; specific names, brands and nomenclature regarding extreme-sports; basic hέndϋng and maintenance of the extreme-sports equipment and wardrobe; and basic information comprising tasks and challenges the players are about to encounter during their performance in the extreme-sports track.
3. Organizatioη: Each player may choose one or more tasks for his/her performance, comprising: assault course trekking, rock climbing, rhini bungy jumping, etc.
4. Gear up: The 'game leader1 provides the players with extreme-sports wardrobe and uniforms, safety equipment, gadgets, tools and utensils from the extreme-sports track.
5. Practice/Training: The 'game leader' demonstrates and encourages the players to practice and train extreme-sports agility and endurance before performing all their tasks.
6: Performance: The 'game leader' walks the players to the extreme-sports track to begin the tasks and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader' from a safe distance.
7. Accomplishment: The players complete their tasks within a specified timeframe. The 'game leader' gathers the team to hand over and tidy up their extreme-sports wardrobe and equipment.
8. Awards: Before the players leave the extreme-sports track, the 'game leader1 scans the tag on the card or RFID bracelet of each player to add one wellbeing skill award to the corresponding personal 'game-member' account with an electronic scanner. The players spend game money, so the 'game leader' charges each player a specified amount of game money.

Claims

Patent Claims
1. An educational profession-oriented role-play game comprising: a certain quantity of game money for use during play of the game for each player; one security RFlD bracelet or card configured with a tag to set up different electronic and virtual devices for each player; one booklet for each player with all the rules and principles of the game, as well as basic information enclosing certain wellbeing concepts and a map of the specially designed indoor game environment resembling a city, wherein each player participates in several role-play activities inside scaled buildings, pavilions, play sites and streets to earn wellbeing skill awards and earn and/or spend game money and consequently acquire knowledge, skills and conscience concerning adult professions, business arid industrial processes, science, arts, sports, and wellbeing concepts such as: health, safety, nutrition, fitness and interaction.
2. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of security RFID bracelets or cards configured with a tag, barcode or a magnetic "swipe" strip or the like. The tag or other identifying device is used to store certain information, which each player may accumulate throughout the game, describing certain game money amounts and certain wellbeing skill awards, which the 'game leaders' will ultimately upload into each player's personal 'game member' account in the game's official website.
3. The educational profession-oriented role-play game according to claim 2 additionally comprising a plurality of virtual personal 'game member' accounts configured for online delivery over a computer network, which the respective player can login to assert certain information and current status comprising wellbeing skill awards and saved game money amounts.
4. The educational profession-oriented role-play game according to claim 3 additionally comprising a specially developed software configured for online delivery over a computer network, which the 'game leaders' use to upload certain information regarding wellbeing skill awards and game money amounts into each player's personal 'game member' account from the player's bracelet or card tag, after the player's completion of the game session. This specially developed computer software also enables the player to login to the player's personal 'game member' account in the game's official website.
5. The educational profession-oriented role-play game according to claim 4 additionally comprising the development of the game's official website configured for online delivery over a computer network, in which the players can login to their personal 'game member' account and to certain menus comprising educational profession-oriented role-play game news and updates, game rules and principles, indoor game environment map, information regarding wellbeing concepts, online games, online store, site promotions, downloads, chat rooms, blogs, sponsored ads, etc.
6. The educational profession-oriented role-play game according to claim 2 additionally comprising a plurality of electronic scanners configured for online delivery over a computer network, which the 'game leaders' use to scan each player's tag to add information regarding wellbeing skill awards into the player's personal 'game member' account after the player has performed a certain role-play activity.
7. The educational profession-oriented role-play game according to claim 3 additionally comprising a plurality of electronic modules configured for online delivery over a computer network, located throughout the indoor game environment, in which each player can login to the player's personal 'game member1 account to assert certain information and current status comprising wellbeing skill awards and saved game money amounts.
8. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of specially designed and printed game money notes in denominations of 5-00, 10.00, 20.00 and 50.00 units, comprising logos, fictional characters and any other suitable design, hence each player uses the game money to either earn it or spend it during the role-play activities, and ultimately save it at the completion of the game session.
9. The educational profession-oriented role-play game according to claim 1 additionally comprising a full-color printed booklet for each player enclosing an indoor game environment map, which displays all specially designed scaled buildings, pavilions, play sites, streets, plazas and also a menu of services and amenities, such as: main entrance, main exit, emergency exits, toilets, public phones, ATM machines, wardrobe/lost and found room, infirmary, restaurants, shops, etc.
10. The educational profession-oriented role-play game according to claim 9 additionally comprising the described full-color printed booklet, enclosing all the rules, regulations, instructions and principles of the game, as well as basic information about wellbeing concepts such as: health, safety, nutrition, fitness and interaction.
11. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of children players, four to twelve years old, from any cultural background and educational level, participating in the game as individuals, yet performing the role-play activities as team members of groups of two to ten players. The role-play activities may have some restrictions aόcordtng to the player's age, weight, height and/or physical conditions.
12. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of specially trained 'team leaders', thirteen years old or older, from any cultural background and educational level, to brief, guide, interact, motivate, support and award the players with wellbeing skill awards and either charge or pay game money to the players. One or more 'game leaders' can perform in each role-play activity.
13. A method of playing an educational profession-oriented role-play game according to claim 1 wherein the main objective of each player is to participate in role-play activities in no particular order or quantity, to earn knowledge and skills comprising: adult professions, business and industrial processes, science, arts and sports, as well as to accumulate consciousness of wellbeing concepts such as: health, safety, nutrition, interaction and fitness during game play, and wherein wellbeing skill awards may be earned by performing role-play activities during game play and game money may be earned or spent during game play, depending on the type of role- play activity.
14. The method according to claim 13 additionally comprising the main rule is to perform an effective game money management, so that a player must not run out of game money during game play. If this situation presents, the player must participate only in role-play activities designed to earn game money until the player has enough resources to participate in role-play activities designed to spend game money.
15. The method according to claim 13 additionally comprising the beginning of the game at the moment a player enters the indoor game environment and is given RFID bracelet or card, game money and game booklet to participate in any of the role-play activities inside the specially designed scaled constructions of buildings, pavilions, play sites, plazas and streets.
16. The method according to claim 13 additionally comprising the ending of each player's game session at the moment he/she exits the indoor game environment. The educational profession- oriented role-play game may resume each time a player revisits the specially designed indoor game environment; therefore the game has no virtual ending for the players and not a virtual winner or loser.
17. The method according to claim 13 additionally comprising the rule enclosing the player may earn a certain amount of game money only when participating in role-play activities, which are specially designed to eam game money. Alternatively, the player may spend a certain amount of game money only when participating in role-play activities, which are specially designed to spend game money.
18. The method according to claim 13 additionally comprising each role-play activity performed in eight stages in strict sequential order: 1. The 'game leader1 welcomes two to ten players to enter the role-play activity inside a certain role-play site. 2. The 'game leader1 briefs the players an overview about the specified role-play activity, comprising: profession/adult activity facts and instructions, basic information enclosing profession/adult activity wellbeing issues (safety, health, nutrition, fitness and interaction); profession/adult activity names, brands and nomenclature; basic wardrobe/equipment handling and maintenance; and basic information comprising tasks and challenges to perform. 3. The team is organized either by the player's choice or by the 'game leader'. 4. The 'game leader' provides the players with specific wardrobe, uniforms, safety equipment, gadgets, tools and utensils. 5. The 'game leader' briefs, demonstrates and motivates the players to practice, train or exercise before performing their task or challenge. 6. The 'game leader' places the players in specific areas to begin the task or challenge and repeats important instructions. The players perform the task or challenge by themselves with the full supervision and support of the 'game leader'. 7. The team completes the task or challenge within a specified timeframe. The 'game leader" gathers the team to hand over and tidy up wardrobe and equipment. 8. Before each player leaves the role-play site, the 'game leader' scans the player's RFID bracelet or card tag to add one wellbeing skill award to the player's personal 'game member' account. The 'game leader' either pays or charges each player a specified amount of game money notes.
19. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of changes, adaptations and updates for the role-play content of every role- play activity over a certain period of time, enclosing: scripts, stories, plots, characters, tasks, job positions, wardrobe, tools and equipment, game environments, situations and cases.
20. The educational profession-oriented role-play game according to claim 1 additionally comprising one wellbeing skill award to be earned by each player during game play after the player's performance in each of the role-play activities. Through software configured for online delivery over a computer network, every wellbeing skill award is added to the player's personal 'game member' account after the player ends the game session.
21. The educational profession-oriented role-play game according to claim 1 additionally
" comprising wellbeing content on every role-play activity enclosing health issues, such as: physical health, hygiene, mental health, etc.
22. The educational profession-oriented role-play game according to claim 1 additionally comprising wellbeing content on every role-play activity enclosing safety issues, such as: accidents, injuries, personal security, physical health, etc.
23. The educational profession-oriented role-play game according to claim 1 additionally comprising wellbeing content on every role-play activity enclosing nutrition issues, such as: eating habits, food nutrients, food handling, etc.
24. The educational profession-oriented role-play game according to claim 1 additionally comprising wellbeing content on every role-play activity enclosing fitness issues, such as: exercise, physical skills, endurance, performance, etc.
25. The educational profession-oriented role-play game according to claim 1 additionally comprising wellbefng content on every role-play activity enclosing interaction issues, such as: social skills, teamwork, creativity, trust, leadership, etc.
26. The educational profession-oriented role-play game according to claim 1 additionally comprising an indoor game environment enclosing a plurality of specially designed scaled buildings, pavilions and play sites, comprising: hospital, airline pilot academy, fire station, cooking academy, vet clinic, fashion model parade, beauty salon, city streets, bank, construction site, bread factory, automobile workshop, newspaper company, supermarket, car dealership and test- drive track, archeological site, computer lab, music show stage, circus stage, play theater, TV studio, movie studio, radio broadcast station, music recording studio, gym and extreme sports trail comprising: assault course, climbing wall and mini bungy.
27. The educational profession-oriented role-play game according to claim 1 additionally comprising a plurality of role-play wardrobe, equipment, tools, utensils, ornaments, props, gadgets, furniture, devices, vehicles and graphic material, which are specially designed or acquired for each role-play activity according to its respective profession/adult activity.
28. The educational profession-oriented role-play game additionally comprising a plurality of marketing, advertising and promotion strategies, merchandising, printed documents, ads, props and SWlS messaging, through every possible way of communication within the indoor game environment, public indoor and outdoor spaces and/or configured for online delivery over a computer network.
29. The educational profession-oriented role-play game additionally comprising a plurality of company, private and government sponsored prizes and/or certificates and/or promotion samples may be given to the players who accumulate a determined amount of wellbeing skill awards during a certain period of time.
PCT/IB2008/002867 2007-12-19 2008-10-27 Educational profession-oriented role-play game and method of playing WO2009077822A1 (en)

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