Multiplication and Division Jenga

By Kyle Joyeau and Nicollette La Chapelle

Introducing games into the classroom can have a very powerful impact on learning. Games can increase student participation and foster social learning. It also motivates students to take risks and increases their decision-making and problem-solving skills. In this blog, we will explore how the game Jenga can be used in the classroom analyzing Gee’s 16 principles of good games. 

What is Jenga?

Jenga is a game that involves a lot of decision-making, focus, patience, and hand-eye coordination. It is one of the most popular games that is played at many family nights and game nights. It was created by Leslie Scott, the co-founder of Oxford Games Ltd, in the 1970s. The name Jenga is derived from Kujenga, a Swahili word that means ‘to build’.

Classic rules for Jenga.

Jenga includes 48-54 wooden blocks and they are all stacked together in a tower. The purpose of the game is to remove the blocks one by one without letting the tower fall. Each player has a chance at removing the block. At each turn, the player will strategically pull out a block and place it on top of the tower without allowing the tower to fall. The game ends when the tower falls and the person who made it fall is deemed the loser. We’ve decided to use this same concept but with a twist to learning multiplication and division skills. 

Multiplication and Division Jenga 

Multiplication and Division are two of the most common operations used in Mathematics. We decided to use different sums to test the quick-thinking skills of students. We both teach Math and Sciences so we thought it was a good idea to use Math in this case. Basic Math skills are needed in everyday life so we thought it would be fun for students to learn it with a twist. This will not only allow the students to engage in some healthy competition but build their mental skills. This game will allow students to develop focus, patience, decision-making, and hand-eye coordination. This can be useful in both Math and Science. Hand-eye coordination can be especially useful while doing lab work. 

Objective

Students will be able to solve problems quickly and develop decision-making skills.

Instructions:

1. There will be a set of cards with sums and answers written on it. 
2. The blocks of Jenga will have numbers coordinating with the answers on it.
3. Once the student gets the correct answer, he/she can look for that block with the answer on it. 
4. They will then have to use their decision- making skills and focus to pull that particular block out without throwing the tower over.
5. If the tower falls, that person loses, if it doesn’t the next player gets a turn. 

Using Gee’s 16 principles

1. Identity

In Jenga, players do not build characters or operate in the virtual space as the game is one that operates in the physical space. However, the nature of the game does allow for players to remain committed due to the skill taught throughout the game. 

2. Interaction

This game does encourage communication and interaction amongst players as it is played in a face-to-face encounter. The game itself does communicate to players. Players learn that actions and decisions made have consequences. Moving one block out of place, or putting a block in a space that causes the tower to become unbalanced can ultimately result in a player losing that game. In this game of Jenga, the cards do all the talking. They tell the player which block is removed in his or her turn. There is definitely an interactive relationship between the player and the game.

3. Production

There are many different versions of Jenga, each version designed with a particular goal in mind. There is the basic game that simply allows the blocks to be removed from one layer and placed elsewhere ensuring that the tower of blocks is perfectly balanced and maintained. For a challenge, the numbers 1-9 can be written on the side of each block and using a deck of cards that tell each player which blocks to remove. 

4. Risk Taking

Jenga is quite a risky game to play. One wrong move and the game is totally over. Players are encouraged to take risks and so this is one of the key lessons of the game. Toppling the entire tower over and losing the game also teaches strategy through failure as bad moves are learned and develop mastery. 

5. Customization 

The fact that there are many ways in which the game can be played as discussed in the production criteria above, means that the game can be customized based on the player’s expectations. For example, players may simply opt into playing the basic Jenga which simply allows for blocks to be removed and put elsewhere. While math and science lovers may opt into using the deck of cards which increases the difficulty and increases risk-taking. 

6. Agency

Players do have a sense of control when playing Jenga. They decided which blocks to move and from where, how to remove the block, and also where and how to place the block at the top after it has been removed in order to ensure continuity of the game. 

7. Well-Order Problems

Jenga is played in the physical space and allows for hands-on interactions between the blocks and the players. The game allows for critical thinking and processing as well as creativity and skills in improving hand-to-eye coordination as the game continues, resulting in the tower becoming increasingly taller and a more unstable structure.

8. Challenge and Consolidation

Playing Jenga with a deck of cards increases the amount of challenge in the game. Players must now remove the blocks from the level given by the number on the card being drawn from the deck. In so doing, some blocks that are more difficult to remove can coincide with the number on the card is drawn and so increases the difficulty for the player whose turn it is. Much more skill is involved in removing more complicated blocks as there is for simply having a choice to remove a block that is easier and more stable in removing. 

9. “Just in Time” or “On Demand”

Luckily, this game does not make use of words that can be taken out of context and create chaos or any readings. The game is quite efficient and fun in that regard so that it is universal. Anyone can play. The rules are also pretty simple to understand. 

10. Situated Meanings 

Students understand the game of Jenga and the purpose of the game. The players of the gameplay and enable the game. Students learn the vocabulary of the game and how to win by knowing the specific rules

11. Pleasantly frustrating 

This game is in fact pleasantly frustrating. The frustration of not being able to remove the block without making the tower fall or when the student actually makes the tower fall, they become frustrated with the game and sometimes themselves. 

12. System thinking

Students must think strategically and systematically in order to keep the tower standing. A lot of time will be spent choosing the right angle and the player will choose the right stance or position to properly take out the block without allowing the tower to fall. A systematic approach is needed in this game. 

13. Explore, think laterally and rethink

Before the student makes the play, they will explore every angle of the game before making a move. Because in this specific game the block is chosen based on the answer from the card chosen, so students will have to rethink every move in order to take out the blocks successfully. 

14. Smart tools and distributed knowledge

The students are given all the information, rules, and tools to play the game effectively. 

15. Cross functional teams 

Students can choose to work in teams or individually. 

16. Performance before competence 

Every student would have been exposed to Jenga before. They would play the game several times before developing the necessary ability, knowledge, and skill to be successful at the game. 

Universal Design for Learning (UDL) Assessment 

When analyzing the 3 principles of UDL, this game has all three. It has engagement, representation and action, and expression. In Engagement, this game stimulates motivation, fosters collaboration with other students and students are able to self-assess their moves and facilitate the skills and strategies for the game. In Representation, there are alternate ways to tell students the rules whether it is audio or visual. The symbols of the games will clarify which block needs to be removed. In Action and Expression, this game will support planning and strategizing the next move and the main goal is established which is to remove the blocks without the tower falling. 

Reflection:

What are the barriers to the game? 

• The academic level of the questions 
• The classroom setting- is it big enough, does it have room to maneuver. 

Who may be excluded?

• People with disabilities may be excluded because the game involves a lot of moving around so it may not be feasible for them. They can get assistants to help them to be inclusive. 

How does the game foster creative and critical thinking?

• It fosters critical thinking when students have to remove the block that was chosen. They have to strategize in how they take the block out 
• It allows students to be creative in the way they take the block out and the angle and movement they use. 

What skills are being activated?

• Develops focus 
• Patience
• Decision making Skills 
• Hand-eye coordination.
• Strategic thinking 

How will I know if learning is taking place?

• If students are getting the questions on the cards correct, then learning is taking place while they are having fun.

Two different ways of including Jenga in the classroom.