LifeTiles is a discussion-based card game designed to help high school students build real-world life skills — financial literacy, career readiness, emotional intelligence, introspection, and self-care — within the context of a standard classroom period. Instead of focusing on winning or losing, the game centers on introspection, collaboration, and conversation.
Players draw cards covering topics like writing emails, handling stress, tipping culture, or navigating job interviews. Each round creates space for students to share, role-play, and reflect, making the game a soft entry point into the often-overlooked skill of “how to be a functioning adult”.
The idea for LifeTiles was born from research into educational inequality and the gap in soft skill development in public high schools. Originally imagined as a modular third-space classroom, the concept evolved through user interviews, in-class testing, and mentorship during the National Science Foundation's I-Corps program and the SXSW EDU Conference. After several prototypes and gameplay pivots— from a linear board game to a flexible card system —we created a tool that’s not only teacher-friendly but also student-driven. LifeTiles can thrive in the margins of core subjects, bringing critical 21st-century skills to students who might otherwise lack them.
Read the full Design Report here
01 — Initial PROBLEM STATEMENT:
How do we create opportunities for students to access specialized education without going through the process of reforming the entire American educational system?
Early pin-up sketches exploring modular classroom infrastructure using shipping containers.
02 — Research & Interviews
Over 40 interviews with educators, superintendents, and counselors revealed a gap in the development of soft skills.
“Since Covid, student discipline has been more challenging. Students have had more difficulty in learning the norms and social cues of school. They have a harder time interacting with each other and getting along.”
- J.Suber
“Students learn how to write essays, but forget grammar when writing emails.”
- V.Powell
Thus, we narrowed our problem scope to how we can authentically engage high schoolers in developing 21st-century skills within their school’s existing curriculum.
03 — First Prototype: LINEAR Board Game
Combining features from DnD and Game of Life, our first iterations included a linear map, designated themes, and competition for the sake of engagement.
Prototype focusing on aesthetics and form.
However, with more critical introspection, we defined our game’s purpose as fostering self-discovery and critical skills through non-linear, non-competitive play — this structure felt more representative of self-actualization.
04 — Pivot: Card-Based Gameplay
After feedback, we moved to a discussion-based card game. No winners, no finish line.
Low-fidelity prototype of test cards with handwritten prompts.
05 — User Testing
In-class playtests helped us refine content, card types, and pacing until we had a smooth run through of the game.
Insights from our user tests are in the full design report.
06 — High-Fidelity Prototype
Designed a deck with updated aesthetics and content grouped by topic: Career, Inbox, Finance, Self-Care, and Self-Reflection.
Final card layouts, physical packaging mockup, and user test with final prototype.
07 — SXSW EDU Feedback
We shared LifeTiles with educators and EdTech mentors for early adoption and to gain user feedback from them. This helped us refine content on the cards, create tools for facilitators, and strategies for evaluation.
Updated cards, updated gameplay, and a mock-up of a digital card creator for facilitators. Read more in phase 2 of the design report.
