Hang Man

Hang Man

How to play:

A game played between two or more persons. Each player takes an alternate turn. The first player mentally constructs a word and must provide a verbal or written clue to that word. That player will indicate the number of letters in the word indicated by a corresponding series of dashes to represent that word or phrase. The other player is given an opportunity to guess letters to determine the word. The gallows are then drawn, and the guesser has the opportunity to guess one letter at a time. When the guesser calls a letter in the word, it would be indicated accordingly. If the letter selected is not part of the word, it would be recorded, and a body part will be drawn. The body parts include the head, two hands, torso and two legs. Each player has 6 opportunities for errors. The object of the game is to guess the word before the man is hung. If the hangman is fully drawn, then the other player/team reveals the word.  It then becomes the next player/team turn and the role is reversed. Categories should be identified such as place, season, thing, phrase etc depending on the age and cultural setting of the players. Music will be played in the background to set the tone for the learning environment.

Potential Barriers to the game:

• The game may not be fair for every type of learner, especially those from different cultural backgrounds and languages.
• There could be some degree of difficulty of vocabulary dependent on the literacy level of the players.
• Cultural phrases and idioms could be niche culturally and generationally.
• Issues with the historical genesis of the game, as the origins of the game, could be a culturally sensitive issue.

Who might be excluded:

• The game is visual, so auditory learners could potentially be excluded. They can participate but may require additional assistance.
• May lend itself to persons linguistically-inclined as they may be more inclined to participate.
• The difficulty of vocabulary and certain phrases could exclude learners such as ELL as well as the local dialect speakers which can potentially compete with Standard English.
• People from different cultures could be excluded from different cultural, historical motifs and religious backgrounds due to a lack of familiarity with some words and or phrases.
• Second language learners could be challenged by vocabulary depending on how niche it is to academic or everyday language. 
• Depending on the age of students (or the age gaps between people in the group), there may be some words or phrases that are behind or in front of their time.
• Parent prohibition of playing online games because they may see gaming as a distraction from academic work.

How do the game foster creativity and critical thinking?

• Particularly if played as a team sport, this would foster collaboration
• Provides immediate feedback and offers opportunities for scaffolding.
• Supports intrinsic motivation.
• Constant adaptation and self-correcting of words/phrases.
• Allows for errors in a relaxed playful environment which is a key ingredient for creativity.
• Opportunity for F.A.I.L.
• Student autonomy as players decide the length of the word, categories of words, and students make adaptations to the game such as the hangman can even be substituted for other figures such as snowman etc
• Helps develop problem-solving and communication skills in a natural environment

What content is handled?

And categories can be used can include but is not limited to

• “Everything and anything
• “Tech/Inventions” – Anything that has been invented through the ages, from ancient history to modern times
• “History Buff” – History, politics, wars, civics, and things in the present that will become history
• “Entertainment” – Movies, music, books, actors, singers, authors, as well as fun activities
• “Sports/Games” – Sports and games of all sorts, leisure activities
• “Geography” – Places, both geographically and answers to the question “where?”; Also, things that are usually found in a particular place or region
• “Transportation” – Methods of transport, as well as things are seen while travelling
• “Around the House” – Household items
• “Global Food/Drink” – Foods and drinks, cooking terms, ingredients, restaurants, other food items
• “Plants/Animals” – Plants, animals, items made from plants or animals
• “Family” – A subset of the words appropriate for children, no adult themes, or terms
• “Caribbean foods” – Local dishes and fruits indigenous to Trinidad and Tobago and the wider Caribbean

What skills are being activated?

• Problem-solving and critical thinking skills
• Creativity and communication skill are being developed
• Content: descriptive language, history, cultural motif knowledge, specialization in different topics
• Psychological: strategize with teammates, how to describe different scenarios
• Social: team play – how you work with others, communicate with teammates personality traits, motivation
• Emotional: how you deal with pressure,
• failure, success
• If played online promoted hand-eye coordination. and familiarity with the platform: zoom whiteboard etc
• Memory and sequencing skills, orthography, and reasoning

Sensory skills

Multitasking skills, listening, and speaking, listening and writing, listening and thinking

How will you assess learning is happening?

• Students’ willingness to participate and ongoing focus and engagement
• Application of knowledge
• Informal observation of words selected
• Formal and informal opportunities to use new vocabulary words in daily conversations and writings
• Improved vocabulary mastery
• Having students share real-world applications of knowledge they would have gained.
• Transferring from one discipline to another.
• The speed at which words are completed

How can you use this in class?

• Teach and review vocabulary words from a lesson
• Variation to a spelling test
• Increase student vocabulary and interest in writing and reading.
• Can be used as an effective form of peer evaluation
• Integration of subjects – Mathematics (Addition and Subtraction) where students calculate how many correct letters and calculate how many blanks remain to be filled. Law of probability – what is the probability of guessing a correct letter at each stage of the game
• Students identify real word opportunities where they can apply info

How do we adapt the game?

• Can be played where the teacher is the chooser, and the student is the guesser.
• Simulations where students take the role of the teacher, adopt leadership skills
• Begin with easier words/phrases and increase too more complex,
• To increase opportunities to F.A.I.L, more features can be added to the hangman example eyes, nose mouth
• Use neutral colours and appropriate font size.
• Visual prompts can be used to support the theme
• Children having a voice – student-centred vs teacher dictated, students, determine the pace/tempo of the game.

Have students design the word lists themselves

Informal observations of students demonstrating understanding of vocabulary.

Reflection questions:

How did the game help you learn?

What words did you learn that you didn’t know before?

Categorize words that were challenging or still need help

Draw posters with vocab words from the game afterwards (pictures, definitions)

What did you enjoy most?

What needed improvement?

Sixteen (16) learning principles of good games

Identity

There are two identities in this game – the Clue giver (the person who selects the word) and the guesser (the person guessing the word). The guesser is obligated to brainstorm and overcome the threat of being hanged. In the case of a pizza that substitutes the hangman, the pizzas start as an entire pizza cut up into many slices. One slice is removed with each incorrect letter offered so that in the end the guesser is motivated to take home as many slices as possible.

Interaction

Ongoing interaction. The clue giver can assist the guesser by giving additional prompts such category or suggestions of vowels or consonants. As the guesser makes calculated guesses, there is constant interaction between the clue giver and the guesser. As roles are alternating the game provides ample opportunity to both challenge and be a challenge.

Production

Students are the producers of the game. The game can be student centred. The person who assumes the role of clue giver decides on the category and word count of the word/phrase.

Risk-taking

Failing is part of winning because it helps eliminate the incorrect letter. Trial and error is the name of the game. Progress is achieved by the process of elimination. The game allows for risk and failure with immediate feedback.

Customization

There can be many variations to the game. For instance, the word/phrase selection can be limited to specific topics or new vocabulary specific to a lesson.  The difficulty level can be tweaked to the appropriate level of the players. There can be any number of players. The aesthetic of the game can be modified instead of a hangman we can use a snowman, or the mouse and cheese concept can be used. (Six stairs/steps lead the mouse to the cheese and with each incorrect letter selection the mouse can move one step closer to the cheese. Additionally, limits can be set on the number of letters per word/phrase (not less than four, no more than 10) and the syllabification of a word (must have 4 syllables)

Agency

The players take ownership over the selection and difficulty of the words. The guesser has to make choices to get the correct answer, while the clue-giver has full control over the words selected and the clue given.

Well-ordered problems

Hangman can be structured in such a way from easier to more challenging words. Additionally, the game can be levelled according to the extent of the clues. Both words and clues can be levelled from simple to difficult.

Challenge and Consolidation

Keep trying until you have exhausted all options. The guesser must make multiple attempts. It is very rare that the guesser correctly identifies the word simply based on the clue. The more repeated fails help players to guess the correct word.

Just in time/On-demand

Guesser can be provided with additional clues on request, to avoid operating at frustration level and give greater opportunity to correctly solve the word.

Situated Meanings

There are categories that are chosen such as phrase/ word/ thing, place etc. Words/phrases give a situation /context that the word can follow.

Pleasantly frustrating

It is a challenge, a guessing element. Doable yet fun. Players keep making attempts to guess the word in a relaxed fun environment. When played in groups, students need to collaborate and brainstorm to decide on letter selection. This game definitely meets the pleasantly frustrating criteria perfectly as it is fun yet challenging.

System Thinking

The game can take a systematic approach as the roles are switched the clue giver and the guess tend to match the level (easy vs difficult) of the previous player. Also, the clue guesser can decide not to give additional clues to intensify the difficulty of the game.

Explore, Think Laterally, Rethink Goals

The clue giver need to give appropriate clues, the guesser has to “play around with letter combinations to try to spell the word correctly. Additionally, the clue-giver can give more clues if so inclined. The game is less about speed but more about strategy. Players must constantly adjust their thinking as to what the word might be

Smart tools and distributed knowledge.

Players who are more skilful in identifying words based on the placement of vowels can be used to call vowel letters, while others who may identify words easily using specific letter placement will be identified to so do, to give their team added advantage.

Cross-Functional Teams

This can be applied as one class may play with another class. One school may play with another school that shares this common interest.

Performance Before Competence

Keep trying until you have exhausted all options. The guesser must make multiple attempts. It is very rare that they guess correctly identifies the word simply based on the clue. The more repeated fails help players to guess the correct word.