The virtualtutor[3]
- 1. The Virtual Tutor Nintendo DS Game Janine K Corbin Joanna Gomez December 19, 2010
- 2. Background Information Pre-K-Second Grade -available for three different age grades. Purpose -Help children master reading. Developed by: MentorInterActiveInc Tested by University of Colorado Used in over 50 classrooms
- 3. Interactive Books 6-8 interactive books for 3 different age levels: http://vimeo.com/6211293 8 interactive books for Pre-K – Kindergarten
- 4. Interactive Books 7 interactive books for Kindergarten – 1st Grade
- 5. Interactive Books 6 interactive books for 1st Grade – 2nd Grade
- 6. Features of Virtual Tutor DS DS Virtual Tutor includes: Touch Screen Pen Arrows Speakers
- 7. Norman’s Principles as it applies to the DS Mapping
- 8. Norman’s Principles as it applies to the DS Visibility
- 9. Norman’s Principles as it applies to My Virtual Tutor Affordance http://www.youtube.com/watch?v=cFW_JxAX21U&feature=related
- 10. Norman’s Principles as it applies to My Virtual Tutor Feedback Parent Mode http://vimeo.com/7191541
- 11. 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.
- 12. Mayer’s Principles as it applies to My Virtual Tutor Modality Principle
- 13. Mayer’s Principles as it applies to My Virtual Tutor Signaling
- 14. Mayer’s Principles as it applies to My Virtual Tutor Personality Principle http://www.youtube.com/watch?v=cFW_JxAX21U&feature=related
- 15. Mayer’s Principles as it applies to My Virtual Tutor Segmenting http://www.youtube.com/watch?v=cFW_JxAX21U&feature=related
- 16. Interactive Play Modes 4 different play modes such as: Read to Me Explore I can read Paint Example of Read to Me Mode
- 17. Tufte’s Principles as it applies to My Virtual Tutor Paint Mode Unnecessary use of same words!
- 18. 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
- 19. 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
- 20. 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
- 21. 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 multi- media 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