The Price Is Right: Game Exercise



Today’s class was very entertaining, during class I created a mock up of one of The Price Is Right’s TV show games and also was able to modify my group’s game of the same TV show.

First, I created a mock up of the game called Any number. The game’s five core design elements are:


The first digit in the price of the car is revealed when the game begins; the digits 0 through 9 each appear once in the remaining 10 spaces, including a duplicate of that first digit. The contestant calls out digits one at a time, revealing them in the prices of the prizes on the board, and wins the first prize whose price is completely revealed.

Core Mechanics: what gets the contestant through the game is just pure luck.

Space: Gameboard is unique with an oval shape with colors red white black gold/silver.


A gameboard contains spaces representing five digits in the price of a car, three digits in the price of a smaller prize, and three digits representing an amount of money (less than $10, in dollars and cents) in a Piggy Bank

Goal: The goal is to pick five digits which represent the price of the car.

This is a mock up of the gameboard of the “Any Number” game.

Any Number game mock up picture

In my mock up game a $21,680  2013 Honda Accord and a $549 Laser Interceptor were set as the prizes and $2.37 as the Piggy Bank. As you can observe the number 2 is given at the beginning of the game in the mock up picture and it is the first number on the price of the car. The contestant can pick a number from 0 through 9 one at the time until all the boxes of a least one prize fills up (which the selection of a number, a box fills up in the corresponding prize category). For example, if the contestant picks the numbers 0, 1, 2, 6, and 8 before the the Laser Detector or Piggy Back boxes are filled with numbers then that contestant gets the brand new Honda Accord.

Once I finished with my mock up game I shared it with the rest of my classmates which were in the same group as I. After playing each others game, we decided which game was going to represent us as a group. My group’s Price Is Right game was called Credit Card. This game’s five core design elements are:

Rules: The player chooses a credit limit out of the container.  Then they will have to select three items (one at a time) that totals below the credit limit they chose.  If their total does not exceed the credit limit, they will win all eight prizes!

Core Mechanics: The player has to have a good estimate of how much these items cost

Goal: The players goal is to try and guess which 3 items total won’t exceed the credit amount they chose

Space: The items just have to be visible to the player so it is best that they stand in front of the credit limits container and the item cards

Components: Eight cards with 1 item on each (the price is on the back but the player is not able to see it), a container with different credit limits, calculator for adding up the price of the items.


mock up of the Credit Card game

The modification I made was a rule change. In the original game if the contestant chooses three items below the credit limit him or her wins all the prizes in the game. My rule change is this:  If the contestant chooses three items below the credit limit him or her wins all the prizes in the game OR can choose to receive a cash sum that is significantly less than the total price of all the prizes in the game. This rule change gives the contestant a choice.  I made the cash prize be significantly lower than the total price of all the prizes in the game because TV show prizes usually represent a sponsor of the show. A significantly lower cash prize discourages the contestant from choosing the cash prize and allows the sponsor’s products choose then over cash. The contestant would normally choose this cash option only if she or he truly needs the cash. My class mates seemed to be okay with this change.

Personally I like this post because by writing it understand how games are very useful teaching tools. Not only they entertain, but also help the players grasp the rules and concepts involved in them. A deeper understanding is better obtained by attempting to change the rules of the game. Changing the rules requires the player to take a closer look at the original rules and requires more creativity. A game linked with an academic lesson can enhance the learning of students.