My presentation is about multimodal communication between players of a card game, and how the playing cards as visual artifacts are used for communication, in combination with other modalities such as talk or gesture. The purpose of the study is to support the design of educational games through a better understanding of the relation between visual artifacts and observational learning. I have video-recorded children engaged in playing the game Set1 in a Swedish leisure-time center, and excerpts of the video recordings have been analyzed in order to describe how players communicate and coordinate with each other. Playing Set involves establishing areas with different functions: the display with cards to combine into sets, the construction area where a player matches cards, and stacks of found sets for each player or team of players. These areas, and their placement, reflect the state of the game: who plays with whom, and who is in turn to act. Unlike talk or gesture, visual arrangements of objects remain visible, and thereby available as a resource for further actions of participants (Streeck 2011). Communications about how to play the game are often produced by acting on or attending to the playing cards: protecting cards from intruders, or pushing a card towards another player. From the point of view of design, it is important to follow how visual artifacts in combination with participants’ bodies define the visual scene and constrain what parts of the game that are visible to participants (Goodwin 2000). There is no clear boundary between players and observers: those who stand behind the players and watch are learning as well, which make them part of the target group for educational game design.