One nice thing about Prezi for creating a digital card game is that Prezi has a built-in template for cards. So it adds interactivity and engagement but takes away a little from the flow of a traditional card game.Īn alternative to using PowerPoint to create a digital card game for playing with a group over Zoom or similar virtual classroom software is to use Prezi. One compromise I've done is to have the learners use the annotation feature in Zoom and other software and mark the white "card" spaces on the virtual card table and use that to ask learners where they thought a card should go. And hard to make it feel like an actual game because of the limitations.Īlso, it's rather laborious to type in all the card information on each card and then animate each card. So PowerPoint can mimic the look and feel but it's linear and hard to keep score.
I have to anticipate a correct answer or set up branching which becomes even more complicated. For example, the scoring on the screen is not real, it's just another slide with a number added on. One is that if you have a lot of cards in your digital card game, it can be a great deal of effort to set up and the second, more critical, is that you need to fake a lot of interactions. PowerPoint does a decent job of mimicking card actions but you do run into some problems. The video below shows the results of using the animations to make it look like a card game. I use the "Grow and Turn" animation to make it look as if the cards are being flipped and I use the "Animation Path" to move cards from one area of the slide to an appropriate pile in another area of the slide. I use the "Fly In" to move cards onto the virtual table as if they are being dealt. I use several animations to achieve this effect. One thing that I have done to mimic the feeling of playing cards is to use the animation features of PowerPoint to make it feel like cards are moving and flipping. PowerPoint has always fascinated me because, if you really dig under the surface, there are some incredible features and functionality that can be leveraged in a variety of ways to create great online learning experiences. I started out using PowerPoint slides to create the sense of a digital card game and the tool does work rather well up to a point (pun intended). (Spoiler alert: The 3rd method is the best for L&D professionals who want to track progress and quickly create a card-game experience for learners.) Here are three ways I've experimented with creating digital card games for learning. It's with this concept in mind that I've invested a great deal of time and thought into creating digital card games. If only a way existed for an online "game-night." A way to bring learners together around a virtual table to play a good ole-fashion card game. Instructional games reinforce ideas, underscore important concepts and help to provide "ah-ha" moments in the middle of a learning experience. When playing a game, there is nothing like the instant connection and insights you gain about yourself and others as you play. the computer screen stands as an unwavering sentinel creating an ever present barrier between myself and genuine human connection. This is especially frustrating for an instructional game designer like myself who thrives on connecting through gameplay and watching people interact and react to the games I create or co-create. I am used to teaching online but the computer screen stands as an unwavering sentinel creating an ever present barrier between myself and genuine human connection. I especially miss being able to connect with students and workshop attendees on a visceral level. A huge aspect of learning is connecting with others. It's the little things that one misses the most because the little things (connecting with others) are really the big things. What's missing is the excitement of sitting around a table together having a conversation, reviewing instructional content or even engaging in a friendly, but competitive, learning game.
One of the more frustrating and depressing aspects of this pandemic is the lack of face-to-face connections made while in a learning environment.
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