GAME LIST
Multiplayer Games
Single Player Games
Multiplayer Games
Single Player Games
Teacher Manual
This program provides a total approach to building basic skills. Obtaining a high rate of learning requires rapid and focused repetition, high motivational levels, excitement, and involvement. Students must employ strategy under exciting circumstances to make rapid responses while being provided immediate feedback.
The strategies for using the games are best represented by three motivational features — improvement, fast action, and increasing levels of difficulty:
- Improvement. Poor performance in these games is not viewed by players as failure but as a challenge to improve. Improvement comes through two means, familiarity and strategy. As the player grows familiar with the events, he/she is able to develop and implement strategies to reduce negative consequences and improve performance.
- Fast action. Requiring a high number of responses in a short period of time is motivational and requires good performance. The individual has no time for interfering and distracting thoughts without serious penalty.
- Increasing levels of difficulty. With our routine, drill takes on an aura of excitement and challenge with the games and strategies that increasingly require the student to face a more difficult situation just as a goal is accomplished. Such a challenge leads students to maximum proficiency.
Our total approach is based on a philosophy that includes these principle points:
- Students respond to challenge and errors can be viewed as opportunities to improve rather than as indication of failure. An unlimited ceiling on performance will help the student reach his/her maximum level of proficient performance
- Repetitious drill can be fun, as fun as methods typically associated with the higher order aspects of learning.
- Immediate feedback facilitates improvement in performance.
The basic procedure for using these programs is:
STEP 1: Establish Aims
Establishing an aim, or goal performance, for the student in the computer games is an excellent motivational technique. These are programmed for one minute stages; this seems to be the best time limit for proficiency and motivation in the game. By using the same time per game, the scores represent a consistent rate or frequency of hits and misses. This increases the degree of comparability from score to score.
STEP 2: Explain Procedure
Depending upon the student’s experiences with the computer, you will need to spend some time explaining the object of the game being played and the way in which the game operates. After explaining these to the student and establishing a schedule for the work at the computer, observe the student for a few minutes to make sure he/she is operating the game correctly.
STEP 3: Chart Student Progress
The student's hits and misses are recorded in the scores on the screen. The 'detail' graphs at the end of the game can be used to note trends in the performance from which decisions on strategies for improvement can be made. It also predicts more clearly and easily if the student is likely to reach the aim set. It provides visual feedback of progress to both you and the student. .
STEP 4: Interpret Student Progress
Interpreting the graph lines of hits and misses (trend lines) is important in setting strategies for improvement and establishing new goals. This should be done at the end of one or two weeks of performance. Interpreting both the correct (hits) and error (misses) responses will enable you to see the degree of accuracy the student is achieving as well as the absolute performance level. By interpreting both of these trend lines, you will have a learning picture from which you can plot strategies for further learning.
STEP 5: Provide Generalization Activities
Once a student has reached an aim within a game at skill level 'normal', you may want to provide some activities in which the student uses the skills. You can set up special activities that will demonstrate this use in practical applications. For example - ways of making change, calculating mileage, calculating miles per gallon used by an automobile, checking sales receipts from stores for accuracy, estimating various costs of groceries from newspaper ads.
Repeat Steps for Additional Games
The steps listed in this manual should be repeated for each game that the student plays. Use flashcards, worksheets, and other computer games to help the student reach specific aims based on information gained on the first trials with the program.
Our materials are designed to be used flexibly as the student’s needs and learning situation warrant. Each person working with this product is encouraged to adapt the materials in any way possible to ensure a successful learning experience for the student.
This program provides a total approach to building basic skills. Obtaining a high rate of learning requires rapid and focused repetition, high motivational levels, excitement, and involvement. Students must employ strategy under exciting circumstances to make rapid responses while being provided immediate feedback.
The strategies for using the games are best represented by three motivational features — improvement, fast action, and increasing levels of difficulty:
- Improvement. Poor performance in these games is not viewed by players as failure but as a challenge to improve. Improvement comes through two means, familiarity and strategy. As the player grows familiar with the events, he/she is able to develop and implement strategies to reduce negative consequences and improve performance.
- Fast action. Requiring a high number of responses in a short period of time is motivational and requires good performance. The individual has no time for interfering and distracting thoughts without serious penalty.
- Increasing levels of difficulty. With our routine, drill takes on an aura of excitement and challenge with the games and strategies that increasingly require the student to face a more difficult situation just as a goal is accomplished. Such a challenge leads students to maximum proficiency.
Our total approach is based on a philosophy that includes these principle points:
- Students respond to challenge and errors can be viewed as opportunities to improve rather than as indication of failure. An unlimited ceiling on performance will help the student reach his/her maximum level of proficient performance
- Repetitious drill can be fun, as fun as methods typically associated with the higher order aspects of learning.
- Immediate feedback facilitates improvement in performance.
The basic procedure for using these programs is:
STEP 1: Establish Aims
Establishing an aim, or goal performance, for the student in the computer games is an excellent motivational technique. These are programmed for one minute stages; this seems to be the best time limit for proficiency and motivation in the game. By using the same time per game, the scores represent a consistent rate or frequency of hits and misses. This increases the degree of comparability from score to score.
STEP 2: Explain Procedure
Depending upon the student’s experiences with the computer, you will need to spend some time explaining the object of the game being played and the way in which the game operates. After explaining these to the student and establishing a schedule for the work at the computer, observe the student for a few minutes to make sure he/she is operating the game correctly.
STEP 3: Chart Student Progress
The student's hits and misses are recorded in the scores on the screen. The 'detail' graphs at the end of the game can be used to note trends in the performance from which decisions on strategies for improvement can be made. It also predicts more clearly and easily if the student is likely to reach the aim set. It provides visual feedback of progress to both you and the student. .
STEP 4: Interpret Student Progress
Interpreting the graph lines of hits and misses (trend lines) is important in setting strategies for improvement and establishing new goals. This should be done at the end of one or two weeks of performance. Interpreting both the correct (hits) and error (misses) responses will enable you to see the degree of accuracy the student is achieving as well as the absolute performance level. By interpreting both of these trend lines, you will have a learning picture from which you can plot strategies for further learning.
STEP 5: Provide Generalization Activities
Once a student has reached an aim within a game at skill level 'normal', you may want to provide some activities in which the student uses the skills. You can set up special activities that will demonstrate this use in practical applications. For example - ways of making change, calculating mileage, calculating miles per gallon used by an automobile, checking sales receipts from stores for accuracy, estimating various costs of groceries from newspaper ads.
Repeat Steps for Additional Games
The steps listed in this manual should be repeated for each game that the student plays. Use flashcards, worksheets, and other computer games to help the student reach specific aims based on information gained on the first trials with the program.
Our materials are designed to be used flexibly as the student’s needs and learning situation warrant. Each person working with this product is encouraged to adapt the materials in any way possible to ensure a successful learning experience for the student.
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