Stephanie Smith 2nd Grade teacher Busby West Public School in Sydney, Australia
« “The Land of Venn is an extremely engaging game for a diverse range of ages. Our children love the quirky characters, silly voices and the fact that they are learning so many maths concepts without even knowing it!. It also proved to be an excellent resource to help build 21st century skills as the children were constantly involved in problem solving, often collaborative partnerships to help complete the levels.” »
Simon Pile Assistant Headteacher at Anson Primary School, London, UK
« “From working together to complete levels, to individually challenging themselves, the children become immersed in a strange world that takes games and education to new heights. The end of each level, with a portal to progress, is a clever way to reinforce the learning in a imaginative way and the built in magical rewards have captured students aged 4 to 11. Land of Venn simply opens up a world of quirky possibilities” »
Kyle Pearce Secondary Math Teacher, Apple Distinguished Educator, Class of 2013
« “The push for ‘gamification’ in the classroom has led to many app developers creating educational apps first, then unsuccessfully incorporating a game-like environment after. Imagine Machine’s formula for success has the focus on creating an enjoyable game first, while young children unknowingly learn many of the geometric properties introduced throughout primary grades. This game takes the concept of gamification to the next level!” »
Andrew 8 year old gamer
« “Hi my name is Andrew and I'm a gamer. I've been playing your awesome game today. My favourite part is the funny voices and tomatoes. Can you make more player profiles than three? I had a lot of trouble making the parallelogram coz the cars were too close together. Thanks for Letting me play.” »
Over five years of searching for the most effective pedagogy for teaching geometry to young students has led to the Land of Venn - an educational math platform that simulates the way children initially learn from parents; by imitation, play and conversation, as opposed to “frontal” teaching, with “one-dimensional” challenges and practice without context. It stimulates a child’s natural learning mechanism: imitation, repeated experimentation, play and visual feedback processing. Beyond the formal understanding, the game aims at developing skills in pattern recognition, real-time situation analysis and the creation and use of geometric shapes to solve problems.
The game and the “learning” do not stop with the child’s passive
accumulation of knowledge, and pattern recognition. In accordance with
Bloom's taxonomy, the game requires the child’s understanding and
application while analyzing a constantly changing situation throughout the game.
While the child is immersed and focused on finishing the different levels of the game, they are exposed to mathematical concepts hundreds of times and practice thousands of geometric shapes with constant shape manipulation, all the while, rediscovering the basic characteristics and principles of geometry.
While the game concentrates on teaching geometry, the store is designed to optimally develop the child's arithmetic capabilities of estimation, knowledge of numbers as well as using the decimal system.
Throughout each stage of the game, the child is invited to the Wizard Wall to buy magical spells and gain knowledge. The ability to purchase four magical spells each time requires the child to develop the ability to estimate numbers for maximizing their money's fullest potential, while preparing them for real-world activities such as purchasing items with a shopping cart at a store.