The creation of the "Data Decks Challenge" represents a unique educational endeavour within the domain of computer science. The card game was inspired by the Happy Families card game, with the goal of collecting 4 cards on the same subtopic. The idea of the game was conceived after marking Pre-UPS 2 test scripts, where I noticed students often got confused between Subtopic 2.2: Computer Architecture and 2.3: Classification of Network.

This card-based game is composed of a meticulously designed deck of 108 cards, with each card bearing a statement drawn from one of the 13 subtopics within the SC015 computer science syllabus. The fundamental concept of this game is rooted in sound educational principles, primarily underpinned by experiential and constructivist learning theories.

In this game, students were first given 4 random cards each. The rest of the cards were placed in the middle, facing down. The game commenced with the selection of a starting player who took the first turn. Subsequent turns proceeded clockwise, in alignment with the game's rules. During their respective turns, players had the responsibility of selecting one card from their hand and placing it face-up in the center. Each player was then faced with a pivotal decision to make, the essence of the game's strategic nature. They could either opt to draw a fresh card from the central deck or choose one of the face-up cards that had been previously played by other participants. The overarching objective was for every player to accumulate a set of four cards related to the same subtopic, symbolizing a thorough and comprehensive understanding of that particular subfield within the computer science syllabus. The game unfolded as each player took their turn, adhering to the clockwise rotation that was established at the outset. The first five players to have successfully collected 4 cards belonging to the same subtopic were declared as winners. 

Following the conclusion of the game, it was deemed beneficial for the participating students to engage in post-game reflection. The discussion revolved around the subtopics, the reasoning underpinning card choices, and the strategies employed during gameplay. This reflection deepened the participants' understanding of the subject matter.

It not only broadens students' knowledge base by exposing them to an array of computer science subtopics but also hones their critical thinking and decision-making abilities as they strategise to collect subtopic-related cards. Additionally, it necessitates the synthesis of theoretical knowledge, thereby fostering an enriched and nuanced understanding of the subject. Indirectly, it was also designed such that the constant readings of the cards would rekindle students' memory of the elements learnt in class, thus acting as a revision.