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Critique 4: Grover’s Rhyme Time

Basic Information

I will be providing a critique on Grover’s Rhyme Time that could be found on the platform, PBSkids.org. You can play the game here: https://www.pbskids.org/sesame/games/grovers-rhyme-time. High-level instructional goal of this game is to teach various rhyming words to younger students, probably in Kindergarten to 2nd grade.

Brief Description

Grover’s Rhyme Time, like its name, is a game about matching rhyming words and learning which words rhyme and which do not. You follow Grover’s journey on his train and travel through tunnels that represent a rhyming word that matches with the original word given initially. The game isn’t supported with text, but rather audio cues (voiced over by Grover) and visual images.

Step 1. You choose a word that rhymes with the initial words given. In our case, we will choose the middle tunnel with a picture of a whale, as it rhymes with pail and snail (as shown in the right corner).

After you travel down the tunnel with the correct word, you are led to a mini game, where you can collect coins with the image of the word on it. This essentially doesn’t have a direct learning component, but allows for spacing between each tunnels.

Step 2. Collect as many coins as you can!

After collecting some coins, (there are approximately 20 coins in maximum) that you can collect, you move on to the next round. As you move to the next round, you can control the speed of the train- level 1 being slow, to level 3 being fast. In a way, the player is driving the train with Grover.

Step 3. Control the speed of the train to move onto the next phase.

Each play session has a total of 2 rounds- where players will choose one of the three tunnels. There is no penalty for choosing the wrong tunnel with the wrong rhyme, since Grover will just give you another try. After passing through 2 rounds, and having 3 cargos in total- 1 with the initial word, and 2 with the rhyming words, the game ends.

Step 4. After collecting 2 words, after the initial word (in this case, pail), the player lands at the final destination- “moo moo” station, rather than a “choo choo” station.

Learning Objectives

(a) Prior knowledge that students need to learn before playing this game is relatively low, as it is meant to be played by younger children. The game can essentially be played by just clicking around different buttons in the game. Prior knowledge, thus will be the ability to click around on the screen, recognition of images and being able to relate that to the verbal cues, and ability to understand some kind of rhyme. Since you are not taught the formal concept behind a rhyme, it would be helpful to know what rhyming actually means, before starting the game.

(b) Through this game, players will learn several things. They will be able to detect which words rhyme and which words don’t through feedback mechanism, and what each displayed image is through verbal cues. In addition, they will have a better grasp at how rhymes sound like, since they are not given the actual text behind each word.

(c) By learning the above concepts, players will be able to transfer knowledge to the real-life applications. Firstly, they will learn the concept of rhyming and how rhyming will sound like, allowing for more fluency in English writing and speaking in particular. An unintentional transfer would also be expansion of vocabulary, since new words and various images are shown in each round. Players will be able to identify certain items and relate that to the word, hence expanding their vocabulary.

Mechanics, Dynamics, & Aesthetics

Mechanics: The main mechanics of the game are the main character that facilitates the game (Grover), 3 buttons that control the train speed, and tunnels that show 3 different options of a word that could potentially rhyme with the initial word. These mechanics help deliver the dynamics and aesthetics to the game.

Dynamics: Moving onto next rounds and collecting as many coins as possible are main dynamics of the game. Each tunnel a player passes through is considered a “next round”, and in between rounds, the player can collect as many coins as possible by catching the falling coins off a chute. Although this doesn’t get collectively counted towards the end of the game, the player can still competitively try to earn as many coins as possible.

Aesthetics: The 3 aesthetics of the game are: fantasy, challenge and discovery. The game is set up as a make-believe, since the player is driving the train with Grover, as one can control the speed of the train and are given the control panels. (Refer to Image 3.) You are placed into another perspective and into a fantasy environment, where you are traveling with Grover. Secondly, the player experiences the challenge of choosing the correct tunnel along the way, and collecting as many coins as possible. Thirdly, the player goes through discovery of new words and rhyming words, which also ties in with the learning objective.

Learning Principles

Spacing: Every time the player picks up a new word that rhymes with the original word, the game allows for some buffer room, which is displayed as: 1) coin-catching session and 2) travel time to the next tunnel, where the player is prompted to choose the next word that rhymes with the existing set of the words. The spacing between each session where the player is introduced to a new word allows for reexposure to previous content. In the game, each spacing lasts around 30 seconds, before the player is given a review of previous words and is exposed to a new word.

Multimedia/Audio Visual: As a game geared towards younger students, there are a lot of visual aids that complement the verbal/audio portion of the game. For example, whenever a word is introduced, a corresponding image is displayed. When the player is finding a rhyming word to “pail”, an image of pail is shown with Grover verbally saying “pail”. Then, there are 3 options that the player can choose from, let’s say: snail, bed, and mug. The 3 options all have images with Grover’s verbal phrasing of each word. These visual cues enhance verbal descriptions.

Feedback & Immediate Feedback Timing: When the player chooses the tunnel that has the incorrect rhyming word, then Grover instantly tells you to give it another try, and verbally repeats the options. For example, if the player chooses the tunnel with “bed” on it, Grover will tell you it is incorrect since it doesn’t rhyme with “pail”, which is the original word. This immediate feedback allows for quicker learning through trial and error.

Synthesis and Critique

EDGE framework states that a successful educational game well-incorporates the game's educational objectives, MDA, and instructional design principles. I believe that Grover’s Rhyme Time is a poor example of an educational game. In particular, this game doesn’t incorporate its educational objectives with its instructional design principles. The educational objective of teaching rhyming words will be improved if there were instructional design principles like redundancy, where audio cues are supported by text. Educational goals could further be bolstered if there were score points in dynamics and users are motivated to get the correct rhyming words. Currently, the game can be just played by clicking on signaled buttons, and doesn’t have any penalty for any incorrect answers. By making these changes, Grover’s Rhyme Time will convey better educational goals to its players.

[edgamescrit]

Critique 3: Oh Noah- Curtain Up!

Basic Information

The name of the game is Curtain Up!, and the link to play this game can be found here: https://pbskids.org/noah/games/curtainup/. Developed by PBS Kids, this game is a series of “Oh Noah!” series which teaches players various Spanish phrases with English instructions. In particular, Curtain Up aims to teach basic daily Spanish vocabulary targeted to elementary school students. This can be played on any online browser, such as Safari and Google Chrome.

Brief Description

Curtain Up! is an educational game that allows players to create different theater scenarios using various objects like house furniture, plants, animals and characters while familiarizing them with basic Spanish vocabulary and phrases. This is not a typical game where the player tries to move on to various rounds or beat the game to the end, but more so of a game that provides a player-centric experience, where the player gets what he makes out of it. In the beginning, the player has to pick a certain background, ranging from the nature to the city landscape, which is where the show takes place.

Step 1: Pick a background, where the “show” would take place.

Once the background is chosen, the player can choose props, ranging from various household furnitures to nature items. He can choose whatever he wants and change the formatting of the object (size, rotation, position) as needed. Whenever a prop is chosen, a Spanish phrase is shown. In this case, when the truck is chosen, the Spanish phrase “el camion” is shown and also played out loud for pronunciation.

Step 2: Choose props that will decorate the stage.

Next, the player can choose players that will ultimately “act” in the show. Whenever a character is chosen to the stage, it plays a certain phrase in Spanish. In this case, the girl character below said “Noah, I want a red balloon” in Spanish. Before the show is finalized, players can click the “Watch” button on the bottom right hand corner to see the interactions between the characters.

Step 3: Choose characters that will be starred.

Before the show is completely finalized, players can choose the title and introduction music of the show from the 8 options given. This is a minor part of the game that adds a more realistic attribute to the production of the show. Once these are chosen, the player can see the final production with the audience.

Step 4: Showtime!

Learning Objectives

Prior Knowledge

In order to play this game, students need to know basic English so that they can interpret directions, and also know the relationship between English and Spanish phrases. Students should know how to create, build things and understand the basic concept of putting together a show, so that they know a show is not a random thing one creates, but rather a polished presentation of an interesting story.

Materials Learned

By playing Curtain Up!, students will learn various Spanish vocabulary and phrases and learn to come up with a creative story or scenario flow through trial and error. Vocabulary is enforced when players are choosing props that are used in the show, like chair, lamp, mirror, bushes, and others. Phrases are taught when players are choosing characters that will star in the show, since a unique phrase is associated with each of the characters. For example, a little girl who is chosen to star would say, “Noah, I want a red balloon” in Spanish. In addition to learning Spanish, the player would learn to create a fun scene, so that the play would look more vibrant. However, it is really up to the player to make the most out of the show- technically, the player can select little as 1 prop and 1 character to create a final play if he wanted to.

Knowledge Transfer

By learning more Spanish, the player would improve their Spanish skills, especially when identifying the meanings of words and basic phrases (not particularly writing). This game doesn’t provide anything related to grammar, so this game would improve the Spanish skills of a beginner level player. In real life, the player would be able to recognize some words and speak fragmented Spanish phrases that they learned in this game, and possibly, have a very basic conversation. This game might also help in building a better foundation when formally learning Spanish in a classroom setting.

Mechanics, Dynamics, & Aesthetics

Mechanics

The main character that facilitates the game (Noah), various objects at each phase of creation of the final stage (backgrounds, props and characters) and Spanish phrases shown and played throughout the game are the three mechanics that drive the game and deliver the goal of the game.

Dynamics

Moving on to the next step after each selection and the ability to customize the final performance as a way of self-expression are two main dynamics present in the game. Unfortunately, I feel like this game lacks a lot of crucial dynamics that make an educational game successful, like competition and time limit.

Aesthetics

Discovery and expression are two aesthetics of this game. Player continues to discover various vocabulary and phrases associated with the objects they choose to place in their show, and throughout the process of creating their show, he can self-express by having the freedom to place whichever object anywhere. There are no constraints as to the “right” button to click or which way to go next- he can express how he wants his show to look freely. In a way, it’s similar to Minecraft’s aesthetic of expression.

Learning Principles

Three learning principles relevant to the game are:

Spacing - Between prop selection and character selection, there is a small time gap where the user can learn the words or the phrases. In addition, once the user finishes creating his final stage, he can click “Watch” to see a preview of how it is going to sound on the actual stage. After, user can see the show in entirety, after some time gap. The spacing that happens mainly twice in the game allows for knowledge absorption.

Scaffolding - The main sequence to this game is that at first, the player is introduced to certain vocabulary through prop selection, and then is introduced to bigger and longer phrases through character selection. By sequencing from short to longer phrases, the content is enriched and is strengthened towards the higher goal of Spanish language education.

Segmenting - Although this is not an obvious learning principle one can see in the game, segmenting plays a huge role as a learning principle. Not only does it segment the game into vocabulary (through prop selection) and phrases (through character selection), but it also groups similar objects next to each other in each of these selections. For example, when a player attempts to select a prop, he can see that similar items, like household furniture (refrigerator, couch, table, chair, etc) are together, and the other items, like nature (tree, bush, flower, etc) are together. Segmenting similar objects can help the player understand the information in chunks and relate them to each other.

Synthesis and Critique

The EDGE framework displays components of a successful educational game, which are the game's educational objectives, MDA incorporation, and instructional design principles. I believe that Curtain Up! Is not a good example of an educational game. Based on my critique, it does not incorporate deeper learning principles nor have sound design and aesthetics in particular. I think this game could be improved if there were more dynamics like competition, moving on to next rounds, or reward aspect, that would incentivize the player to create a new, improved stage play every time. As per aesthetics, the game severely lacks challenge, which I believe is an important aspect of any educational game. Players would only learn something if it is difficult and has at least some challenge to the game. In Curtain Up!, the player faces the same result (which is just being able to watch their creation) after a performance- it doesn’t matter if the player has a lot of props or characters on-stage. If there was some kind of point system that an audience gives you for your play, this game would achieve its educational goal a whole lot efficiently and successfully.

[edgamescrit]

Critique 2: Sentences vs. Fragment: Floyd’s Danger Adventure

Basic Information

The name of the game is Sentences vs. Fragment: Floyd’s Danger Adventure, developed by Education.com, and can be played on any browser platform. I found this game on the Big List of Educational Games, a Google Sheet provided in class for use. This game seems to be targeted towards elementary school students in 3rd or 4th grade, as this game educates students on complete sentences, sentence fragments and run-on sentences. The link to the game is as follows: https://www.education.com/game/floyd-danger-sorting-sentences/.

Brief Description

The Adventures of Floyd Danger: Quest for Complete Sentences is a game that follows the journey of a blue creature, which is also the main player. The goal is to retrieve the “Book of Complete Sentences” through the quest. The quest is composed of retrieving coins, avoiding holes and cat obstacles (not avoiding it causes the player to lose a coin), and completing challenges like matching sentences into appropriate categories, and forming correct sentences. Time to time, the player is required to collect certain cat trophies and the accumulation of 5 trophies opens the door to the room with the “Book of Complete Sentences.” The retrieval of the book suggests the end of a successful game. Surprisingly, this game is not timed, and doesn’t have any “life” component- so the player cannot die or face a “game over” situation. The player will ultimately win at the end of the game. Attached below are some screens of the game during play.

Image 1. Game play mode with certain obstacles and coin collection process.

Image 2. Challenge mode with sentence match-up- player drags 6 individual phrases into appropriate categories: complete sentences, sentence fragments, run-on sentences.

Image 3. Another challenge mode with sentence completion.

Learning Objectives

Prior Knowledge

Because this game requires the player to match various sentences to the appropriate categories, one has to know how to read English sentences, and interpret meanings of the sentences to some degree. They also have to know how to control the keyboard, specifically the left and the right arrows, to be able to move the character.

Learned Materials

By playing this game, the player will know the difference between complete sentences, sentence fragments, and run-on sentences, through exposure of many different sentences shown in the game. Although the actual definition of these concepts is not taught directly, examples of these sentences allow learning through trial and error process. In addition, the player would know why some sentences are correct, and some are not through the sentence completion activity.

Knowledge Transfer  

The skills and knowledge learned through this game will transfer to the player in many aspects. In particular, the player’s grammar skills will be improved, especially during sentence completion activities and written communication skills. By being able to recognize that sentence fragments and run-on sentences are not correct, the user will be able to write more correct sentences that are complete. Although just forming complete sentences isn’t the only component to successful writing, it is a crucial first step to writing.

Mechanics, Dynamics, & Aesthetics

Mechanics

The mechanics of the game are: the player (displayed as a blue rat), obstacles (holes, a rolling cat), facilitating items (coins, cat gem), keyboard function to move the player left and right (left and right arrows), various sentence challenges that allow the player to move forward if successfully completed. These mechanics facilitate the user learn under a fun setting, rather than just learning the sentence categories by itself.

Dynamics

Moving on to the next rounds, adaptivity, score points are three main dynamics of the game. There are approximately 2 rounds, where each round comprises of matching activity and sentence completion. Whenever a player gets the matching or sentence completion activities incorrect, they are given another attempt, without penalty, allowing for adaptivity. In addition, the player can collect coins, which is equivalent to scoring points. Whenever a player fails to avoid an obstacle, they lose a coin. Surprisingly, there is no time pressure in this game- the player could be playing this game for eternity, if they fail to progress.

Aesthetics

The two main aesthetics components to the game are: challenge and discovery. As per challenge, the player needs to match the sentences correctly into appropriate categories and also complete the sentence correctly in order to progress to the next stages of the game. As per discovery, the player continues to discover new aspects of the game like different obstacles (ie. escaping a cat), retrieval of special objects (ie. cat gem), and solving different challenges (ie. completing sentence vs. matching sentence into different categories).

Learning Principles

Feedback

When the player matches the sentences to the incorrect categories, the player cannot move to the next round, but is given another attempt to match the sentences up correctly. This immediate feedback allows the player to learn what is incorrect and correct, when identifying complete sentences, sentence fragments, and run-on sentences.

Pre-training

While the player is matching the sentences to the correct categories, the player learns which sentences are considered complete, and which are not. This pre-trains them to pass the next challenge, which is forming a complete sentence. The pre-training exercise of matching, gives exposure to key concepts, before the next challenge of complete sentence formation.

Spacing

As the player finishes various challenges like matching, and formation of complete sentences, there is spacing within the game, where the player can collect coins and avoid obstacles, placing them in an actual “game” mode, rather than “learning” mode. The spacing between the “learning” modes allows the player to learn more effectively.

Synthesis and Critique

The three components of the EDGE framework states that there is a clear specification of a game’s educational objectives, incorporation of MDA, and incorporation of instructional design principles. A successful game should achieve its aesthetic and educational objectives, as well as be useful. By reflecting at Sentences vs. Fragment: Floyd’s Danger Adventure, the game does an OK job satisfying the EDGE framework. In particular, its educational objectives could have been improved. There is a general lack of understanding of the concepts, as the player can’t really apply what they have learned, and can technically get away with winning the game by just guessing throughout the entire game. In addition, if there was an introduction lesson to the game where the three categories (complete sentences, sentence fragments, sentence run-ons) are properly explained before the game starts, the player would be able to apply what they have learned as they progress throughout the game. The game just starts with the assumption that the player knows the basis of the three categories. However, overall, the game successfully specifies the game’s educational objectives and incorporates MDA.

[edgamescrit]

Critique 1: Home Alone in Dr. Two Brain’s Lair

Basic Information

The name of the game is Home Alone in Dr. Two Brain’s Lair, developed by PBSkids.org. This game can be played via web, but it seems to work best in Google Chrome, since sound doesn’t play in Safari. The high-level instructional goal of this game is to help kids around the age of 7, learn vocabulary and relate items with the corresponding vocabulary. Here is the link to the game: https://pbskids.org/wordgirl/games/drtwobrains-html5/.

Brief Description

The goal of the game is to turn all items in the “lab” space of the game into cheese, by targeting your “gun” to the item listed above on the screen. By shooting at the correct item, the item in the lab would turn into cheese. This game is meant to be played with sound, as there are descriptions of the word being played. For example, if the item is “spider,” and you shoot it at the spider, a description of the spider would be played: “a spider is an insect with 8 legs, etc…” However, if you shoot at the wrong item, there is no penalty; instead, the game gives you a hint at the correct item to shoot at, by highlighting that object. Every round you pass, you are awarded with a bonus round, where you can score extra points. After 3 rounds, you have successfully passed the game. If you cannot reach the target items to hit by the end of the time range, which is 1 minute per round, then Dr. Two Brain appears and shoots you instead, turning you into cheese. This signifies that the game has ended.

Learning Objectives

As per learning objective:

Prior knowledge needed that students need to play the game are knowing how to read the words in a basic form, knowing how to work a computer so that they can aim and shoot at the target, being able to identify items shown on the screen, and being able to listen and interpret English, as this game has sound component.

From playing this game, students would learn to be familiar with certain vocabulary, especially with words that represent objects like “clouds” and “spiders” and allows the user to identify these words quickly, under time pressure.

This knowledge of being able to identify words quickly may help with daily conversation in their lives, as they will be able to communicate better with more precise words. For example, when young students are describing something to their parents, they could say “I saw an octopus in the aquarium today,” instead of “I saw an animal with many legs squirming about.” In addition, students will be able to read and write better with precision, with clearer knowledge in their vocabulary bank.

Mechanics, Dynamics, & Aesthetics

The game can be broken down into:

1. Mechanics- There are several components to mechanics of this game. Mainly, the two characters in the beginning wearing green jumpsuits, the cheese “gun”, cheese o-meter, and items that correspond with the word shown are bigger mechanics of this game. These mechanics allow the user to feel more immersed in the game, and enables dynamics to come into play.

2. Dynamics- Time pressure, score system, adaptivity, moving on to next rounds all contribute to the dynamics of the game. The player starts from round 1, and is given 1 minute to finish that round. Within this round, he can score points as he aims at the words given. One interesting part though is that the player can’t just aim at all the target within a given time- there is a limited number of items you can aim at within the given time. For example, even if I have 30 seconds left, I may move on to the next round if I have already aimed at 6 items. This is where the cheese o-meter comes into play, where in each round, the player just has to hit enough items to fill up that cheese o-meter within the time constraint.

3. Aesthetics- Out of the 8 principles mentioned in the reading “MDA: A Formal Approach to Game Design and Game Research,” I believe challenge and discovery are the biggest components to this game. As per challenge, the user is encouraged to score higher with every round he passes, and is pressured to aim at correct items under the time limit. As per discovery, the user is motivated to discover new vocabulary that he might not have known before.

Image 1. The beginning screen of the game. Player is introduce to two characters that give guidance and hints throughout the game. 

Image 2. Middle of the game. Objects are displayed, with word shown on the top. 

Learning Principles

The three learning principles that are relevant to the game are:

1. Feedback- When the player hits the wrong target, then he is notified that it is wrong because he won’t receive a point, and the game itself would actually provide him with a hint that points to the correct target. This way, the player would be able to relate the given word with the correct item, and thus learn through this immediate feedback.

2. Guided Attention- Similar to the first principle of feedback, guided attention, where explicit instructions are provided to help the player anticipate what they should do, is another learning principle in the game. For example, the game would highlight the correct item corresponding to the word when it senses the player is struggling, by either taking too long to click on the right item, or aiming on the wrong item.

3. Multimedia- As a children’s educational game, multimedia is a huge principle. We can see that the game itself is very visual, even if it pertains to just learning vocabulary and new words. The items shown are very visual and easy to tell and identify, and as the player plays the game, the narrator repeats the word and even gives a brief description of the word, so the player is also learning through audio stimulus. In addition, there is background music playing constantly to keep the player engaged.

Synthesis and Critique

The three components of the EDGE framework states that there is a clear specification of a game’s educational objectives, incorporation of MDA, and incorporation of instructional design principles. A successful game should achieve its aesthetic and educational objectives, as well as be useful. Reflecting at “Home Alone in Dr. Two Brain’s Lair,” I think the EDGE framework somewhat supports the 3 components. After the analysis, it seems like the game was able to achieve its aesthetic goal, but I feel that it could focus more on the educational aspect. If a player were to go through the 3 rounds, they would only be learning approximately 15 words. There could be greater variety in the vocabulary and more rounds, so that the player would be able to master more new words. If I had to give a letter grade to this game, I would give a B.