The virtualtutor[3]

The Virtual TutorNintendo DS Game

Janine K Corbin

Joanna Gomez

December 19, 2010

Background InformationPre-K-Second Grade-available for three different age grades.

Purpose-Help children master reading.

Developed by: MentorInterActiveIncTested by University of ColoradoUsed in over 50 classrooms

Interactive Books 6-8 interactive books for 3 different age levels:

http://vimeo.com/6211293

8 interactive books for Pre-K – Kindergarten


Interactive Books

7 interactive books for Kindergarten – 1st Grade

Interactive Books

6 interactive books for 1st Grade – 2nd Grade

Features of Virtual Tutor DS

DS Virtual Tutor includes:

•Touch Screen•Pen•Arrows•Speakers

Norman’s Principles as it applies to the DS

Mapping

Norman’s Principles as it applies to the DS

Visibility

Norman’s Principles as it applies to My Virtual Tutor

Affordance

http://www.youtube.com/watch?v=cFW_JxAX21U&feature=related



Norman’s Principles as it applies to My Virtual Tutor

FeedbackParent Mode



Literature on Parent Involvement

Hara & Burke (1998):

• When parents are involved with children’s education the child’s academic performance improves.

• Parents who are involved with their child’s education are those who demonstrate good parenting skills, communicate with school staff, help their children learn at home and take an active role in school-related decision making.

• Parents involvement in schools have a significant factor in both accelerated and sustained academic performance.

Mayer’s Principles as it applies to My Virtual Tutor

Modality Principle


Signaling


Personality Principle




Segmenting



Interactive Play Modes

• 4 different play modes such as:

– Read to Me

– Explore

– I can read

– Paint

Example of Read to Me Mode

Tufte’s Principles as it applies to My Virtual Tutor

Paint Mode

Unnecessary use of same words!

Tufte’s Principles as it applies to My Virtual Tutor

Reading Mode

Making complexity accessible: Combining Words, Numbers, and Pictures

According to Tufte, Words and pictures belong together

Literature on Multimedia Games

Obinger (2006):

Games and game play can be effective learning environments not because they are fun but because they are:

- Immersive

- Requires the player to make important decisions

- Have clear goals

- Adapt to each player individually

- Involves player in a social network

- Helps player develop new understanding on being successful in problem solving

Literature on Multimedia Reading Games

Reinking (2001):

• Multi-media reading is interactive and more passive, so reading is less likely to be difficult due to various types of assistance available for readers.

• They are designed to determine if the reader is having difficulty with the reading material and whether they are responding correctly.

• They tend to be less serious, philosophical, more playful, rhetorical and concrete

• It leads to more intensive reading, more persistence in reading, greater comprehension in textual topics (i.e. off line reading) and more strategic reading

• When compared to conventional printed text, multi-media reading offers better communication between the reader and others about the material

References• Hara,S.R.,&Burke, D. J.,(1998). Parent Involvement: The key to Improved Student Achievement.

The School Community Journal, 8 1-11.

• Mayer, R.E.,&Chandler, P.,(2001).When learning is just a click away: Does simple user interaction foster

deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.

• Mayer, R.E.,(2005). The Cambridge Handbook of Multimedia learning: Cambridge University Press.

• Moreno,R.,&Mayers, R.E.,(2004).Engaging students in active learning: The case of personalized multimedia messages. Journal of Educational Psychology, 92-724-733.

• Moreno.R.,&Mayers,R.E.,(1999).Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.

• Norman, D.(2002). The Design of Everyday Things. New York: Basic Books.

Oblinger, D.G.,(2006). Games and learning. Educause Quarterly, 3 5-7.

• Reinking, D.(2001).Multimedia and engaged reading in a digital world. In L.Verhoeven&C.Snow (Eds.), Literacy and motivation: Reading engagement in individuals and group. Pp195-22. Mahwah NJ:Lawrence Erlbaum Ass.

• Sweller, J.,(1990).Instructional design in technical areas.Camberwell, Australia: ACER Press.

• www.myvirtuetutor.com

The virtualtutor[3]

Education

Transcript of The virtualtutor[3]