Digital Project
& QA Specialist

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 based on the Eisenhower prioritisation framework. Players place tasks on a board and explain their priorities to each other.

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

We replaced an early digital checklist with a physical game built around discussion. The team explored cooperative and competitive versions, tested with commercial and cargo employees, and adapted the content into separate decks.

We removed time limits after players focused on mathematical optimisation instead of discussion. We also replaced fixed priority labels with a gradient board and symbols, so players could express differences in priority instead of placing everything in an “important” box.

Commercial and Cargo decks

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.

My part in the team

I led game design and helped develop the concept through weekly playtests and stakeholder feedback. The team worked together on the rules, task cards, visual design and production materials.

Watch the PaperBird video +

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. That classroom problem became the starting point for my graduation project at HKU.

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.

From an app to paper prototypes

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 overwhelmed the children with too many cards and too little structure. I simplified the design in response to that feedback.

Prototype and testing photographs from my graduation presentation.

Colour, numbers and card layout

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. Learners could remove letters they already knew from their stack.

Using the cards in a lesson

A teacher introduces the foundations, then learners practise with the cards. Learners can compare related letter forms, turn a card over for an explanation and help each other.

My contribution

I used my classroom experience to guide the research, prototype design and playtesting. To reduce the initial overload, I simplified the cards, made the groups clearer and gave learners more structure.