The game was trying to show the teens how much information did they really retain about geometry. The interaction in the game was among the people that were playing the game. It was in a playful setting even though it was a learning experience on its own.

Social and cognitive are the most affective by the game design. It worked out that they became a little competitive due to the fact that you had to reach a certain ending point in the game. The design plays the role of giving the players the thrill of a board game but also allowing them to something school related.

Three players play in the game at a time. The players interact competitively in the game.

The objective of the game is to answer as many questions right as you can so that you can move your game piece to the end of the game board, completing the trial. The game objective does enforce the learning objective because it helps the players reach to a certain point in the game.

There aren’t really that many rules to the game. The only rule may be that you have to pick one card up at a time before you can move your game piece. It complements the game because you cannot cheat by moving your piece ahead of another person without answering the question right.

The items in the game are the game pieces and the cards that you have to coincide with each other. Answering the question right are wrong exchanges whether your piece will move or not.

There may not be any conflict only of there if conflict between the questions that are being answered. It creates a place where the other person cannot cheat unless they figure out a way to move the piece without answering the question right. The game ends when the first person reaches the end block on the game board. There is no main character, but instead there are players that compete against each other.