Building Priority Patrol: A Game-Based Approach to Teaching Prioritization Skills
The Problem
After a decade of designing learning experiences, I've learned this: knowing how to prioritize and actually doing so under pressure are entirely different skills.
Traditional time management workshops (PowerPoint slides on "urgent vs. important" and maybe a handout) don't teach people to make real-time decisions under pressure.
That's why I created Priority Patrol.
What Is Priority Patrol?
Priority Patrol is an HTML5 learning game where players are busy learning, as designers juggle multiple client projects. You've got 60 seconds to drag and drop six tasks into the correct priority zones: High, Medium, or Low.
The mechanics:
Drag-and-drop task cards with realistic workplace scenarios
Countdown timer creates urgency
Immediate feedback showing which decisions were correct and why
Scoring system with points for accuracy and time bonuses
Replay option to practice and improve
The game is built for expansion. I can easily swap in scenarios for different industries or roles. For this version, I focused on nailing the core mechanics.
The Research Behind the Design
Every design decision is grounded in learning science:
Game-Learning Connection: Garris, Ahlers, and Driskell (2002) showed that specific mechanics, such as timers and scoring, create engagement cycles that drive learning.
Immediate Feedback: Van der Kleij et al.'s (2015) meta-analysis proved that immediate, specific feedback significantly improves learning outcomes. That's why Priority Patrol shows exactly which tasks you prioritized correctly with explanations.
Cognitive Load Management: Following Mayer and Moreno's (2003) principles, I created a clean interface with color-coded zones and clear task descriptions. Under time pressure, a confusing design is the last thing learners need.
Motivation Through Gamification: Sailer et al. (2017) showed how game elements satisfy psychological needs. Points provide competence feedback, the timer creates optimal challenge, and replay options support autonomy.
Evaluation Framework: Using Smidt et al.'s (2009) application of the Kirkpatrick Model, the game can be evaluated across four levels: reaction, learning, behavior change, and organizational results.
Evidence-Based: Clark et al.'s (2016) comprehensive review proved that well-designed games improve learning outcomes with moderate to strong effect sizes.
My Design Process
I started with Action Mapping methodology, focusing on what learners need to do differently, not just what they need to know.
The target behavior: Making sound prioritization decisions under time pressure.
Not: Reciting definitions.
From there, I identified realistic scenarios, designed mechanics that mimic real-world pressure, built in constructive feedback, kept the interface clean, and made it replayable.
What's Next?
This version is just the beginning. The architecture allows for:
Industry-specific scenarios
Progressive difficulty levels
Team discussion modes
Analytics dashboards
But most importantly, I wanted to prove a point: behavior-focused learning doesn't have to be boring. When you ground game design in solid research and focus on real-world application, you create training that actually changes how people work.
Want to see it in action? https://prioritypatrolgame.emilygreendesign.com/
Interested in custom game-based learning solutions? Let's chat.
References
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467. https://doi.org/10.1177/1046878102238607
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual and Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125
Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881
Emily Green is a Learning Experience Designer specializing in behavior-focused training solutions.
