E-learning for Kids is a global non-profit organization that provides free electronic education for children ages five to twelve. This website offers free courseware in the areas of mathematics, science, reading, computers, health and life skills, and keyboarding. All courseware are available in English, and many are also available in French, Spanish, and Portuguese. E-learning for Kids can be found at http://e-learningforkids.org/courses.html.
E-learning for Kids was established in 2004 by Nick van Dam, Ph.D., an internationally recognized author of the book entitled The e-Learning Fieldbook. This website has an all-volunteer support staff and a virtual team of business and education professionals who are dedicated to review software and programs to ensure that they are designed to engage children. According to the website, “e-Learning for Kids is not just another website with games for kids, but has true interactive courses to teach concepts and reinforce classroom learning in all subject areas” ().
The particular software that will be reviewed in this software critique is called Finding Prime Factors and is accessible through the following link: http://www.e-learningforkids.org/courses.html. This particular game was donated by Enspire learning, a company whose missions to inspire, motivate, lead learners to retain, internalize, and apply knowledge more effectively. To read more about this company, please visit the website at http://www.enspire.com/home. Finding Prime Factors is a piece of software for making factorization trees through the use of prime numbers. This specific piece of software is considered a tutorial software and is recommended for 11 to 12 year olds. Tutorial software …… According to Alessi and Trollip (2001), “there are instructional factors relevant to and common to all interactive multimedia. Those factors can be organized into five categories- introduction, learner control, presentation, providing help and ending a program” (p. 48). All five factors will be used to analyze this software.
Introduction
According to Alessi and Trollip (2001), “three factors are relevant to the introduction to any program: title page, directions, and user identification” (p.41). Upon opening the software, Finding Prime Factors, a splash screen pops up to inform the viewer of the publisher’s name, Enspire Learning. A title page or splash screen is important because it informs the user about the program and provides an exit if the viewer is in the incorrect place. All software should include a “title, author or owner name, copyright date, and a button to exit” (Alessi & Trollip, 2001, p. 49). This particular piece of software provided a timed splash screen with the publisher’s name and some music in the background. Alessi and Trollip (2001) suggest that the title page should be clever and interesting; should not disappear after a fixed amount of seconds; always include a title, copyright date, and a button to exit; and provide credits if they are short (p. 49). This software program violates all of these suggestions; see a picture of this splash screen in figure 1.1.
This software can be improved by providing a title page to inform the user what the program is about. It is crucial to provide a title page in order to inform users about the program, help attract attention to the program and create a receptive attitude about the program, to inform the user of the publisher’s contact and copyright information, and to provide an escape if the user has realized they have come to the wrong place. I believe that all of these features are critical to the success of a program because it can inform the user about the program and possibly increase motivation to use the software.
Figure 1.1
Directions
Directions are an essential component of any multimedia program and should emphasize operation of the program. This program did not provide any written or verbal directions for the operation of this software. Alessi and Trollip (2001) suggest that directions should be provided in any multimedia program because first-time users have different needs and expectations. Furthermore, it is important to include information that is “specific to the program, such as how to use its particular pull-down menu or buttons” (Alessi & Trollip, 2001, p. 50). This piece of software employed the use of buttons as a way to navigate through the program and should have included directions for use. The only source of help throughout this program was the buttons that that changed color from grey to pink, see figure …… Alessi and Trollip (2001), tutorials should “give accurate directions and make them available to learners at all times” (p. 135).
Figure…………. User Identification
User identification in any software program is important in order to “store or retrieve data, to ascertain that the user is authorized to use the program, or to address the user by name throughout the program” (Alessi & Trollip, 2001, p. 51). The software did not employ anything to identify the users in the program. As a teacher I would prefer a user identification function for software I use in the classroom to promote collaborative learning and to track my student’s progress and use of the program.
Presentation of Objectives
According to Alessi and Trollip (2001), presenting objectives, whether behavioral or not, enhances learning and satisfaction” (p. 91). This software provided an objective stating, “In this section, we will find out how to break numbers down into their most basic building blocks- prime numbers” ().
Stimulating Prior Knowledge
The introduction of the tutorial provides a brief synopsis of related information about breaking down numbers. The brief introduction does a great job at stimulating prior knowledge and using real world examples.
Learner Control of a Program
According to Alessi and Trollip (2001), three considerations concern the design of learner controls: what and how much the learner can control, the method of control, and the mode of control (p. 51).
What and how much the learner can control
Alessi and Trollip (2001) state that the best approach is to provide “intelligently some learner control for appropriate aspects of a program depending on the methodology, the educational level of the learner, and the overall philosophy” (p. 52). The most important learner control concerns sequence and pace. This particular software program contained controls to move forward and backward throughout the tutorial which allows the learner to review information whenever needed. The overall pace is left up to the user in this program; learners may repeat information on any page and move forward when the learner is ready. Furthermore, users can pause, continue, repeat, and skip the audio in this program which is an important aspect to any program because of the varied abilities of users. Another beneficial aspect of this program is that learners are presented with text and speech and can be beneficial for English learners. According to Alessi and Trollip (2001), it is important to know your users and provide controls appropriate for their needs (p. 53). See picture below.
Suggestions: Alessi and Trollip (2001) state that it is important to let the user temporarily terminate the program and return later on. Although this program does let the user exit out of the screen, it does not have a bookmark mechanism to continue where one left off (p. 52). As a teacher, I believe that it is important to have a “bookmark” because some students may need to take a break and continue at a later time. Some students, especially the younger ones, may have a hard time remembering where they left off in a program without a bookmarking tool. One major downside is that the learner control is not based on performance. It is important to restrict learner controls, such as moving ahead, if the learner’s performance is poor. Also, the only advice that this program provides for the learner is if they choose the incorrect multiple-choice answer. See picture below.
Methods of Control
For the factors that learners can control, the methods used can determine the ease of use and the extent the learner takes advantage of them. Alessi and Trollip (2001) state The three most common and appropriate methods of control include buttons, menus, and hyperlinks.
Buttons
It is recommended using buttons for local controls such as forward and backward. This program utilizes those buttons and are “user friendly.” In addition, buttons provide confirmation and this program confirms that a button has been clicked by the cursor changing into a hand. After the button is clicked on, the button changes color and appears to be depressed.
Suggestions: It is important that the function of each button is clear in all software programs. One recommendation is to provide clarifying information such as a textbook when the cursor is over the button.
Menus
This program uses hidden menus or pull-down that are accessible throughout the program. The pull-down menu includes the options including introduction, prime factors, and review. Each option will take the user to a different part of the tutorial depending on whether the user needs to listen to an explanation of prime factors or to listen to a review finding prime factors. The Exercise pull-down menu is also available although there are not any option under this menu; the menu simply takes the user to some practice problems.
Suggestions:
This software programs followed all of the general rules for using a menu. Both menus were user friendly and their purpose was clear. The menus were used for global controls such as navigating through the complex structure of the program.
Hyperlinks
Hyperlinks are primarily used for navigational controls. This software did not include the use of hyperlinks or hot text. According to Alessi and Trollip (2001), “hyperlinks are in many ways like buttons because they appear at the bottom of the screen and are used for any type of control feature” (p. 58).
Modes of Control
According to Alessi and Trollip (2001), the mouse, the keyboard, and speech are the three main modes of control.
The Mouse
This software uses the mouse as the main mode of controlling all of the buttons such as the forward, backward, pause, and menu within this program. Alessi and Trollip (2001) state that the mouse should be the primary mode of controlling buttons, menus, and hyperlinks.
Keyboard Control
Alessi and Trollip (2001) state that keyboard controls serve as a secondary mode of control in addition to using the mouse. This software does not use any keyboard controls.
Presentation of Information Consistency
Users become familiar with the conventions of a program and changes can impede learning. The overall presentation of information in Finding Prime Factors was consistent throughout the program. The functional areas of the program such as the control options and menus were consistently located at the bottom of each page.
Modes of Presentation
Alessi and Trollip (2001) define mode of presentation as “how information is presented to the learner” (p. 62). The most common modes are text, graphics, sound, or video. This software presents a majority of its information through text. Text Information Text Layout and Format
The overall layout and format made the text in this program legible. The formatting of the text was consistently found at the bottom of each page enclosed in a text box. Text Quality
The overall leanness of this software program in regards to the concepts explained throughout the tutorial is effective. The introduction clearly states the objective and gets the learners attention through activating prior knowledge. Prime factors are explained with clear and concise terms. The review section is summed up through presenting the three steps once again. There is clarity throughout the text by avoiding unambiguous language and the use of consistent terminology. Mechanics is not a factor at all. All information contains correct grammar, spelling, and punctuation.
Graphics and Animation
This software used graphics throughout the tutorial to enhance the program and reinforced concepts. The factoring tree was presented and the graphics reinforced that concept with a visual. Counting blocks were also used to show how to break a number down into it’s prime factors. See picture below.
Sound
The software, Finding Prime Factors, offers sound along with text throughout the tutorial. Alessi and Trollip (2001) state, “when textual content is displayed on the screen, speech is a useful way to distinguish directional verbal information (speech) from content verbal information (text).
Color
The overall color is effective in attracting attention and consistent throughout the program. The directions are always presented in black while the problem is always presented in red.
Providing Help
The major downfall of this program is that it does not provide procedural or informational help at any point in the program. Informational help with the content is crucial to any tutorial programs because it can provide additional examples or sample problems, references, and detailed descriptions. I believe that information and preocedural help would be very beneficial for this program. The procedural help would be helpful with teaching children how to move use the navigational buttons such as forward and backward. The forward and backward arrows may be apparent to adults; however, children are not always familiar with software programs and may become confused about these buttons. Furthermore, procedural help with the pause, repeat and sound buttons would be helpful, as these buttons are less apparent. Alessi and Trollip (2001) suggest that procedural help should always be provided in order to help users operate the program (p. 77). On the other hand, informational help would have been highly valuable in this program, especially for users who need more practice.
Ending a Program Safety Nets Credits The Final Message Exiting the Program
This program only provides a permanent option of ending the program. I would personally like any tutorial program that I use in the classroom to have an option to end the program temporarily because some learners may need to take a break or may not complete the tutorial in the time given. On the other hand, tutorials often have permanent endings that force the user to complete the program before quitting. This
When ending the program there was a final message that said, “Congratulations! You have completed the Finding Prime Factors module.”
This tutorial provides practice problems after presenting information in order to enhance retention and transfer of learning. Major Learning Theory Questions and Responses
This software uses the four-part cycle of presenting information, question and response, judge response, and provides feedback or remediation. Throughout the tutorial, multiple-choice questions were posed and served as the primary kind of interaction in the program. The questions within the tutorial were effective because they kept the users attention, provided practice with the content, and assessed how well the learner understood the information. Multiple-choice questions were used with four alternatives. On the downside, correct answers were revealed after the user chose an incorrect alternative. After an incorrect response to a question, suggestions were given such as “Oops! What about the number 12?” The software used matching questions in the exercise portion as well. The drag and drop method was used to place the hammer over the number to be factored, see figure……. If the user chooses the incorrect hammer then the hammer would slide back over to its original spot. This drag and drop method does not facilitate any type of thinking. The user can simply chose hammer after hammer until the correct one breaks the factor down. Also, the user can simply move on to another question whenever they choose. Although these questions facilitated interactions with the user, the designer should strive for questions that facilitate thinking and not allow the user to move on until they answer the question correctly. The game developer should also strive for more creative features such as allowing learners to complete the tutorial collaboratively.
(Alessi & Trollip, 2001, p. 94).
Judgment of Responses and Feedback
This program does not judge the drag and drop questions nor provide feedback for incorrect choices to the user. In fact, the only feedback that this program gives is about the correctness of the response. Judgment of responses is an important factor of tutorial programs because the program will “evaluate a response in order to give feedback, make program sequence decisions, and store performance data” (Alessi & Trollip, 2001, p. 109). The program does not judge any of the user’s responses and cannot provide feedback or “encourage the learner to improve thinking and comprehension” (Alessi & Trollip, 2001, p. 114). After the response error a user is not provided with subsequent attempts or remediation because the program does not provide a judgment of responses. A major flaw of this program.
Linear tutorial, from first questions to second and so on….
“Tutorials that allow forward paging without responding to interactions risk being used as electronic books by many of the users” (Alessi & Trollip 2001, p. 130).
References
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: Methods and development. New York: Allyn and Bacon. E-learning for Kids. …….
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Tutorial
E-learning for Kids is a global non-profit organization that provides free electronic education for children ages five to twelve. This website offers free courseware in the areas of mathematics, science, reading, computers, health and life skills, and keyboarding. All courseware are available in English, and many are also available in French, Spanish, and Portuguese. E-learning for Kids can be found at http://e-learningforkids.org/courses.html.
E-learning for Kids was established in 2004 by Nick van Dam, Ph.D., an internationally recognized author of the book entitled The e-Learning Fieldbook. This website has an all-volunteer support staff and a virtual team of business and education professionals who are dedicated to review software and programs to ensure that they are designed to engage children. According to the website, “e-Learning for Kids is not just another website with games for kids, but has true interactive courses to teach concepts and reinforce classroom learning in all subject areas” ().
The particular software that will be reviewed in this software critique is called Finding Prime Factors and is accessible through the following link: http://www.e-learningforkids.org/courses.html. This particular game was donated by Enspire learning, a company whose missions to inspire, motivate, lead learners to retain, internalize, and apply knowledge more effectively. To read more about this company, please visit the website at http://www.enspire.com/home.
Finding Prime Factors is a piece of software for making factorization trees through the use of prime numbers. This specific piece of software is considered a tutorial software and is recommended for 11 to 12 year olds. Tutorial software …… According to Alessi and Trollip (2001), “there are instructional factors relevant to and common to all interactive multimedia. Those factors can be organized into five categories- introduction, learner control, presentation, providing help and ending a program” (p. 48). All five factors will be used to analyze this software.
Introduction
According to Alessi and Trollip (2001), “three factors are relevant to the introduction to any program: title page, directions, and user identification” (p.41). Upon opening the software, Finding Prime Factors, a splash screen pops up to inform the viewer of the publisher’s name, Enspire Learning. A title page or splash screen is important because it informs the user about the program and provides an exit if the viewer is in the incorrect place. All software should include a “title, author or owner name, copyright date, and a button to exit” (Alessi & Trollip, 2001, p. 49). This particular piece of software provided a timed splash screen with the publisher’s name and some music in the background. Alessi and Trollip (2001) suggest that the title page should be clever and interesting; should not disappear after a fixed amount of seconds; always include a title, copyright date, and a button to exit; and provide credits if they are short (p. 49). This software program violates all of these suggestions; see a picture of this splash screen in figure 1.1.
This software can be improved by providing a title page to inform the user what the program is about. It is crucial to provide a title page in order to inform users about the program, help attract attention to the program and create a receptive attitude about the program, to inform the user of the publisher’s contact and copyright information, and to provide an escape if the user has realized they have come to the wrong place. I believe that all of these features are critical to the success of a program because it can inform the user about the program and possibly increase motivation to use the software.
Figure 1.1
Directions
Directions are an essential component of any multimedia program and should emphasize operation of the program. This program did not provide any written or verbal directions for the operation of this software. Alessi and Trollip (2001) suggest that directions should be provided in any multimedia program because first-time users have different needs and expectations. Furthermore, it is important to include information that is “specific to the program, such as how to use its particular pull-down menu or buttons” (Alessi & Trollip, 2001, p. 50). This piece of software employed the use of buttons as a way to navigate through the program and should have included directions for use. The only source of help throughout this program was the buttons that that changed color from grey to pink, see figure …… Alessi and Trollip (2001), tutorials should “give accurate directions and make them available to learners at all times” (p. 135).
Figure………….
User Identification
User identification in any software program is important in order to “store or retrieve data, to ascertain that the user is authorized to use the program, or to address the user by name throughout the program” (Alessi & Trollip, 2001, p. 51). The software did not employ anything to identify the users in the program. As a teacher I would prefer a user identification function for software I use in the classroom to promote collaborative learning and to track my student’s progress and use of the program.
Presentation of Objectives
According to Alessi and Trollip (2001), presenting objectives, whether behavioral or not, enhances learning and satisfaction” (p. 91). This software provided an objective stating, “In this section, we will find out how to break numbers down into their most basic building blocks- prime numbers” ().
Stimulating Prior Knowledge
The introduction of the tutorial provides a brief synopsis of related information about breaking down numbers. The brief introduction does a great job at stimulating prior knowledge and using real world examples.
Learner Control of a Program
According to Alessi and Trollip (2001), three considerations concern the design of learner controls: what and how much the learner can control, the method of control, and the mode of control (p. 51).
What and how much the learner can control
Alessi and Trollip (2001) state that the best approach is to provide “intelligently some learner control for appropriate aspects of a program depending on the methodology, the educational level of the learner, and the overall philosophy” (p. 52). The most important learner control concerns sequence and pace. This particular software program contained controls to move forward and backward throughout the tutorial which allows the learner to review information whenever needed. The overall pace is left up to the user in this program; learners may repeat information on any page and move forward when the learner is ready. Furthermore, users can pause, continue, repeat, and skip the audio in this program which is an important aspect to any program because of the varied abilities of users. Another beneficial aspect of this program is that learners are presented with text and speech and can be beneficial for English learners. According to Alessi and Trollip (2001), it is important to know your users and provide controls appropriate for their needs (p. 53). See picture below.
Suggestions: Alessi and Trollip (2001) state that it is important to let the user temporarily terminate the program and return later on. Although this program does let the user exit out of the screen, it does not have a bookmark mechanism to continue where one left off (p. 52). As a teacher, I believe that it is important to have a “bookmark” because some students may need to take a break and continue at a later time. Some students, especially the younger ones, may have a hard time remembering where they left off in a program without a bookmarking tool. One major downside is that the learner control is not based on performance. It is important to restrict learner controls, such as moving ahead, if the learner’s performance is poor. Also, the only advice that this program provides for the learner is if they choose the incorrect multiple-choice answer. See picture below.
Methods of Control
For the factors that learners can control, the methods used can determine the ease of use and the extent the learner takes advantage of them. Alessi and Trollip (2001) state The three most common and appropriate methods of control include buttons, menus, and hyperlinks.
Buttons
It is recommended using buttons for local controls such as forward and backward. This program utilizes those buttons and are “user friendly.” In addition, buttons provide confirmation and this program confirms that a button has been clicked by the cursor changing into a hand. After the button is clicked on, the button changes color and appears to be depressed.
Suggestions: It is important that the function of each button is clear in all software programs. One recommendation is to provide clarifying information such as a textbook when the cursor is over the button.
Menus
This program uses hidden menus or pull-down that are accessible throughout the program. The pull-down menu includes the options including introduction, prime factors, and review. Each option will take the user to a different part of the tutorial depending on whether the user needs to listen to an explanation of prime factors or to listen to a review finding prime factors. The Exercise pull-down menu is also available although there are not any option under this menu; the menu simply takes the user to some practice problems.
Suggestions:
This software programs followed all of the general rules for using a menu. Both menus were user friendly and their purpose was clear. The menus were used for global controls such as navigating through the complex structure of the program.
Hyperlinks
Hyperlinks are primarily used for navigational controls. This software did not include the use of hyperlinks or hot text. According to Alessi and Trollip (2001), “hyperlinks are in many ways like buttons because they appear at the bottom of the screen and are used for any type of control feature” (p. 58).
Modes of Control
According to Alessi and Trollip (2001), the mouse, the keyboard, and speech are the three main modes of control.
The Mouse
This software uses the mouse as the main mode of controlling all of the buttons such as the forward, backward, pause, and menu within this program. Alessi and Trollip (2001) state that the mouse should be the primary mode of controlling buttons, menus, and hyperlinks.
Keyboard Control
Alessi and Trollip (2001) state that keyboard controls serve as a secondary mode of control in addition to using the mouse. This software does not use any keyboard controls.
Presentation of Information
Consistency
Users become familiar with the conventions of a program and changes can impede learning. The overall presentation of information in Finding Prime Factors was consistent throughout the program. The functional areas of the program such as the control options and menus were consistently located at the bottom of each page.
Modes of Presentation
Alessi and Trollip (2001) define mode of presentation as “how information is presented to the learner” (p. 62). The most common modes are text, graphics, sound, or video. This software presents a majority of its information through text.
Text Information
Text Layout and Format
The overall layout and format made the text in this program legible. The formatting of the text was consistently found at the bottom of each page enclosed in a text box.
Text Quality
The overall leanness of this software program in regards to the concepts explained throughout the tutorial is effective. The introduction clearly states the objective and gets the learners attention through activating prior knowledge. Prime factors are explained with clear and concise terms. The review section is summed up through presenting the three steps once again. There is clarity throughout the text by avoiding unambiguous language and the use of consistent terminology. Mechanics is not a factor at all. All information contains correct grammar, spelling, and punctuation.
Graphics and Animation
This software used graphics throughout the tutorial to enhance the program and reinforced concepts. The factoring tree was presented and the graphics reinforced that concept with a visual. Counting blocks were also used to show how to break a number down into it’s prime factors. See picture below.
Sound
The software, Finding Prime Factors, offers sound along with text throughout the tutorial. Alessi and Trollip (2001) state, “when textual content is displayed on the screen, speech is a useful way to distinguish directional verbal information (speech) from content verbal information (text).
Color
The overall color is effective in attracting attention and consistent throughout the program. The directions are always presented in black while the problem is always presented in red.
Providing Help
The major downfall of this program is that it does not provide procedural or informational help at any point in the program. Informational help with the content is crucial to any tutorial programs because it can provide additional examples or sample problems, references, and detailed descriptions. I believe that information and preocedural help would be very beneficial for this program. The procedural help would be helpful with teaching children how to move use the navigational buttons such as forward and backward. The forward and backward arrows may be apparent to adults; however, children are not always familiar with software programs and may become confused about these buttons. Furthermore, procedural help with the pause, repeat and sound buttons would be helpful, as these buttons are less apparent. Alessi and Trollip (2001) suggest that procedural help should always be provided in order to help users operate the program (p. 77). On the other hand, informational help would have been highly valuable in this program, especially for users who need more practice.
Ending a Program
Safety Nets
Credits
The Final Message
Exiting the Program
This program only provides a permanent option of ending the program. I would personally like any tutorial program that I use in the classroom to have an option to end the program temporarily because some learners may need to take a break or may not complete the tutorial in the time given. On the other hand, tutorials often have permanent endings that force the user to complete the program before quitting. This
When ending the program there was a final message that said, “Congratulations! You have completed the Finding Prime Factors module.”
This tutorial provides practice problems after presenting information in order to enhance retention and transfer of learning.
Major Learning Theory
Questions and Responses
This software uses the four-part cycle of presenting information, question and response, judge response, and provides feedback or remediation. Throughout the tutorial, multiple-choice questions were posed and served as the primary kind of interaction in the program. The questions within the tutorial were effective because they kept the users attention, provided practice with the content, and assessed how well the learner understood the information. Multiple-choice questions were used with four alternatives. On the downside, correct answers were revealed after the user chose an incorrect alternative. After an incorrect response to a question, suggestions were given such as “Oops! What about the number 12?” The software used matching questions in the exercise portion as well. The drag and drop method was used to place the hammer over the number to be factored, see figure……. If the user chooses the incorrect hammer then the hammer would slide back over to its original spot. This drag and drop method does not facilitate any type of thinking. The user can simply chose hammer after hammer until the correct one breaks the factor down. Also, the user can simply move on to another question whenever they choose. Although these questions facilitated interactions with the user, the designer should strive for questions that facilitate thinking and not allow the user to move on until they answer the question correctly. The game developer should also strive for more creative features such as allowing learners to complete the tutorial collaboratively.
(Alessi & Trollip, 2001, p. 94).
Judgment of Responses and Feedback
This program does not judge the drag and drop questions nor provide feedback for incorrect choices to the user. In fact, the only feedback that this program gives is about the correctness of the response. Judgment of responses is an important factor of tutorial programs because the program will “evaluate a response in order to give feedback, make program sequence decisions, and store performance data” (Alessi & Trollip, 2001, p. 109). The program does not judge any of the user’s responses and cannot provide feedback or “encourage the learner to improve thinking and comprehension” (Alessi & Trollip, 2001, p. 114). After the response error a user is not provided with subsequent attempts or remediation because the program does not provide a judgment of responses. A major flaw of this program.
Linear tutorial, from first questions to second and so on….
“Tutorials that allow forward paging without responding to interactions risk being used as electronic books by many of the users” (Alessi & Trollip 2001, p. 130).
References
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: Methods and development. New York: Allyn and Bacon.
E-learning for Kids. …….