Question 1

Why games children already know?

Accepted Answer

Because familiarity removes the learning barrier entirely. When a child already knows how Battleships or Connect Four works, they don't need to read instructions or figure out new mechanics — they just start playing. The times tables practice is embedded in the game itself, so the learning happens naturally, without the child feeling like they're doing 'work'. Children who are anxious about maths are much more likely to engage when the game itself feels safe and familiar. It also means there's no warm-up time lost — from the very first session they're practising recall.

Question 2

Why do games work better than flashcards?

Accepted Answer

Flashcards test recall — they don't create it. A child who doesn't already know a fact will see the correct answer, feel embarrassed, and move on. This process, repeated hundreds of times, produces two outcomes: modest improvement for facts already partially known, and deepening anxiety about facts that aren't. Games work differently. The multiplication question is embedded inside a strategic decision — which cell to bomb, which column to drop a piece in — so the child is motivated by the game outcome rather than by the fear of getting the answer wrong. The question becomes a means to an end rather than the end itself. This shift in framing is not trivial. It changes the emotional context of recall entirely, which is why children who refuse to use flashcards will happily play a multiplication game for 20 minutes without complaining.

Question 3

Why do games work better than practice software and quiz apps?

Accepted Answer

Most multiplication practice apps are essentially digital flashcards — they present a question, wait for an answer, and score it. The child is fully aware they're being tested. For children without anxiety this is fine; for the large proportion of children who already associate times tables with failure, it reproduces the same stress they feel in the classroom. The difference with genuine games is that the child's primary goal is winning the game, not answering correctly. The multiplication question is a stepping stone, not the focus. This means children are in a fundamentally different psychological state during practice — engaged, competitive, and emotionally neutral about getting a question wrong — because getting it wrong just affects the game, not their identity as a 'maths person'. That state produces dramatically better practice volume and better retention.

Question 4

Why do games work better than exercise books and worksheets?

Accepted Answer

Exercise books and worksheets have two structural problems. First, they produce a permanent, visible record of every mistake — which is particularly damaging for anxious learners who are already convinced they're bad at maths. A wrong answer crossed out in a book is a piece of evidence that confirms their belief. In a game, a wrong answer simply means losing a ship or missing a turn — it's just part of the game. Second, worksheets don't self-adjust to a child's ability. A child working through a page of 7× questions will either find them too easy (boring) or too hard (demoralising). Games can be played at any table the child chooses, and the competitive element naturally calibrates challenge — playing against the computer means the child can go at their own pace without comparison to peers.

Question 5

Do children actually practise more with games than other methods?

Accepted Answer

Yes — and this is the single most important factor in times tables improvement. Improvement is a function of practice volume multiplied by engagement quality. Worksheets and flashcards produce short, reluctant sessions because children tolerate them rather than choose them. Games produce long, willing sessions because children want to play. A child who voluntarily plays a 15-minute times tables game three times a week is getting 45 minutes of high-engagement multiplication practice. The same child doing a 5-minute flashcard drill twice a week — because that's all they'll tolerate — gets 10 minutes of low-engagement practice. The difference in outcome after a term is not marginal.

Question 6

Do they need an account to play with a friend?

Accepted Answer

No — and that was a deliberate design decision. We know that asking a friend to create an account before they can play is a massive drop-off point. With XTables Champions, the subscribing child simply sends a link. Their friend clicks it, types a name, and they're in the game within seconds. No sign-up, no email verification, no friction. This makes the 'invite a friend' feature genuinely usable rather than something that sounds good but never actually gets used.

Question 7

Can they choose which times table to practise?

Accepted Answer

Yes — before each game, the child picks which times table they want to work on. This is intentional. Children have a much stronger sense of ownership and motivation when they choose their own challenge rather than being assigned one. It also means a child can focus on their weak spots, or revisit a table they want to consolidate. Parents and teachers can also assign specific tables through the dashboard if they want more directed practice.

Question 8

Is it competitive in a way that puts children off?

Accepted Answer

This was one of the core design challenges. Traditional competitive games in education often backfire because the weakest children consistently lose, which reinforces their belief that they're 'bad at maths'. We solve this with smart level matching — children are paired against others at a similar ability level, so winning is always achievable. The competition feels real and motivating without being demoralising. For children who are very anxious, the vs-computer mode means they can build confidence before competing against anyone at all.

Question 9

How much times tables practice do children actually get during a game?

Accepted Answer

More than most people expect. In a typical game of times tables Battleships, a child will answer 30–50 multiplication questions in a single 15-minute session. In times tables Bingo, it's 20–40 questions in 10 minutes. These numbers compare favourably to a standard worksheet (typically 20–30 questions in 10–15 minutes) — but with a critical difference: the child is choosing to play again. A child who finishes a worksheet is finished. A child who finishes a game immediately wants a rematch. The cumulative practice volume over a week of voluntary play is substantially higher than any parent-enforced drill routine.

What matters	XTables Games	Flashcards	Quiz Apps	Worksheets	Times Tables CD
Child wants to do it
Works for anxious learners
High practice volume
No fear of wrong answers
Social & multiplayer
Progress tracking
Works on any device
Child chooses table to practise
Engagement lasts beyond 10 mins
No record of mistakes

Times tables games
they actually want to play.

Play with anyone, anywhere

vs the Computer

vs a Friend

Invite a Friend Online

vs a Parent

Whole Class

Children practise times tables more when they're having fun.

Why games beat everything else

Why games? The honest answers.

Not ready for games yet?

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Times tables gamesthey actually want to play.