Curiosity.
Made playable.

Lead game designer in a six-person team · Delivered

The challenge

Air France–KLM account managers needed a way to discuss how they prioritise their work. Our team developed a card game informed by the Eisenhower prioritisation framework, making the reasoning behind a decision visible to other people.

How the game works

1. Start with a client. Read a client case and decide what you want to achieve.
2. Make priorities visible. Place task cards on the board according to their importance for that situation.
3. Compare the reasoning. Discuss the differences between players, or try to infer another player’s goal from their choices.

Commercial and Cargo teams use different task decks with the same underlying rules. The reverse of each task card explains the action, so players can look up unfamiliar tasks without filling the front with text.

Playtesting and iteration

An early digital checklist gave way to a physical, conversational game. The team explored cooperative and competitive versions, tested with commercial and cargo employees, and adapted the content into separate decks.

One important change was removing time limits. Players were getting pulled toward mathematical optimisation instead of the discussion we wanted to encourage. We also moved away from rigid priority labels toward a gradient board with symbols, leaving room for nuance.

Making it fit real work

Testing with Cargo employees showed that one shared deck did not reflect both departments. We separated the Commercial and Cargo task cards and simplified the client cases with shorter text and imagery. The final board used symbols and a gradient to encourage players to compare priorities, rather than place everything in an “important” box.

My part in the team

I led game design, helped guide the concept and iteration, and worked through weekly playtests and stakeholder feedback. The final result was a collaborative team effort, from rules and task cards to visual design and production materials.

Research, game design and playtesting · Tested prototype

A problem from my own classroom

While teaching weekend classes, I saw how hard it could be to keep a large, mixed group of children engaged in learning to read Arabic. My graduation project at HKU began with that real classroom problem.

The research question

How could learning feel more approachable when children have different starting points and teachers have limited time? I looked at class sizes, age differences, teaching time and the parts of learning that students found confusing. Existing learning apps offered a useful comparison, but turning the book into a screen did not resolve the underlying design problem.

The first idea wasn't the final answer

I initially explored digitising the lessons into an app and a collection of mini-games. Reviewing existing apps, speaking with teachers and parents, and testing paper prototypes helped me see that simply adding game elements wasn't enough.

The first card-based version introduced a different problem: too many cards and too little structure overwhelmed the children. That feedback became a reason to simplify the design.

Prototype and testing photographs from my graduation presentation.

Designing for understanding

I grouped similar letters through colour, added numbers and used both sides of each card for letters and explanations. The cards could be rearranged, discussed and used by teachers, parents or peers. Known letters could be removed from a learner's stack, making progress tangible.

What a learning session could look like

A teacher introduces the foundations, then the cards provide material for practice and discussion. Learners can compare related letter forms, turn a card over for an explanation and help each other. The design supports teaching and peer learning rather than assuming children can work through everything alone.

My contribution

I brought together classroom experience, research, prototype design and playtesting. The important design decision was to reduce the initial overload: fewer competing elements, clearer groups and a more structured way into the activity.