The beginning of a skills course is not just the time to introduce content, but also a “golden” moment to engage learners, create positive energy, and build an open learning atmosphere. A cleverly timed mini game at this point can increase participant engagement and attachment by up to 80% throughout the learning journey, according to internal surveys from DPS.MEDIA's corporate training classes.
Mini games are not just “for fun”, but are strategic tools help create a connection rhythm between instructors and learners, especially in online learning environments or soft skills classes where interaction is vital. From a behavioral marketing perspective, a positive initial experience unlocks the psychological readiness to receive knowledge – a core factor leading to effective training.
As a partner accompanying hundreds of Vietnamese SMEs in internal training projects, we have found that: classes that start well maintain enthusiasm longer and have significantly improved learning performance. Therefore,choosing the right opening mini game is not only a pedagogical initiative, but also a strategic lever helping courses achieve greater long-term success.
Create an exciting atmosphere with creative warm-up mini games for skill classes
Connect emotions right from the very first moments
According to research by Harvard Business Review (2021), “emotional warm-up” is an important factor in building a positive learning experience, especially in skills training environments. DPS.MEDIA has successfully applied this through workshops for SME businesses in Ho Chi Minh City, with the mini game “3 Stories – 1 Keyword” helping learners interact and reveal their personalities naturally.
- 3 Stories – 1 Keyword: Each person chooses any word to describe themselves, links it to 3 real-life situations. The remaining players must guess what that keyword is.
- Future Scenario: Each group draws “an ideal working day” in 2030 – from there expanding imagination and building confidence in personal abilities.
Mini games are not just for playing but to activate thinking
A philosophy DPS.MEDIA always maintains in consulting sessions is: “Play to learn more effectively, not just to fill time.” From that, we design warm-up mini games following the T.O.P model (Trigger – Open – Play), helping learners to:
- Trigger: Activate attention at the start of the course
- Open: Open up an unlimited sharing space
- Play: Flexible interaction to form active learning habits
Suggested mini game board for skill classes (by age and objective)
| Game Name | Age | Skill Objective | Suggested Duration |
|---|---|---|---|
| Magic Mirror Reflection | 18–30 | Self-awareness & feedback | 10 minutes |
| Truth Card | 25+ | Active listening | 12 minutes |
| Team Forecast | 30+ | Team leadership thinking | 15 minutes |
“Learning begins with curiosity – and mini games are the first spark” – quoted from Lynda Gratton, Professor of Organizational Behavior at London Business School.
Spark connection among students through interactive group games
Connect emotions through short group challenges
One of the most effective ways to create sustainable engagement among learners right from the very first day is through streamlined group interaction activities, combining play and learning. From the perspective of DPS.MEDIA when implementing internal training programs for clients in the F&B and logistics industries, we have found that games create interdependence will quickly activate the “psychological safety model”, which is a key factor in promoting open knowledge exchange within the group (The Fearless Association – amy C.Edmondson).
Try a game like “Internal Password”: each team receives an encrypted piece of information, which can only be solved if each member deciphers a separate part. The hidden lesson behind this? Interdependence and respect for individual roles in collective efforts.. This is the method DPS used in a middle management skills class for a partner in the seafood industry, and the result: 90% of learners felt heard and were ready to share their true opinions in subsequent sessions.
Mini game “Reverse Portrait”: create a deep, non-forced bridge
According to research from Stanford University (2021), “activities that encourage participants to reveal more about themselves, especially ‘safe flaws’, help quickly trigger social dopamine – a key factor in forming group connections.” A popular version is: each group of 3 people will describe each member using only images, symbols, or signs – no words allowed.
After that, each person guesses which description is about themselves and why. The interesting thing is that curiosity and nonverbal communication will break the stiffness of the first session, while also creating deeper stories about personalities. This is a factor DPS often suggests for “rapid ice-breaking” in creative workshops or onboarding leadership programs.
| Game name | Development Skills | Duration |
|---|---|---|
| Internal Password | Collaboration – Group Logic | 15 minutes |
| Reverse portrait | Empathy – Nonverbal communication | 10 minutes |
| Personal experience map | Self-awareness – Sharing goals | 20 minutes |
Integrate course content into mini games to increase engagement
Connect theoretical information through interactive games
One of the creative ways proposed by DPS.MEDIA is to integrate the foundational knowledge of the course into the mini game script right from the very first lesson. This is not only a method to help learners approach the content in a passive but intentional way,but also sparks curiosity when “the lesson content is the answer to the game”. According to research from Stanford University (2022), learning through games increases knowledge retention rates by up to 85% compared to passive learning.
Practical example: In the course “Decision-making skills for young leaders”, DPS.MEDIA implements the mini game “Road to Everest” – where learners must make a series of life-or-death decisions based on orientation data from the lesson theory. The special point is that the more accurately the theory content is applied, the easier the group overcomes the challenge.
Design gameplay closely aligned with student insights
For the mini game to truly be effective, the factor of contextualizing content needs to be prioritized. We encourage teachers to use the following scenario simulation board to ensure consistency between course content – learning objectives – game elements:
| Factors | Game design example | Expected results |
|---|---|---|
| Lesson content | Positive feedback skills | Memorize smart feedback techniques |
| Gameplay | Mini game “Reply and Win” – choose the correct response | Better real-life communication reflexes |
| Game motivation | Group scoreboard | Stimulate competitive and cooperative spirit |
Based on experience accompanying more than 20 internal training brands in Vietnam, DPS.MEDIA has found that courses with integrated gamification from the start often achieve completion and interaction rates above 90%. Transforming dry content into an experiential discovery journey helps learners “learn – play – deeply remember”.
Apply digital technology to enhance the mini game experience in class
Quickly connect students with interactive gamification
Using digital technology to bring mini games into the classroom is no longer unfamiliar – but according to DPS.MEDIA’s experience, the “emotional touchpoint” with learners is the most important. We often use digital platforms such as mentimeter, Kahoot! or ClassPoint to create quick games in the first 5-10 minutes, helping learners break out of unfamiliarity and enter a “psychological safe zone” for more effective learning.
For example, in a communication skills class, the mini game “Who is the Mystery Person?” allows learners to create a digital avatar on the website, answer 3 short anonymous questions, then the whole class guesses who is who. Tools like Slido or Padlet help collect data quickly and display lively results. The class is not only lively at the start but also establishes deep connection within the first 15 minutes.
Use game data to instantly adjust training content
One breakthrough method is to use integrated data boards (real-time analytics) right after the mini game. Below is an example that DPS.MEDIA implemented for an internal leadership skills training opening session for SME businesses:
| Competency group selection | Number of learners | Content adjustment |
|---|---|---|
| Group communication skills | 18/25 | Add small group scenario games |
| Conflict resolution | 12/25 | Insert real Vietnamese case study video |
| Make decisions | 8/25 | Push to the end of the session, group debate format |
This helps instructors flexibly adjust the course flow right in class, increasing satisfaction and personalizing the learning experience for each group of learners – an important factor according to Deloitte's (2023) report on the effectiveness of internal training in the digital age.
Reach Gen Z students through multi-platform experiences
Instead of just using one-way slides, we built the mini game “Skill Hunt” integrating Google Forms, Canva animation, and chatbot from Facebook Messenger. Learners complete tasks on multiple platforms, creating a continuous sense of achievement as if they are “beating” a skill game.
This approach is especially effective with Gen Z learners – who tend to learn through multi-sensory digital experiences. As digital education expert Gilly Salmon (2019) cited: “Gamification is not just a game, but a way of active learning that the new generation needs.” The keyword is not in the game, but in experiential and contextualization, exactly the “digital learner journey”.
Suggest games suitable for large and diverse student groups
Games help students connect quickly and naturally
In introductory skill classes with a large number of learners and high diversity, games with group interaction elements, not requiring complex props are always the optimal choice. At DPS.MEDIA, we have applied “Speed Dating Skills” – a speed dating simulation game but for learners to share about themselves according to pre-given topics such as: “Dream skill”, “Reason you chose this class”,…
This game not only helps learners break the ice naturally but also, teachers can quickly identify learner groups by main learning objectives – an extremely important insight if you need to flexibly adjust content to fit needs.
Light movement games with implicit meaning about group roles
An example suggested by DPS.MEDIA is the game “Group Lightning”: divide the class into small groups, each group sends a representative to quickly answer skill-related terms such as “Emotional intelligence”, “Constructive feedback”, “Time management”. For each correct answer, the whole group moves one step on the “imaginary racetrack”.
Below is a table suggesting mini games categorized by class objectives and learner characteristics:
| Class objectives | Learner characteristics | Mini game name |
|---|---|---|
| Develop communication skills | Mixed ages, unfamiliar with each other | Three-word story |
| Initiate personal creativity | Communication major students | The mysterious box |
| Effective teamwork | Company staff from multiple departments | Build a paper bridge |
Leverage games as a behavioral mapping tool
From the perspective of DPS.MEDIA – where data is always considered a strategic foundation, mini games are not just simple warming-up games.. Through this, you can map group behaviors (introvert – extrovert, contemplative – proactive) without needing a lengthy survey. For example, in a communication workshop by Vietfuture, just with the game “30s Expression” – where learners use facial expressions to convey an emotion – the organizers were able to “softly classify” participant groups to assign small group organization more effectively in the deeper workshop section.
How to organize mini games effectively with limited resources
Maximize what is already available
With limited resources, the important thing lies in how you leverage existing factors – space, time, and people. According to research from Stanford University (2020),Converting traditional educational resources into interactive tools increases student attention by 35% in the first 15 minutes of the course..At DPS.MEDIA, during an internal skills training program for SME marketing staff, we once used the “Chain Story” game with just one pen and one side of an A3 sheet—each person wrote one sentence, together creating a story from the course. The surprising result? The whole class laughed, remembered each group member’s name and the session topic within the first 5 minutes of the warm-up.
Optimize learner proactivity
An easy-to-organize but extremely effective mini game is “Personality Tagging”. Below is a table of ideas that DPS.MEDIA often advises for businesses conducting internal skills training:
| Personality Type | Sticker Name | Action in the Game |
|---|---|---|
| Likes to control | “Captain” | Leads the team to find lost members |
| Likes creativity | “Magician” | Designs a slogan at lightning speed |
| Enjoys listening | “The Rememberer” | Remembers 3 details from each other member |
From a strategic perspective, this mini game not only helps break the ice in the class but also initiates initial behavioral data—a valuable asset for instructors to use as examples and adjust their teaching style later.
The key is to design a minimalist experience
In the book “The Power of Moments” by authors Dan & Chip Heath, it is emphasized: “Memorable experiences come from surprise + strong emotion.” With a mini game at the start of a course, DPS.MEDIA recommends focusing on one of the following two factors:
- Surprise factor: The group name is created from 3 meaningless items in each person's bag.
- Emotional factor: Each participant shares a secret expectation about the course – this will be the emotional ‘anchor’ that helps them stay more focused throughout the journey.
A real-life example is a presentation skills training class organized by a DPS.MEDIA client partner. When students were grouped based on… the color of their shirts, the group cooperation rate increased by 281% in less than 10 minutes – according to the end-of-session evaluation form.
Measure the impact of mini games on motivation and learning outcomes
Mini games help increase dopamine and maintain attention
A study published in the journal Learning and Motivation (2021) showed that short interactive games like mini games can stimulate the production of dopamine – a neurotransmitter that plays an important role in maintaining attention and forming long-term memory. From DPS.MEDIA’s perspective, integrating mini games at the start of each training course is a psychological “kickstart” strategy for learners, especially effective for soft skills or leadership classes – where learners often feel hesitant or reserved at first.
Some metrics can be measured after the opening Mini Game of the class
From a practical implementation perspective, DPS.MEDIA often recommends that businesses or instructors measure the effectiveness of mini games based on both qualitative and quantitative indicators. Below is a summary illustration table:
| Measurement index | Short description | Collection method |
|---|---|---|
| Level of participation | Number of students actively participating in the game | Observation/compilation of live feedback |
| Level of retention | Rate of remembering key information after the game | 5-minute quick quiz after mini game |
| Excitement index | Positive attitude and connection among students | Emotional score at the start of the session from 1-5 |
Case study: Domestic FMCG and positive effects after 3 weeks
DPS.MEDIA once conducted a skills course for a domestic FMCG brand in Ho Chi Minh City, where the opening mini game was “Speed Connection” – learners found friends with similar interests through separate puzzle pieces. After 3 weeks, internal survey results showed:
- 90% of students said they felt “secure and approachable” with the class right from the first session
- Course completion rate 100%, increased by 181% compared to the previous course without applying mini game
- Interaction metrics in the internal group increased 2.3 times in the first week after opening
From DPS.MEDIA's perspective, mini games are not simply for “fun” but are tools to shape a positive learning culture from the very first moment – an intangible factor that strongly influences long-term motivation throughout the course.
Sharing from DPS.MEDIA
A suitable mini game not only helps reveal a positive atmosphere from the start, but also acts as a catalyst for learners to connect, open up, and be ready to embark on their skill development journey. When designing ideas for opening activities, it is important to understand the characteristics of the learners, the course objectives, as well as the organizational culture to create a truly meaningful experience.
From DPS.MEDIA’s perspective – a partner accompanying many SMEs in marketing strategy and internal training – we have found that lively learning experiences tied to interaction are key factors in maintaining learning motivation in the digital environment. Incorporating mini games into the classroom is a smart way to form habits of communication, reflexes, and flexible thinking – which are also essential skills in both personal and corporate brand development strategies. You can start experimenting with small, simple ideas, then measure effectiveness and continue to refine and expand activities in subsequent sessions. If you are interested in how to integrate mini games into digital training models, e-learning courses, or internal campaigns,you can learn more about gamification – a trend that is very popular in the field of media and education.
DPS.MEDIA would love to hear your thoughts on the most effective mini games you have experienced, or unique ideas you are nurturing for your upcoming class. Share in the comments below and let’s explore more ways to turn learning into an inspiring journey!
