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Grade Level:
4th - 6th Grade
Time Required:
2 Hours
Group Size:
5 - 6 Groups
Subject Areas:
Biological Mathematics Game Design Psychology Computer Science

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Practice: Design of Jigsaw Puzzle

Contributed by:Edbox Team

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In this game courseware, students will use graphics editing software and Edbox's game design templates to produce pictures and edit games. Later, they will present and share their game work in class with presentation. 

In the process of jigsaw puzzle design, students will encounter many of the same problems as real-world art designers would, such as the impact of jigsaw puzzle image design and the amount of pieces that the image is cut into on game difficulty. In the process of designing a jigsaw puzzle, students need to consider the types of images, the amount of fragments and other influencing factors. They will use relevant principles of game design to support their own design and explain the problems in the design. At the same time, students will learn that to design a good game, it must be tested, analyzed, redesigned, optimized repeatedly during the process.

After this activity, students should:
1. Understand the function of Edbox
2. Design the jigsaw puzzle using knowledge related to game design
3, use common graphics editing software to create images
4. Create a game using the jigsaw puzzle editing template en Edbox.

Every group needs the following items:
1. Computer (one for each student);
2. Edbox software;
3. PPT software;
4. Graphics editing software;
5. A simple guidance for graphics editing software 
6. Jigsaw puzzle game;
7. Mobile phone (students must bring their own for this activity);
8. [Jigsaw Puzzle] Evaluation Form (4~5 sheets for each group);
9. [Jigsaw Puzzle] Template for PowerPoint Presentation (one for each group)

[Jigsaw Puzzle] Evaluation form
[Jigsaw Puzzle] Template for presentation slides

Students need to have knowledge of computer science, PowerPoint slides editing and knowledge of using common graphics editing software such as Photoshop.

(Introduce Edbox, let students have a preliminary understanding of Edbox)
Edbox is a platform for gaming experience, learning and creation. On this platform, users can experience games, create games, learn about game creation, and share contents such as game productions, game production resources and experiences.
Edbox has several advantages. Firstly, the platform provides users with multiple types of game editing templates, and is also compatible with a variety of game editing tools, such as: H5, Unity. Secondly, Edbox provides a rich library for game editing materials such as 3D models, 3D characters, terrain, special effects, audio, etc., andalso supports users to import resources in a variety of formats such as JPG, PNG, etc. Thirdly, the game editing templates provided by Edbox uses form-based method for game editing with resources. Creators can quickly design and generate games, and publish their game work. Fourthly, apart from providing editing templates for game creation, Edbox also have modules such as "library", "course center". These modules are designed to help those who want to learn the knowledge of game creation and provide them with resources for self-learning. Fifthly, Edbox supports the interoperability of PC-side and mobile-side resources, supports the export of game works for creators to share their game work to others. Edbox also incorporates social features. You can quickly share game work and create games together with friends with Edbox.
(Next, teacher will demonstrate or organize students to watch the operation demonstration video of Edbox and the editing template of the jigsaw puzzle on Edbox.  Students will know how to operate the Edbox.)


Activity 1: Design and Production of Jigsaw Puzzles
Before the event begins:

1. Outline the implementation process of jigsaw puzzle creation;
2. Briefly introduce the operation steps of Edbox software and game editing template;
3. Display picture making requirements;
3. Display the requirements for the creation of jigsaw puzzles and the display of works;
4. Briefly introduce the related functions to be used by the graphics editing software;
5. Distribute the [puzzle game] Template for PowerPoint Presentation;
6. Explain the criteria for scoring the works of each group for the whole class, and distribute the [Jigsaw Puzzle] Evaluation Form.
Lead students to:
1. Divide the class into working groups of 5 or 6 students.
2. Let the groups discuss and share design ideas in the form of brainstorming. An agreement on the design of jigsaw puzzle should be achieved among group members.
3. Students in groups should be assigned with different roles to perform a better group work. They should search for pictures on the Internet, collect pictures, conduct group discussions, and confirm the pictures they would like to use. Then they should use image editing software to design pictures for jigsaw puzzle, and complete the filling of the text content. This process should take around 30 minutes.
4. Use Edbox's jigsaw puzzle editing template to create the game, and save the game after the production is completed. First perform an in-group test to verify the rationality of the game difficulty setting. After optimization, the game works will be released to the platform, and the presentation slides of the work will be completed at the same time. This process should take around 40 minutes.
5. After the release of the game works, students of each group will be organized to participate in the experience of the game works of other groups. Each group collects the opinions and suggestions given by other groups after their experience, then considers and discusses the game iteration plan according to the opinions and suggestions collected. This process should take around 10 minutes.
6. Each group will present the finished jigsaw puzzle game work to the whole class, and share the reason of the picture selection, the concept of game design, the problems encountered in the production process, the evaluation of other groups, the iteration of thinking, and the learning experience during the process with a slide presentation. This process should take around 3 minutes.
7. Each group will combine the sharing and game experience of other group's work, then use the [Jigsaw Puzzle] Evaluation Form to rate them with scores.
8. Teacher collects the Evaluation Form of each group, calculates and publishes the scores for each group's work.
9. Teacher will review each work.

1. Visual Discrimination Ability: refers to the ability to pair and classify all extracted visual information through feature recognition.
2. Visual Cloze Ability: It refers to the ability to recognize the whole through observation of the part.
3. Logical Reasoning Ability: It is a kind of ability to grasp the core of the problem with keen thinking, quick analysis, instant response, and make reasonable and correct choices in the shortest time.
4. Settlement: Feedbacks to give players emotional rewards or blows with text messages, actions and voices to let players know clearly when they did well or badly and when they win or lose. Players will receive a report such as a summary of scores, summary of tasks or other text content when they finish a level. 

After the activity:
Presentation: Each group sends a representative to do a presentation for their jigsaw puzzle. Use the [Jigsaw Puzzle] Evaluation Form to evaluate the game work of each group. This evaluation form can also be used as the basis for a group or class discussion. Teacher can ask the student:
1. Which game piece do you like the most? Why?
2. Which game's picture design is the most creative?
3. Which game design has the most reasonable difficulty?
4. What problems have you encountered during the game making process? How is it solved?
5. What suggestions did students of other groups give since they have experienced your game? How do you think about these suggestions?
6. What have you learned during the entire game design and production process?
7. What engineering steps and techniques have we used throughout the game design and production process? (Reference answer: brainstorming, modeling, simulation, testing, analysis, redesign, optimization, etc.)


If students don't know how to use Photoshop, they could consider using PowerPoint or other graphics editing softwares to design pictures. Teacher could give a brief explanation and operation demonstration for related functions.


1. For lower grade students, the psychological knowledge involved in the course content can be weakened. In the game production explanation, it is necessary to make each step detailed so that the students can quickly produce a complete game according to the steps. Through the game experiencing process, students are guided to explore the influencing factors of the game's difficulty, and at the same time understand the psychological reaction or other feedback brought by the game. Through the production of pictures and other interactive gamified teaching, students can basically understand the factors that affect the difficulty of the game. After designing and making the game, students will have a basic understanding for work contents of relevant professions.
2. For higher grade students, detailed explanations of relevant psychology and game design concepts and corresponding case presentations can be added so that students can use psychology knowledge and game design concepts to design and verify the rationality of game difficulty design. 



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