Playful Teaching Games
Core Direction
Prioritize making a fun, playable mini-game. Let the teaching goal live inside the rules, timing, scoring, challenge, constraints, and feedback. Avoid turning the experience into a lecture, worksheet, dashboard, or explanation panel unless the user explicitly asks for that.
Use this north star:
请一直按“好玩的小游戏”方向做，不要做成课堂讲解课件。
数学目标藏在游戏机制里，不要用太多文字解释。
优先做手感、画面、反馈、节奏、声音、动画和挑战感。
每次只加一点点，做好后让我看，再继续改。
Workflow
Start with the smallest playable loop.
- Identify the object the learner manipulates.
- Identify the goal, constraint, and win condition.
- Build one complete level or scenario before expanding content.
Make the learning implicit.
- Encode the concept in the mechanics.
- Let mistakes produce visible consequences.
- Reward better strategies through score, time, efficiency, combo, or completion quality.
- Prefer discovery over direct explanation.
Improve game feel before adding more curriculum.
- Tune drag, click, timing, movement, hit targets, and layout stability.
- Add immediate feedback: color change, motion, sound, particles, easing, or state transitions.
- Make success feel satisfying and failure recoverable.
Iterate in small visible steps.
- Change one meaningful layer at a time.
- Preserve a confirmed version before risky changes when the user likes the current state.
- Show or verify the result before planning large expansions.
Design Rules
- Do not add long instructional text, strategy explanations, or rule summaries by default.
- Do not add teacher dashboards, lesson notes, or classroom reflection panels unless requested.
- Do not reveal the mathematical rule too early when it can be discovered through play.
- Prefer visual affordances over written instructions.
- Prefer juicy interaction over extra features: animations, sounds, tactile controls, satisfying endings.
- Keep the first screen playable, not a landing page.
- Keep interface language short and child-friendly.
- Use levels, timers, stars, score, streaks, badges, or playful goals only when they reinforce the core concept.
Good Additions
For later iterations, prefer additions in this order:
- Better controls and responsiveness.
- Clearer object states.
- More delightful animation and audio.
- Better success and failure feedback.
- Challenge tuning.
- More levels or variants.
- Optional recap or hint, kept short and game-like.
Check Before Finishing
Before calling the work done, ask:
- Is it playable within a few seconds?
- Does it feel like a game rather than a slide or worksheet?
- Is the learning goal embedded in what the player does?
- Are feedback and state changes visible without reading paragraphs?
- Did the latest change stay small enough for the user to review and steer?
1---2name: playful-teaching-games3description: Design and build teaching mini-apps as playful games first, not explanation-heavy classroom tools. Use when Codex is creating or improving subject-learning games, classroom interactive widgets, math mini-games, HTML teaching plugins, gamified courseware, or child-facing learning tools where the user wants game feel, tactile feedback, visual delight, and discovery-based learning.4---56# Playful Teaching Games78## Core Direction910Prioritize making a fun, playable mini-game. Let the teaching goal live inside the rules, timing, scoring, challenge, constraints, and feedback. Avoid turning the experience into a lecture, worksheet, dashboard, or explanation panel unless the user explicitly asks for that.1112Use this north star:1314```text15请一直按“好玩的小游戏”方向做，不要做成课堂讲解课件。16数学目标藏在游戏机制里，不要用太多文字解释。17优先做手感、画面、反馈、节奏、声音、动画和挑战感。18每次只加一点点，做好后让我看，再继续改。19```2021## Workflow22231. Start with the smallest playable loop.24 - Identify the object the learner manipulates.25 - Identify the goal, constraint, and win condition.26 - Build one complete level or scenario before expanding content.27282. Make the learning implicit.29 - Encode the concept in the mechanics.30 - Let mistakes produce visible consequences.31 - Reward better strategies through score, time, efficiency, combo, or completion quality.32 - Prefer discovery over direct explanation.33343. Improve game feel before adding more curriculum.35 - Tune drag, click, timing, movement, hit targets, and layout stability.36 - Add immediate feedback: color change, motion, sound, particles, easing, or state transitions.37 - Make success feel satisfying and failure recoverable.38394. Iterate in small visible steps.40 - Change one meaningful layer at a time.41 - Preserve a confirmed version before risky changes when the user likes the current state.42 - Show or verify the result before planning large expansions.4344## Design Rules4546- Do not add long instructional text, strategy explanations, or rule summaries by default.47- Do not add teacher dashboards, lesson notes, or classroom reflection panels unless requested.48- Do not reveal the mathematical rule too early when it can be discovered through play.49- Prefer visual affordances over written instructions.50- Prefer juicy interaction over extra features: animations, sounds, tactile controls, satisfying endings.51- Keep the first screen playable, not a landing page.52- Keep interface language short and child-friendly.53- Use levels, timers, stars, score, streaks, badges, or playful goals only when they reinforce the core concept.5455## Good Additions5657For later iterations, prefer additions in this order:58591. Better controls and responsiveness.602. Clearer object states.613. More delightful animation and audio.624. Better success and failure feedback.635. Challenge tuning.646. More levels or variants.657. Optional recap or hint, kept short and game-like.6667## Check Before Finishing6869Before calling the work done, ask:7071- Is it playable within a few seconds?72- Does it feel like a game rather than a slide or worksheet?73- Is the learning goal embedded in what the player does?74- Are feedback and state changes visible without reading paragraphs?75- Did the latest change stay small enough for the user to review and steer?
Olivia-Wen