Educational Game Evaluation Zachary

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Game Title Peppered Moth

Game Type ___x___ Web-Based Game ______ App-Based Game

Educational SC Science Standards
Standards/Sites https://askabiologist.asu.edu/peppered-moths-game/play.html

When choosing a game to be used in the classroom, many things need to be considered in order for the game to be an effective
classroom tool. The game play, navigation, interface tools, educational content, Bloom’s Taxonomy, Thoughtful Education
strategies, differentiation of instruction, teacher guidance, and resources must all be considered. The following rubric can be
used to evaluate games and simulations for use in the elementary classroom.

Explanation of Points

19-27: Game has value on multiple levels and can be used in the classroom for student learning enhancement. The game uses
teacher resources, Bloom’s taxonomy, current and proven research-based education practices. It also has teacher resources and
supplements to help integrate the game into the classroom. This game also scaffolds and differentiates play for all learners
including ELL students, Exceptional Education learners, below grade level, on level, and above level learners including Gifted
Students. It also requires the student to use a variety of strategies and skills in order to complete the goals and objectives. It is
also user friendly, tracks student progress, and engages students on multiple levels.

10-18: Game meets at least 5 categories of criteria. It can be used in the classroom as a supplement but not as the main lesson.
It uses some research-based education practices and provides some material to be used in lesson plans and game play. The
teacher may still need to bring in additional material to integrate the game in the classroom. It engages students’ on a few
levels and is mostly user friendly. Tracks some student progress but does not gather data. Game may differentiate for some
students, but not all students. Students may use 1-2 strategies in order to complete game play but not a variety of skills.

0-9: This game should not be used in the classroom or for learning purposes.

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Educational Game Evaluation Zachary
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Evaluation Rubric for Educational Game

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Criteria Score
Needs Improvement Satisfactory Exemplary
Game is not age appropriate. Game is age appropriate for Game is age appropriate. There is

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There is questionable language or majority of target demographic. no questionable language or
action. The story is not simple There is no questionable action. The story is simple and
and easily understood. Goals and language or actions to be taken easy to understand. Goals and
objectives for the student are by students. The story is objectives for each level are
unclear or not displayed. The somewhat simple and easy to explicit to the student’s learning
game demographic is not the understand. Goals and objectives abilities. Storyline and character
student’s age level. There are too for each level are clear and interaction is easily understood.
many choices and the student attainable for the student to There are limited choices and at
does not have control over their achieve. Game attempts to least two-three different
path. Dialog is not simple or integrate different levels of outcome paths. Students have
understood between the learning and student ability control over which direction and
students and the characters in levels. Graphics and sound mostly path their character can take.
Game Play the game. Instructions are hard to go with game play but may have Dialog between students and
follow or not easily understood. a few “empty” screens and characters or instructions are
Graphics and sounds are not sounds. Sounds do not always simple for student to understand.
aligned with the game or the match up with screens or may be Graphics and sound work with
story of the game. There is not an slow in loading. Some game the game and there are no
easy way for a student to recall screens may have “extra” items “extras” unless needed in the
information needed for game but does not interfere in game levels of game play or the
play. There is no tutorial mode or play. There is a place for students simulation. There are places for
instructions given for game play. to collect and store items and can students to store tools and items
easily recall information needed collected or a place to drop items
for game play throughout. There no longer needed. Students have
is a short tutorial mode that the option to go through a
explains most of the navigation tutorial mode to understand
and game play. game play and navigation.
Summary of The game play is perfect for middle school students. There is no questionable language or action. The story is simple and easy to
Game Play understand. Goals and objectives for each level are explicit to the student’s learning abilities. Storyline and character interaction is
easily understood. Students have control over which direction and path their character can take. Graphics and sound work with the

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game and there are no “extras” unless needed in the levels of game play or the simulation. Students have the option to go through a
tutorial mode to understand game play and navigation.
The student struggles with Navigation is somewhat intuitive Navigation is intuitive to the age

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navigation which does not allow for the student or age group. group. Tools and buttons are
for easier game play. Tools and Tools and buttons are simple but within easy reach of students.
buttons are not within easy reach may not be easily reached by all Minimum thought required by
and so students cannot navigate students. There is some thought students to use tools to navigate
easily. There is no audio option required by students to navigate their Avatar through game
available to read students dialog but it does not interfere in game screens and interact with game
Navigation or other game information if play. Students have more than characters. Audio available for
needed. Students are given a once choice if the Avatar is a lower level learners and ELL
generic avatar to play game. Too generic one. They can customize students. Tools and buttons are
much thought is required to the Avatar somewhat. Audio is intuitive to the student playing so
navigate game pathways causing available only in some parts of as not to interfere in game play
interruption in game play for the the game. Tools and buttons are or thought process.
student. somewhat intuitive and do not
interfere in game play.
Navigation is intuitive to the age group. Tools and buttons are within easy reach of students. Minimum thought required by students
Summary of to use tools to navigate their Avatar through game screens and interact with game characters. Tools and buttons are intuitive to the
Navigation student playing so as not to interfere in game play or thought process. The game does not include avatars for players to choose or
even a generic avatar to represent a player.
Interface Tools Keyboard and other navigational Medium difficulty in keyboard Easy keyboard or mouse controls

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tools are complicated or hard to and mouse controls. Allows some to move through screens and
use through the screens and point and click action to move levels. Uses point and click and
levels. Uses keyboard letters or through screens but may need indicator arrows for important
keys that are too spread out the keys such as W, S, A, D in information and has a “hint” box
interfering in game play and order to move forward, backward students can use to prevent
natural flow of the game. There and left and right. May require frustration and allow students to
are no hints or ways to indicate to the student to practice more with stay engaged in game. Hint box
students’ important information. the controls in order to navigate needs specific types of items
the game. There is a hint box collected to use which are
available in some parts of the indicated in the game tutorial.
game such as new levels or new Hint box must “reload” in order
quests. Tutorial can be repeated to use.
but may interfere in game play.

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Mouse controls to move through screens and levels. Uses point and click and indicator arrows for important information and has a
Summary of “hint” box students can use to prevent frustration and allow students to stay engaged in game. Hint box needs specific types of
Interface Tools items collected to use which are indicated in the game tutorial. Hint box must “reload” in order to use.

Game has no educational content Game has some educational Game is clearly aligned with

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or concepts that integrate into value and can be identified as a educational standards. Teacher
teachers’ planned curriculum. useful tool in some content can easily integrate game into
Game is not aligned with areas. Game may be somewhat lesson plans and classroom
Educational Educational Standards. aligned with educational activities.
Content standards. Teacher may need to
pull supplemental material in
order to integrate game into
lesson plans and classroom
activities.
Summary of Game is clearly aligned with educational standards. Teacher can easily integrate game into lesson plans and classroom activities.
Educational
Content
Only the lower levels of Bloom’s Some higher-level Bloom’s The higher order thinking skills of

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taxonomy are used. These include taxonomy is addressed but game Bloom’s taxonomy are required
remembering, understanding, is mostly middle to lower level for students to play the game.
and applying. Bloom’s. These include applying, These include evaluating,
remembering, understanding, synthesizing, and analyzing
and some evaluation and multiple pieces of information
Bloom’s analyzing of game situations in and multiple parts of the game in
Taxonomy order to solve problems and order to solve problems. Allows
combine multiple pieces of students to create items including
information in order to complete their Avatar to engage students.
game. Does not allow students to
create items or completely
customize their Avatar.

Summary of Only the lower levels of Bloom’s taxonomy are used. These include remembering, understanding, and applying.
Bloom’s
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Taxonomy
There are no thoughtful Some thoughtful education Thoughtful Education strategies

2.5
education strategies integrated strategies are used and and other researched based
into game play and other integrated into the game play. criteria are subtly integrated into
research-based strategies are not May introduce students to new game play such as being
Thoughtful used concepts such as word introduced to new concepts and
relationships but does not allow ideas using comprehension
Educational comparison between strategies in relation to Bloom’s
Strategies relationships. taxonomy. These may include
new vocabulary concepts, word
and situation relationships and
comparing a new situation to a
previous situation.
Summary of Some thoughtful education strategies are used and integrated into the game play. May introduce students to new concepts such as
Thoughtful word relationships but does allow comparison between relationships.
Educational
Strategies
Game play only has one level of Game play has two or three Game play allows for students to

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play and does not allow for levels of play and allows for some work on multiple levels and
multiple or diverse groups of multiple or diverse groups of platforms to solve problems and
students the ability to play. The students the ability to play. resolve situations in the game.
levels may be defined as Easy, Levels may be defined as Easy, There levels may be defined as
Differentiation of Medium, and Difficult but does Medium, or Difficult but there is Easy (below grade level and
not allow students to move very little scaffolding or simple directions); Medium (on
Instruction between them based on difference in all three levels. Does grade level); and Difficult (above
performance. not allow for movement between grade level and challenging) in
levels based on performance. order to engage students on
multiple levels of performance.
Scaffolding allows students to
flow between difficulty levels
based on their performance.
Summary of Game play only has one level of play and does not allow for multiple or diverse groups of students the ability to play. However, the
Differentiation of questions that go along with it can be differentiated for the students.
Instruction
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No teacher interface allowing Interface allows teacher to look Interface allows cloud navigation

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teacher to track student progress at progress of students but does to track student progress through
or get statistical information on not provide strategies or mini- game play and present teaching
students’ comprehension of game lessons in order to help students strategies to help a student
concepts. No mini-lessons or the through a difficult part of the through a difficult task or
teacher interface interrupts game game. Does not allow students to situation in the game play while
play and disengages student in practice problem solving. The still allowing the student
Teacher Interface game. teacher needs to pull in opportunities to practice
additional information and create problem-solving. Shows teacher
own lessons based on student the specific mini-lesson that can
trouble-spots in the game. be used to help a student at a
Teacher may have to watch particular level.
student play game in order to
identify trouble-spots.

No teacher interface allowing teacher to track student progress or get statistical information on students’ comprehension of game
concepts. No mini-lessons or the teacher interface interrupts game play and disengages student in game. The students are the ones
Summary of that is doing all the interfacing. There are not different versions, such as teacher or student view. There are also no mini-lessons
Teacher Interface within the game.

Game has no teacher resources Some graphic organizers for Includes thoughtful education

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to be used with students in the student usage during gameplay. graphic organizers students can
classroom to help integrate game Instructions or Teacher Resource use during game play and mini-
into lesson plans. book included. May not include lessons that teachers can use to
lesson plan activities for help students through a
Game Resources integration into classroom and particular difficult concept.
teacher may have to pull in and Supplements include videos and
create own resources. activities that can be used to
integrate game into classroom
lessons.

Includes thoughtful education graphic organizers students can use during game play and mini lessons that
Summary of
teachers can use to help students through a particular difficult concept. There are lesson plans available for
Game Resources
game integration

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Total Score 20.5

Points: Summary of Evaluation

[Comments on Strengths, Weaknesses, Improvements, and Effectiveness go here]
Strengths:

There are many strengths to this game. The game play, navigation, and interface tools are simple to use, easy to understand, and
tutorial options provided for each. The students really enjoy playing this game. This resource supports the standards by giving students
an opportunity to participate in a simulation and gather evidence in order to build an explanation. The bird eye view allows students to
figure out several things about the predator / prey relationship between the birds and the light and dark color moths. There is a lot
resources that go along with the game including already made lesson plans.

Weaknesses:

There are some weaknesses to this game. Outside of the questioning, there is not much differentiation for the students. If the
internet goes out, then it will be hard to do the game. There will be always that possibility that a student may have computer
issues.

Improvements:
I would like to see more variety of moths. Like possibility of doing jungle, snow, forest that is in fall season. Overall, I enjoyed
playing the game and so did my students. I recommend it for anyone,

8 CCU Computer-Assisted Language Learning | Dr. Corey Lee ([email protected])