Game Detectives: Spotting Fair and Unfair Game Tricks

Materials for the Week

• Paper, pencil, crayons, or markers
• Sticky notes or index cards
• Coins, counters, or small objects for game tokens
• A timer or clock
• Optional: a child-safe game, board game, app, or video game to examine together
• Optional: tablet or computer for creating a simple game, slideshow, or drawing
• Optional: printed “Fair, Tricky, or Not Sure?” cards made from paper

Approach for the week: Martin is invited to investigate, question, and choose. The adult avoids demanding eye contact, forced speaking, or pretending that every game trick is automatically bad. The focus is on noticing choices, feelings, fairness, and informed decisions.

Day 1: What Is a Dark Pattern?

Objective

By the end of the lesson, Martin will be able to explain that a dark pattern is a design choice that tries to push someone into doing something they might not freely choose, and identify at least two examples.

Introduction: Hook and Choice

Ask:

“Imagine a game gives you a big, shiny button that says ‘FREE!’ You press it, and then it says you must pay to get the prize. How would that feel?”

Offer choices for responding:

• Say an answer
• Draw a feeling
• Point to “fair,” “tricky,” or “not sure”
• Think quietly and answer later

Share the learning goal in plain language:

“Today we are becoming game detectives. We will learn how to notice when a game is trying to hurry, confuse, or pressure a player.”

Body: I Do, We Do, You Do

I Do: Explain and Model

Explain:

A pattern is something designed in a certain way. A dark pattern is a design that may make it harder for someone to make a free and clear choice.

Use simple examples:

• Hidden information: The game does not clearly show that a button costs money.
• Pressure: A message says, “Buy now! Only 10 seconds left!”
• Tricky choices: “Yes, give me the prize!” is huge, but “No thanks” is tiny or hard to find.
• Endless rewards: The game keeps offering one more thing so a player does not want to stop.

Clarify: “Not every exciting offer is a dark pattern. We look at whether the player gets clear information and a real choice.”

We Do: Detective Discussion

Read each situation. Martin can answer aloud, point, move a token, or write:

1. A game clearly says, “This item costs $2. You can say no.”
2. A game says, “Hurry! Press now or you will lose everything!”
3. A game shows two buttons that are the same size: “Buy” and “Not now.”
4. A game hides the “close” button behind several menus.

Sort each one into:

• Fair
• Tricky
• Not sure yet

You Do: Make Your Own Example

Martin chooses one option:

• Draw a fair game button and a tricky game button.
• Act out a game designer trying to sell an item, then act out a player asking questions.
• Create two cards: one labeled “clear choice” and one labeled “pressure choice.”

Quick Check for Understanding

Ask Martin to complete one of these sentences:

• “A dark pattern can make people feel ______.”
• “One sign of a dark pattern is ______.”
• “A fair game should tell players ______.”

Success looks like: Martin can describe a dark pattern as a possibly confusing or pressuring design and give at least two examples.

Day 2: Spot the Pressure

Objective

By the end of the lesson, Martin will identify at least three ways a game may pressure a player and describe one way to slow down and choose freely.

Introduction: Hook and Connection

Say:

“Yesterday we learned that game designs can help us choose or push us toward a choice. Today we will investigate pressure.”

Invite Martin to remember one example from Day 1. He may use words, a drawing, or a demonstration.

Body: I Do, We Do, You Do

I Do: Model the “Pause and Check” Skill

Model this four-step routine:

1. Pause: Stop before pressing.
2. Read: What exactly will happen?
3. Check: Does it cost money, use game points, or change anything?
4. Choose: Press, wait, ask for help, or leave it.

Say: “A player is allowed to take time. Fast does not always mean best.”

We Do: Pressure Signal Hunt

Write or read examples such as:

• “Only 5 seconds left!”
• “Everybody else has this!”
• “You will be sad if you miss it!”
• “The game gives a clear price and lets you wait.”
• “The game makes the player click through many screens to cancel.”

For each example, Martin chooses a signal:

• Point to a red sticky note for pressure
• Point to a green sticky note for clear and fair
• Point to a yellow sticky note for need more information

Discuss: “What might the designer want the player to do? What might the player want to do?”

You Do: Design a Pause Card

Martin creates a small “Pause Card” with words or symbols:

• STOP
• What does it do?
• What does it cost?
• Do I want it?
• Can I ask someone?

He may decorate it as a detective badge, spaceship control panel, or game menu.

Optional Game: Pressure or Choice?

Place situation cards face down. Martin draws a card and decides whether it shows pressure, a free choice, or needs more information. He earns a token for explaining his reasoning, not for giving a particular answer.

Quick Check for Understanding

Present this situation:

“A game says, ‘Buy this now! The offer ends in ten seconds!’”

Ask:

• “What is the pressure signal?”
• “What could a player do before choosing?”

Success looks like: Martin can name three pressure signals or explain the pause-and-check routine.

Day 3: Rewards, Points, and Real Choices

Objective

By the end of the lesson, Martin will distinguish between game rewards and real-world costs, and explain why clear information helps players make choices.

Introduction: Hook and Prediction

Show or describe three rewards:

• 100 game coins
• A special character outfit
• A mystery box that costs 10 game coins or real money

Ask:

“Which reward would you understand right away? Which one might need more questions?”

Body: I Do, We Do, You Do

I Do: Explain Game Currencies

Explain that games may use different kinds of value:

• Game points: earned or used inside the game
• Virtual coins: pretend money used in the game
• Real money: money from a bank account, card, or gift card
• Time and attention: something a game may try to keep

Say: “A player should be able to tell what they are spending and what they will receive. Mystery can be fun in a game, but it should not hide important information.”

We Do: Build a Clear Shop

Create a pretend game shop with cards. Each card includes an item, price, and result.

Compare these examples:

• Clear: “Blue hat: 20 game coins. You will receive the blue hat.”
• Less clear: “Mystery surprise: 20 game coins. Maybe you will get something useful.”
• Needs checking: “Special offer: 99 gems.”

Ask: “What question would you ask before choosing?” Possible questions include:

• “Are gems free or do they cost real money?”
• “What exactly will I get?”
• “Can I change my mind?”
• “Can I play without buying this?”

You Do: Create a Fair Game Shop

Martin chooses a theme and designs three shop items. For each item, he decides:

1. What is the item?
2. What does it cost?
3. Is the cost game points or real money?
4. What exactly does the player receive?
5. Can the player say no and continue playing?

He may draw the shop, write it, dictate it, or build it with objects.

Quick Check for Understanding

Ask Martin to explain the difference between these two messages:

• “This hat costs 20 game coins.”
• “Buy now for a surprise!”

Success looks like: Martin can identify whether a cost and reward are clear and ask at least one useful question before choosing.

Day 4: Build a Fair Game

Objective

By the end of the lesson, Martin will create or revise a simple game design using at least four fair-design rules.

Introduction: Design Challenge

Say:

“Today you are the game designer. Your challenge is to make a game that is exciting without tricking players.”

Martin chooses the format:

• A paper board game
• A card game
• A pretend app screen
• A story about a game
• A simple digital game, if available

Body: I Do, We Do, You Do

I Do: Model Fair-Design Rules

Model a simple game called Treasure Trail. Explain that its fair rules are:

1. The goal is easy to understand.
2. The buttons or choices are clear.
3. Prices and rewards are shown honestly.
4. Players can pause or stop.
5. Players can say no without being punished unfairly.
6. The game does not use scary or shameful messages to force a choice.

We Do: Fair or Needs Repair?

Review these design ideas:

• A player can pause whenever they need to.
• The “buy” button is bright, but the “no thanks” button is hidden.
• The game says exactly what an item costs.
• A player loses all progress just for waiting one minute.
• The game offers a free practice round before asking for a choice.

For each one, decide whether it is fair, tricky, or needs more information. If it needs repair, suggest a better design.

You Do: Create or Revise a Game

Martin designs a game using the following checklist:

• Goal: What is the player trying to do?
• Choices: What can the player choose?
• Information: Is the important information easy to find?
• Pause: Can the player stop or take a break?
• Cost: Are any costs clearly explained?
• Respect: Does the game avoid guilt, fear, or embarrassment?

The adult may act as a play tester. Give specific feedback such as:

• “I understood the goal because you explained it clearly.”
• “I was unsure whether this cost game coins or real money.”
• “I liked that I could pause.”

Quick Check for Understanding

Martin chooses his four most important fair-design rules and explains why each one matters.

Success looks like: Martin’s game includes at least four fair features and he can explain how those features help players.

Day 5: Game Detective Challenge and Reflection

Objective

By the end of the lesson, Martin will investigate a real or pretend game, identify possible dark patterns, explain his evidence, and suggest at least one fair improvement.

Introduction: Mission Briefing

Say:

“You have learned how to notice pressure, check costs, and design fair choices. Today you will complete the Game Detective Challenge.”

Martin chooses one game or game-like example to investigate. It may be a board game, video game, app screen, toy advertisement, or an invented game menu.

Body: I Do, We Do, You Do

I Do: Model an Investigation

Use a pretend screen that says:

“Limited-time treasure! Buy now! The small ‘not now’ button is at the bottom.”

Model the detective questions:

1. What is the game asking the player to do?
2. Is the choice clear?
3. Is there pressure or a countdown?
4. Does anything cost game points or real money?
5. Can the player say no?
6. How could the design be fairer?

We Do: Investigate Together

Use the Game Detective Report:

• Game or screen: ____________________
• What does it want the player to do? ____________________
• What information is clear? ____________________
• What might be confusing or pressuring? ____________________
• What question should a player ask? ____________________
• How could it be improved? ____________________

Martin may answer by writing, drawing, speaking, pointing, recording audio, or using objects.

You Do: Complete the Detective Challenge

Martin presents his findings in a format of his choice:

• A short detective report
• A drawing with labels
• A spoken explanation
• A mini-presentation
• A redesigned fair version of the game screen

Use this simple success rubric:

Skill	Meeting the goal
Notice	Identifies a possible pressure, confusing choice, hidden cost, or unclear reward.
Explain	Describes why the design may affect a player’s choice.
Question	Asks a useful question before choosing.
Improve	Suggests at least one fairer design.

Conclusion: Recap and Reflection

Invite Martin to complete three statements:

• “A dark pattern is…”
• “One way I can protect my choice is…”
• “A fair game designer should…”

End with the key idea:

“Good games can be exciting and persuasive, but players deserve clear information, time to think, and a real choice.”

Quick Check for Understanding

Show or describe one final example:

“A game clearly explains an item, shows its price, gives the player time, and includes an easy ‘No thanks’ choice.”

Ask Martin:

• “Is this mostly fair, tricky, or not sure?”
• “What evidence supports your answer?”
• “What would you do if you still felt unsure?”

Final success criteria: Martin can identify a possible dark pattern, explain his reasoning, ask for or look for more information, and suggest a fairer alternative.

Adaptations and Extensions

• For a 6-year-old: Use sorting, drawing, acting, pointing, and short examples. Focus on “clear,” “pressure,” and “pause.”
• For an 11-year-old: Add ideas such as subscriptions, loot boxes, privacy choices, confirmation screens, advertising, and the difference between persuasion and manipulation.
• For PDA-friendly learning: Offer choices, describe the purpose of each task, allow pauses, and accept alternative forms of participation. Replace “You must” with “You could investigate…”
• For advanced learners: Compare two games, create a fair-design code, or write recommendations for game designers.
• For extra support: Use sentence starters such as “I noticed…,” “I wonder…,” “The player might feel…,” and “A fairer choice would be…”