During the "Heartbeat 300 Passionate Classroom Sharing Moments" at the 2026 TEAM Model Experts Conference, Teacher Lin Chia-Hua from Zhongxiao Junior High School in New Taipei City delivered a presentation titled "HiTeach Self-Made Board Games as Teaching Artifacts." She shared how she transformed first-aid knowledge—such as bandaging and hemostasis—into gamified assessments that students eagerly challenge repeatedly. Facing the unique learning motivation and attention challenges of adolescent junior high students, Teacher Lin leveraged HiTeach self-made board games, real-time AI feedback, and cloud leaderboards to shift student mindsets from fearing tests to actively seeking challenges, turning mistakes into review opportunities and forming a complete learning loop.
For many students, tests often signify pressure, point deductions, and frustration. However, in Teacher Lin Chia-Hua's classroom, through HiTeach self-made board games, real-time AI feedback, and cloud leaderboards, assessment is no longer merely a check on whether students know the answers—it becomes a learning journey where students actively embrace challenges and review voluntarily.
Junior high classrooms present distinct challenges compared to elementary, high school, or university settings. Students going through adolescence are easily distracted, and their emotional reactions are more direct. Teachers may lecture passionately at the front, but students in their seats might not be keeping pace; some students who need practice lack interest in conventional paper tests. For junior high teachers, fostering genuine student engagement is often far more challenging than simply delivering curriculum content.
Teacher Lin Chia-Hua understands this environment well. She noted that whenever students hear they are borrowing tablets today, they immediately ask: "Are we using HiTeach today?" This sense of eager anticipation is precisely the learning atmosphere she has built over time. Technology is not implemented to make the classroom look noisy or busy, but to encourage adolescent students who might otherwise resist or lose focus to direct their attention back onto learning tasks.
Seamlessly connects physical first-aid practice (e.g., bandaging and hemostasis) with HiTeach board game challenges, combining hands-on practice with key point reviews.
Utilizes games like "Goldfish Scooping" for reflex speed and "Slingshot King" for physics trajectory puzzles, prompting students to think strategically while answering.
Explanations pop up instantly upon incorrect answers, creating a complete feedback loop of "Answer ➜ Error ➔ Analysis ➔ Correction ➜ Retry" without fear of penalty.
Scores broke 8,000 points as students intensively reviewed knowledge to catch up with high scores; even temporary -1,200 penalties fueled competitive determination instead of despair.
The case study Teacher Lin shared focused on first-aid instruction. First-aid education requires not only memorizing facts, but also hands-on student practice in bandaging and stopping bleeding. However, Teacher Lin observed that students' practical execution skills have declined, often leading to frustration when bandages or tourniquets are improperly applied. Content that is easily forgotten and demands repeated practice can feel dry and tedious if taught solely through lectures or paper tests.
Therefore, Teacher Lin did not simply turn the entire lesson into a game. Instead, she had students complete physical hands-on practice first, and then converted first-aid knowledge points into HiTeach self-made board games. Students tackled game challenges on tablets, where questions directly reinforced the first-aid steps they had just practiced. From teacher explanation and tablet operation to instant data feedback, the entire class flow progressed seamlessly, naturally connecting practical execution with conceptual review.
In terms of game design, Teacher Lin deployed different types of mini-games to boost student engagement. For instance, "Goldfish Scooping" tests reaction speed, while "Slingshot King" incorporates physics trajectory and puzzle-solving mechanics, requiring students to consider strategy beyond merely selecting an answer option. As students play, the teacher acts as a coach, throwing out timely questions to guide students back to core first-aid concepts rather than chasing scores alone.
The most crucial element here is not just that games are fun, but that HiTeach turns "mistakes" into immediate learning opportunities. In traditional testing, students who answer incorrectly often see only point deductions, leading to frustration. In gamified assessment via HiTeach, an incorrect answer is not the end; the system immediately displays explanatory feedback, showing students where they made a mistake and how to adjust next time.
Thus, an error is no longer a failure, but the beginning of review. Upon making a mistake, students receive immediate feedback and re-challenge the question right away. This real-time loop forms a complete learning cycle: Answer ➜ Error ➔ Analysis ➔ Correction ➜ Re-challenge. When a student asks, "Teacher, can I try again?", it indicates they are no longer passively receiving a test, but actively striving to master knowledge and achieve higher scores.
Teacher Lin mentioned that scores even broke the 8,000-point mark in class as students frantically reviewed first-aid material to beat high scores. Interestingly, even when a student received -1,200 points due to game penalties, the setback did not cause them to give up; seeing classmates hit max scores ignited their competitive spirit instead. For junior high students, this combination of challenge, comparison, and second chances is far more compelling than simply telling them "you need to study."
This reveals the profound value of gamified assessment in junior high settings. Adolescent students do not necessarily dislike learning; they need an entry point that provides a sense of participation, achievement, and challenge. When assessment transforms from "being inspected" to "wanting to challenge," student learning motivation is reignited.
Teacher Lin Chia-Hua warmly describes herself as a "HiTeach fan." Whenever HiTeach launches new features, she eagerly tests them out, even playing with self-made board games until 1:00 AM before summer sessions just to explore how to bring them into class the next day. To her, HiTeach is more than a tool; it functions as a platform that continually inspires instructional creativity. From self-made board games and cloud leaderboards to easily replicable templates, teachers can quickly convert key curriculum content into engaging game missions.
More importantly, this approach does not demand that teachers make every single lesson heavily tech-driven. Teacher Lin emphasizes that not every class needs to run this way; however, integrating HiTeach gamified activities into key lessons creates fresh learning expectations. Especially in junior high schools, when students hear that "borrowing tablets" signifies an upcoming interactive challenge, their focus, motivation, and engagement undergo a remarkable transformation.
From physical first-aid practice to tablet mini-games, and from error analysis to re-challenging questions, Teacher Lin Chia-Hua's classroom illustrates the vital value of HiTeach self-made board games in secondary education. It turns testing from a mere checking tool into a learning process that fosters review, corrects misconceptions, and elevates motivation.
For junior high educators managing adolescent classroom dynamics and learning motivation, creativity and flexibility are essential. Teacher Lin's practice demonstrates that when digital tools closely align with real classroom needs, assessment evolves from pressure into challenge, and mistakes transform from setbacks into starting points for progress.
HiTeach self-made board games enable students to do more than answer questions—they actively review, comprehend concepts, and correct errors through repeated challenges. When students look forward to the next challenge and ask if they can try again, classroom assessment is no longer just evaluation, but genuine learning in action.
