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Justyna Prokop Ibrar Khan Arvin Dhabindra Shrestha

The document summarizes an evaluation of the educational children's game "I CAN SPELL" for ages 5-7. Researchers observed 14 children playing the game, interviewed the children and teachers, and identified issues. Key findings included the game being more educational than fun, confusion during play, and difficulty identifying interactive blocks. Recommendations included adding more levels, reducing blocks, and improving graphics/sounds. Teachers felt the game improved learning for weaker students.

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Ebrarkhan
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21 views

Justyna Prokop Ibrar Khan Arvin Dhabindra Shrestha

The document summarizes an evaluation of the educational children's game "I CAN SPELL" for ages 5-7. Researchers observed 14 children playing the game, interviewed the children and teachers, and identified issues. Key findings included the game being more educational than fun, confusion during play, and difficulty identifying interactive blocks. Recommendations included adding more levels, reducing blocks, and improving graphics/sounds. Teachers felt the game improved learning for weaker students.

Uploaded by

Ebrarkhan
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Justyna Prokop

Ibrar Khan
Arvin
Dhabindra Shrestha
Introduction
Evaluation of Children Game “I CAN SPELL”.

Age 5-7 years children took part in this evaluation.

Testing took place in school classrooms


Goals
To Improve the Children game .
To identify how long tasks take to be completed.
To find out the problems children faced when they
were doing the testing.
What makes the game difficult for them.
To find out coding issues that might affect game
functionality.
Goals
To make the game more
Challenging.
Fun
Engaging
Educational
What we Did
• Observation.
• Interview.
• Testing.
Participants
Age Number of Children

5 2

6 7

7 5
Testing
The Children were asked to play the game, they were told that
it’s a spelling game.
Human tutors were present and they were asked to observe
their students while they interacted with
the computer but were not actively involved in the
evaluation.
There were, however, lab assistants that helped students with
the interaction with the game if the students needed help
Observation
They were observed by our group members, and
the tutors as well . We looked at the way the
children played the game .
Observation was recorded.
How long did they take to play the game.
We observed what problems they faced.
Are they having fun (smiling, laughing).
Were they confused while playing the game.
Observation
We looked at three main points.
How long did the user take to use the system?
Were they confused while playing the game.
 Was it engaging?
Observation Findings
Hard for user to identify Reactivision blocks.

Reactivision symbols easily undetectable.

 Some Reactivision symbols not fully detected by


webcam as user unaware they covered it.

Too many blocks, therefore user took more time to


complete task.
Solution
Web cam have to be kept nearer.

Reduce the number of Reactivison blocks.

 Make blocks clearer.

 Make the Reactivision symbols larger.


Interview
Interviewed : Tutors and the children

Interviews were note taking.

One member of the group took notes and the


other asked the questions
Interview
Did you find the game fun? If yes, which parts the
most and least?
Do you feel that you have learnt anything from the
game? If yes, what?
Did you find any phase in the game especially hard
to understand/complete?
Did you feel happy during your game experience?
Do you feel that you would like to try the game
again?
Can you suggest any extra features that you feel
would improve the game?
Interview Findings
 Fun, more educational than fun.
 Sometimes confused during game experience
 Completed game too quickly it was just few levels.
 Habitat images/sound effects unclear
 Didn’t like the sound of the man while playing the game.
Recommendations:
 More stages for each game (sounds and spelling)
 Less blocks (too confusing)

All users commented that they would definitely try the game
again.
Discussion
As to the teachers, most of them were
particularly impressed by the effect that the
game had on students who usually perform
poorly in their lessons and tests.

The teachers were very happy with their


students performance and most of them said
that they would
certainly wish to include educational games of
this kind in classroom.
Conclusion
The results from the evaluation showed that students would
benefit from educational games in classrooms and would be
quite happy to work with a computer game, which is more
enjoyable , fun and engaging.
We feel our prototype design meets the project requirement of
containing a tangible user interface, also offering a fun, engaging,
challenging and Educational experience.
Improve graphics and use better sound quality.
Once all issues are taken out, our game will fully meet its
requirements and would be a popular game for its target users.
References
http://www.ifets.info/journals/8_2/5.pdf.
 Aliya, S. K. (2002). The role of computer games in the
development of theoretical analysis, flexibility and
 reflective thinking in children: A longitudinal study.
International Journal of Psychophysiology, 45, 149.
 Boyle, T. (1997). Design for Multimedia Learning, London:
Prentice Hall.
 Brody, H. (1993). Video Games that Teach? Technology
Review, November/December, 51-57.

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