justyna prokop ibrar khan arvin dhabindra shrestha

8/14/2019 Justyna Prokop Ibrar Khan Arvin Dhabindra Shrestha

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Justyna Prokop

Ibrar Khan

ArvinDhabindra Shrestha


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IntroductionEvaluation of Children Game I CAN SPELL.

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

Testing took place in school classrooms


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GoalsTo Improve the Children game .

To identify how long tasks take to be completed.

To find out the problems children faced when theywere doing the testing.

What makes the game difficult for them.

To find out coding issues that might affect game

functionality.


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GoalsTo make the game moreChallenging.

FunEngaging

Educational


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What we Did Observation.

Interview. Testing.


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ParticipantsAge Number of Children5 2

6 7

7 5


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TestingThe Children were asked to play the game, they were told that

its a spelling game.

Human tutors were present and they were asked to observe

their students while they interacted withthe computer but were not actively involved in the

evaluation.

There were, however, lab assistants that helped students withthe interaction with the game if the students needed help


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ObservationThey were observed by our group members, and

the tutors as well . We looked at the way thechildren 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.


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ObservationWe 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?


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Observation FindingsHard for user to identify Reactivision blocks.

Reactivision symbols easily undetectable.

Some Reactivision symbols not fully detected bywebcam as user unaware they covered it.

Too many blocks, therefore user took more time tocomplete task.


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SolutionWeb cam have to be kept nearer.

Reduce the number of Reactivison blocks.

Make blocks clearer.

Make the Reactivision symbols larger.


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InterviewInterviewed : Tutors and the children

Interviews were note taking.

One member of the group took notes and theother asked the questions


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InterviewDid 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?


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Interview FindingsFun, more educational than fun.

Sometimes confused during game experience

Completed game too quickly it was just few levels.Habitat images/sound effects unclear

Didnt 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 gameagain.


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DiscussionAs to the teachers, most of them were

particularly impressed by the effect that thegame had on students who usually performpoorly in their lessons and tests.

The teachers were very happy with their

students performance and most of them saidthat they would

certainly wish to include educational games ofthis kind in classroom.


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ConclusionThe results from the evaluation showed that students would

benefit from educational games in classrooms and would bequite happy to work with a computer game, which is moreenjoyable , fun and engaging.

We feel our prototype design meets the project requirement ofcontaining 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 itsrequirements and would be a popular game for its target users.


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Referenceshttp://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.
http://www.ifets.info/journals/8_2/5.pdfhttp://www.ifets.info/journals/8_2/5.pdf

justyna prokop ibrar khan arvin dhabindra shrestha

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