Unlike ordinary game-based learning activities, mini-flipped game-based learning requires cognitive design, including the players’ attention areas in the game, flow, cognitive level, cognitive load, situated learning, role-playing, and anchored instruction. It also includes the interactive design based on social psychology to help learners get involved in a positive social interaction and an emphatic and altruistic context for learning. A mini- flipped game needs to include three elements, including autonomous learning, collaborative discussion, and scaffolding. Since the mini-flipped game only takes a very short time, it can work with curriculum schedule easily to increase students’ inner motivation. Our preliminary research findings show that this game promotes learning performance. It is expected that this game can effectively help students’ understanding and assist learner-centered group discussion activities. Students’ motivation in autonomous discussion can be increased and their anxiety can be reduced. This not only solves problems in learner-centered activities, but also works with other teaching methods.