Presentation games

What is a short participation game for?

When designing short participation games for a presentation, first decide what kind of thinking or decision-making you want your audience to do. A game can offer an opportunity to think about the presentation’s main message; it does not have to be just a fun activity inserted between sections. Participants can make a prediction, choose between two options, or try to identify the main idea in a short section of a talk. Explain in advance how they should respond and how the activity will end.

Unlike general presentation preparation, this guide focuses on designing the game’s purpose, rules, and place in the presentation flow. If your presentation’s main message is not yet clear, start with the guide to identifying your presentation’s key messages.

What to clarify before you design

Write these five points on a sheet of paper or a draft slide:

• Purpose: What do you want the audience to notice, remember, or choose by the end of the game?
• Participants: How familiar are they with the topic? Should they respond individually, in pairs, or in small groups?
• Timing: How much time can you set aside to explain the instructions, invite participation, and connect the results to the main message?
• Response format: Choose an approach that suits your setting, such as a show of hands, spoken responses, a short note, or a discussion in pairs.
• Transition: What will you talk about after the game? What point will you connect participants’ responses to?

The venue, group size, and presentation setup can affect the response format. If you are unsure about these conditions, plan a backup that does not require extra tools; for example, try using hand signals instead of spoken responses. This is a design suggestion, not a guarantee that the same approach will work in every setting.

Build the game step by step

Start by writing a one-sentence task: “Now, …” Then add how much time participants have and how they should share their responses. If you need multiple rules, scoring, or rounds, explaining the activity may take longer; remove unnecessary steps based on what your presentation needs to accomplish.

Place the game in a three-part flow: instructions, participation, connection. State the instructions clearly; if needed, also display them briefly on screen. Give participants a chance to think or share. Then explain how their responses relate to the presentation’s main idea. You do not have to comment on every response individually; prepare a connecting sentence so the activity does not end without a takeaway.

If you are considering using digital Q&A, the official Google Slides Help explains how to start a live Q&A session and display a link during the presentation so audience members can submit questions: in the presentation window, use the arrow next to the Slideshow menu, choose Presenter view and Audience tools, then select Start new to begin a session. In an organization or school account, there may be a setting that controls who can submit questions, so check the on-screen options before the activity. This digital feature is not an essential part of the game; you can also choose a tool-free format, such as a show of hands or spoken responses (Google Slides Help: Accept and present audience questions).

In the Nutshell Games, an event for short research presentations, contestant presentations are no longer than 90 seconds; judging criteria also include capturing the audience’s attention and communicating research in language suitable for the general public. This does not mean that every presentation or participation game has a 90-second rule; it is an example of the rules for a specific event (Virginia Tech: Nutshell Games rules and judging criteria).

Hypothetical example: an energy-saving presentation

Purpose: Get participants to think about how a habit relates to energy use. Timing: About three minutes; this is a duration chosen only for the sample flow, not a required standard. Group: A medium-sized audience of adults. Tool: A slide showing two options; no special app is required.

• Task: “What do you do when you leave a room for a short time: turn off the light or leave it on?” Participants indicate their choice by raising their hands.
• Pair discussion: “Share one reason that influenced your choice with the person next to you.” Set aside a short time for the discussion.
• Connection: Share one finding or explanation that you have verified with its source and plan to use in your presentation. Then ask, “Did this information affect your choice?”

In this example, responses are not graded like exam answers. The aim is to get participants thinking about their habits and transition to the presentation topic. The scenario in the example does not, by itself, prove a claim about energy conservation; if you use factual information or a number, verify its source separately.

Test the draft and troubleshoot

Rehearse the game aloud before the presentation. Ask someone hearing the instructions for the first time to explain in their own words what they should do. If they misunderstand, simplify the instructions or remove an unnecessary rule. Then try the game within the presentation flow and check whether the transitions before and after it are clear.

• No responses: Try offering an easier way to respond or allowing a brief period for individual thinking first. Do not pressure participants to speak.
• Responses are running long: Set a clear limit, such as “in one sentence,” and say how many responses you will take. When time is up, return to the main message politely.
• The question is unclear: Give only one task at a time; distinguish the options briefly and clearly.
• The technology is unavailable: Switch to the show of hands, spoken responses, or pair discussion you planned in advance.
• The game is drifting off topic: Prepare a closing sentence that identifies the idea in the presentation you will connect participants’ responses to.

As another example of a short activity, James Madison University suggests giving a short presentation, then asking small groups to restate its main points for a particular audience. The activity also uses discussion questions to consider what the groups chose to include or leave out. If you use it in your own setting, adapt the group and timing arrangements to your audience (JMU: “Spread the Word” activity).

Final checklist

• Does the game have a clear purpose related to the presentation?
• Are the instructions, response format, and endpoint clear?
• If you are using an extra tool or digital feature, have you checked that it works in your setup before the activity?
• Have you offered participants a suitable way to respond?
• Is there a sentence ready to connect their responses to the main message?
• Is there a tool-free alternative you can use if something goes wrong?
• Have you checked the information and claims on the slides against their sources?

If you are planning a more visual activity, you can also consult the guide to creating classroom games with Google Slides. This link does not guarantee that a particular feature will be available in every account or presentation setup; check the tool you plan to use and your access to it in advance.

Frequently asked questions

How long should a short participation game last?

Decide based on the presentation’s overall length and the activity’s purpose. Rehearse the instructions, participation, and connection of the results to the main message together. If explaining the activity takes longer than the activity itself, consider simplifying the design.

What should I do if participants do not want to speak?

Do not make spoken responses the only option. Offer an approach suited to your setting, such as thinking quietly, using a hand signal, or sharing with the person next to them. Have a closing sentence ready so you can move on to the main idea even if no one responds.