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ENCHANTED MATH IN THE GARDEN

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VICTORIA A. SAMYER

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ENCHANTED MATH IN THE GARDEN

BY

Victoria A. Sawyer

A THESIS

Submitted to
Michigan State University
In partial fulfillment of the requirements

for the degree of
MASTER OF ARTS

Department of Telecommunications

2002

ABSTRACT

ENCHANTED MATH IN THE GARDEN
By

Victoria A. Sawyer

This project is to design and develop a set of interactive, web-based games and
learning experiences which offer parents/caregivers and preschool teachers tools
that children age 3-5 can use to learn to identify the ordinal numbers 1-10, match
ordinal numbers 1-10 with words, match ordinal numbers 1-10 with amounts of

objects, and to sequence the numbers 1-10 correctly.

It is the MSU 4-H Children’s Garden’s vision that the 4-H Children’s Garden
become a leader in how to integrate technology into garden learning
experiences. In keeping with this mission and vision, and in cooperation with the
curator of the 4-H Children’s Garden, Enchanted Math in the Garden uses
garden themes to promote mathematical exploration using web-based

technology.

To my family, who taught me to love learning and playing.

iii

ACKNOWLEDGMENTS

Thank you to Dr. Carrie Heeter and Dr. Norm Lownds for access to their
creativity and their support of this project. Thank you to my co-workers for their
technical and moral support. Thank you to Jiatyan Chen for her Flash expertise,
to Barbara Beckmeyer for her artistic assistance and to Marcia Witt for her

wonderful voices. Thanks to Mike Lownds for his counting tune.

iv

TABLE OF CONTENTS

LIST OF FIGURES ......................................................................... vi
INTRODUCTION ............................................................................. 1
CHAPTER 1: THE NEED ................................................................ 4
Standards ................................................................................... 5
Pre-school - K Children and Computers ..................................... 6
Existing Products ....................................................................... 8
CHAPTER 2: AUDIENCE AND PROJECT SPECIFICATIONS ..14
Target Audience ....................................................................... 14
Secondary Target Audience ..................................................... 14
Primary Target Audience ......................................................... 15
Primary Persona ...................................................................... 16
Secondary Persona .................................................................. 17
Production Plan ........................................................................ 18
CHAPTER 3: RESEARCH METHODS ......................................... 22
Interview Introduction ............................................................... 23
Interview Questions .................................................................. 24
Risks and Benefits ................................................................... 24
CHAPTER 4: THE PROJECT ...................................................... 26
The Look and Feel ................................................................... 26
Required skills .......................................................................... 27
Navigation ................................................................................ 27
Intro Screen ........................................................................ 28
Main/Home Screen ............................................................. 29

Game Levels ....................................................................... 30

Home .................................................................................. 31

The Games .............................................................................. 31
For Fun .................................................................................... 35
CHAPTER 5: RESEARCH RESULTS ......................................... 36
Anticipated Problems ............................................................... 36
Observation Results ................................................................. 36
CHAPTER 6: CONCLUSIONS ..................................................... 41
Indications for Future Development ......................................... 41
Conclusion ............................................................................... 43
BIBLIOGRAPHY -- - 45

 

LIST OF FIGURES

Figure 4.1 . The fairy provides directions ....................................... 27
Figure 4.2. Intro Screen ................................................................ 28
Figure 4.3. Main/Home Screen ..................................................... 29
Figure 4.4. Game Level Buttons ................................................... 30
Figure 4.5. Home Button ............................................................... 31
Figure 4.6. A Fun Bug ................................................................... 35

vi

INTRODUCTION

“Although school attendance is not mandatory in most states until first grade,
national surveys of parents of early elementary pupils show that 98 percent of
primary school children attended kindergarten before entering first grade (West,
Germino-Hausken, Chandler, and Collins 1992). Thus, kindergarten is now the

initial year of formal schooling for nearly all children in the United States.“ 1

Younger children are needing to know more at an earlier age. For pre-school-K
children with computer access, web-based learning tools, which follow national
standards, can be of great benefit in assisting caregivers responsible for teaching
them basic math skills. Such tools interest and engage children and allow them

to gain experience with technology.

The MSU 4-H Children’s Garden’s mission is to “promote an understanding of
plants and the role they play in our daily lives; nurture the wonder in a child’s
imagination and curiosity; and to provide a place of enrichment and delight for
children of all ages.” It is also their vision that the 4-H Children’s Garden become
a leader in how to integrate technology into garden learning experiences. in
keeping with this mission and vision, and in cooperation with Dr. Norm Lownds,

curator of the 4-H Children’s Garden, Enchanted Math in the Garden was

 

‘ Entering Kindergarten: A Portrait of American Children When They Begin
School. Nicholas Zili and Jerry West. Retrieved September, 2002 from the
National Center for Education Statistics web site:
http://ncesed.gov/programs/coe/QOOO/essav/eo1 .asp

created. it is designed to promote mathematical exploration using web-based
technology and to link to the 4-H Children’s Garden based on the Enchanted
Garden theme area. In this way Enchanted Math in the Garden will show a
unique link between a physical place kids can visit and new and fun ways to

learn math.

Specifically, this project will be to design and develop a set of interactive, web-
based games and Ieaming experiences which offer parents/caregivers and
preschool teachers tools that children age 3-5 can use to learn to identify the
ordinal numbers 1-10, match ordinal numbers 1-10 with words, match ordinal
numbers 1-10 with amounts of objects, and to sequence the numbers 1-10
correctly. It will not address handicapper issues or needs. Web-based games
and learning experiences will be developed using the National Council of
Teachers of Mathematics Principles and Standards for pre-school - K

mathematics. 2

Research for this project will include observing and interviewing children aged 3-

5, who attend an area Head Start program.

 

2 Principles and Standards for pre-school - K mathematics. Retrieved
September, 2002 from National Council of Teachers of Mathematics Principles
and Standards for School Mathematics web site: http://standardsnctmpLgl.

After a prototype of the software is developed, 3-5 children in a Head Start
classroom will be observed playing with the software. Afterwards, the researcher
will ask a small number of informal questions about the experience. This
research will help identify any problems with design and be used to refine the

tools to best meet the needs of this group of children.

CHAPTER 1
THE NEED

There is a need to:

0 create interactive web-based tools that children aged 3—5 can use to learn
math concepts

0 create learning tools which are fun for children

0 create web-based tools which are attractive to children aged 3-5

a support caregivers in providing standards-based tools to teach children aged
3-5 appropriate math concepts

. support the 4-H Children’s Garden vision of integrating technology into

learning experiences.

Many children are exposed to learning through computers, games, television,
pre-school or parental support before they attend Kindergarten. “The foundation
for children’s mathematical development is established in the earliest years. ” 3 It
is essential that caregivers, parents and pre-school teachers have access to

tools to assist them in teaching children early math skills.

It is important that these tools interest, challenge and entertain the child as well
as follow national standards to teach appropriate math concepts. “The National

Council of Teachers of Mathematics (NCTM) feels counting is a foundation for

 

3 Standards for Grades Pre-K-2, Retrieved September, 2002 from National
Council of Teachers of Mathematics Principles and Standards for School
Mathematics web site: http://standards.nctm.org/document/chapter4/index.htm

students’ early work with numbers. “ 4 Learning to count in a fun and engaging

way will provide a good foundation for later math experiences.

Technology provides an opportunity to create interactive multimedia software to
assist in the teaching of early counting and number recognition skills. Integrating
technology into the learning experience prepares the child for today’s learning
techniques. Integrating technology also supports the vision of the 4-H Children’s
Garden to nurture a child’s imagination and curiosity through the integration of

technology.

Standards
The NCTM has developed standards which address several expectations of the
pre-school -K-2 group. This project will address the following subset of those

expectations. Students will:

0 “count with understanding and recognize “how many” in sets of objects

0 connect number words and numerals to the quantities they represent, using

various physical models and representations” 5

 

“ Number Operations and Standards for Grades Pre-K-2. Retrieved September,
2002 from National Council of Teachers of Mathematics Principles and
Standards for School Mathematics web site:
http://standards.nchorg/document/chapter4/numb.htm

5 Understand numbers, ways of representing numbers, relationships among

numbers, and number systems. Retrieved September, 2002 from National
Council of Teachers of Mathematics Principles and Standards for School

5

Pro-school - K Children and Computers

Today’s children are increasingly exposed to computers in their everyday lives.
While not all children have the same advantages, many have been exposed to a
computer. Computers are now found in many homes, libraries and in pre-

schools.

Children aged 3-5 are comfortable clicking a mouse, using a mouse to move the
cursor around the screen, and already associate clicking on objects with a
response by the computer. Children aged 3-5 like repetition. “The computer
allows endless experimentation and permits them to watch the same thing over
and over again, as many times as they choose.” 6 Software designed to take

advantage of repetition will compliment this tendency and enhance learning.

Children who use learning software have an advantage over those who do not.
Good computer-based Ieaming software provides stimulus, content, fun and the
ability to be played again and again. “Research has shown that 3 and 4 year old

children who use computers with supporting activities that reinforce the major

 

Mathematics web site:
http://standards.nctm.org/document/chapter4/numb.htm#bp1

6 Why children love computers. Warren Buckleitner, Scholastic Parent & Child,
New York; Apr/May 1999; Vol. 6, Iss. 5; pg. 38, 5 pgs Retrieved September
2002 from Proquest web site:
http://proguest.umi.com/pgdweb?Did=000000040194638&Fmt=4&_[_)eli=1&Mtd_=-_1_
&ldx=2&Sid=1&R T=309

objectives of the programs have significantly greater developmental gains when

compared to children without computer experiences.” 7

Other attributes are required to make learning software successful. “A well-
designed, easy to use program with interesting content that also shows
awareness of children’s love for the ridiculous, the repetitious, or the surprising is
a find.” 8 Appropriate graphics, color and sound are important features. Bright
colors will attract the child’s eye and attention. Sound can be used to encourage,

discourage or signal the child to do something.

Tasks must be appropriate for the child’s age. It’s OK. for a child to ask for help
to get started, but not fun if adult supervision is required. Tasks can be
challenging, but must be fun or rewarding in some way. Interactivity is crucial.
The child must be included in the learning process. interesting themes provide
cohesion for the learning process and often a “goal” or reason for the child to
perform tasks. The theme must interest the child and make them want to play the

game. it is important that the user interface be consistent throughout the product.

 

7 Computers and Yong Children. ERIC Digest. Susan W. Haugland. March 2000.
Condensed from “What Role Should Technology Play in Young Children’s
Learning?” by Susan Haugland. Retrieved September, 2002 from ERIC
Clearinghouse on Elementary and Early Childhood Education Champaign ll. Web
site: http://wwwed.gov/databases/ERIC Digests/ed438926.html

8 Choosing Software for Children. Mima Spencer. 1986. Retrieved September,
2002 from ERIC Clearinghouse on Elementary and Early Childhood Education
Champaign II. Web site:

http://wwwed.gov/databases/ERIC Dioests/ed267914.htm|

A button should always be in the same location, look the same and do the same

thing in all screens. Features should always work the same way.

Existing Products

Keeping these criteria in mind, I reviewed existing software which met the
specific needs of pre-school children, aged 3-5, to learn number recognition,

number matching and sequencing.

Most of the products used a game metaphor of some sort and most included a
challenge such as “solve all the problems and win a ticket for a prize” or “solve
problems to progress through a maze” and so on. Games that were marketed
toward younger children used recognizable characters, such as Pooh, or familiar

and entertaining themes such as a circus or magical world.

There are quite a few products for advanced math concepts, but fewer for the
basic concepts. Most of the products I found were targeted towards children 6
years and older. Many were too complicated for 3-5 year olds. Some products
included number recognition, number matching and sequencing skills, but
typically included more difficult skills such as problem solving, shape recognition
or addition and subtraction as well. I was looking for products with a narrower

content focus, targeted at 3-5 year olds.

I went to my local library and selected all products on CD-ROM that related to
math skills for children age 3-5. I played the games and reviewed the look and
feel, the interface and navigation tools, the games techniques and content. Two
addressed more advanced skills. Two included one simple math game but were
too limited in scope. One product met my project criteria - Disney’s Ready for
Math with Pooh. Next, I reviewed products on the Internet. While I did not test the
user interface, their product reviews described content which related to my
project’s criteria. Following is a selection of products that address mathematics
skills for similar age groups and addressed number recognition, number

matching and sequencing skills.

The Learning Company’s Math Rabbit Deluxe

Ages 4-7

This product uses four games in a circus setting. Games involve counting and
number matching which meet project needs, but additionally include adding,
subtracting and problem solving. Calliope Country lets children create music by
counting out notes. Tightrope Show has children match a number with one held
by the rabbit. Sea Lion and Bear Matching are adding and subtracting and
concentration games. Each game has four levels of difficulty. Some instructions
are written rather than spoken, so non-reading children need adult help. “The
game uses positive reinforcement by having the rabbit say “nice try” and “good
job” and using prizes. By correctly solving all the problems in a game set, the

child gets a ticket he/she can apply toward the purchase of a toy at the prize

center.” 9 There are limited hints for incorrect answers. One review notes that
“your child should already be able to count and recognize numbers before using

this program.“ ‘°

Disney’s Ready for Math with Pooh
Ages 3-6

 

“In Pooh's interactive “mathemagical” garden, children are guided through seven
multi-level, self-paced math activities.” 1‘ This game offers children their favorite
Disney characters as incentive. It includes number recognition and sequencing
but also includes addition, subtraction and pattern recognition. The games cover
the numbers 1-30. Animations and characters are cute and the music is age
appropriate and songs can be played again. The games include finding
surprises, hidden animations and music to attract and delight children. The
hidden animations differ each time they are clicked on. Kids earn a seed for their
own garden after completing an activity and water their garden by dragging a
watering can over it. Directional arrows point the child along Pooh’s garden path

where they find games to be played. A Honey Pot icon provides hints for any

 

9 The Learning Company’s Math Rabbit Deluxe. Retrieved September, 2002 from
SuperKids TM Educational Software Review web site:
http://www.superkids.com/aweb/pages/reviews/math1lmrabbit/memshtml)

'0 Math Software: The Big Picture. Retrieved September, 2002 from SuperKids
T" Educational Software Review web site:
http://www.superkids.com/aweb/pages/reviews/matfl/sw sum1.sht;n_l

” Disney’s Ready for Math with Pooh. Tina Velgos. Retrieved September, 2002
from The Review Zone web site:

http://www.thereviewzone.com/ready4mathpooh.html

10

activity, allows printing certificates, quitting, repeating songs or changing levels.
This directional tool is a bit difficult to use, but is aided by verbal directives. A lot
of time is taken for direction given which slows the child’s ability to get to play the
game. Wrong answers are not accepted and generate “wrong” noises or
comments. Right answers are rewarded. At times the program took control away
from the child when they would expect to have control. For example, when the
child plants their garden, they click on a seed package and a bee plants the
seeds. The child should be able to drag the seed packet to plant the seeds. The
Honey Pot and Wishing Well match games were well done and good examples
of games which met project criteria. They both encouraged number recognition,

matching and sequencing.

Knowledge Adventure’s JumpStart math for Kindergarteners

Ages 4-6

The theme is loosely based on Jack and the Beanstalk. Riding on a magic
beanstalk, Hopsalot, the rabbit, enters CloudTown, home of Guthry the Giant.
The child’s mission is to prepare a surprise birthday party for Guthry. “The goal is
to earn 100 “sparkling” candles for Guthrie’s party.” ‘2 Eleven math-related
games are located in CIoudTown’s islands. Children learn to write numbers,
count, sequence and also add, subtract, sort, recognize patterns and problem

solving. After earning 10 candles, the child can hide presents or hang

 

‘2 JumpStart Math for Kindergarteners. Tina Velgos. Retrieved September, 2002
from The Review Zone web site:

http://www.thereviewzone.com/jmpstrtmathk.html

 

11

decorations for Guthry’s party. Sing and learn songs are included as well as
printable materials for use away from the computer. The interface was not
assessed, but the content meets my criteria. Unfortunately, it goes well beyond

my scope.

Great Wave Software’s Number Maze

Ages 5-12

The child must correctly solve math problems to navigate through a series of
mazes and obstacles and reach the castle at the end of the maze. “The math
problems cover seventy skill levels from counting to word problems to long
division.” ‘3 This program claims to be useful for K-6. This program tracks the
progress of multiple users. Levels of difficulty increase and lessons from previous
levels are incorporated. The program focuses on the use of drills. The interface
was not assessed. While this program includes targeted skills, it goes well

beyond the scope of my project.

 

‘3 Great Wave Software’s Number Maze. Retrieved September, 2002 from
SuperKids TM Educational Software Review web site:
http://wwwsugerkids.com/aweblpages/reviewsLmath1lnma_ze/merge.shtml

12

Edmark’s Millie’s Math House

Ages Pre K - 2

“Children explore numbers, shapes, patterns, addition and subtraction.” 1‘ While
numbers and sequencing are included, shapes, sizes, addition, subtraction and
patterns are included as well. By counting critters, making jellybean cookies and
creating caterpillars children learn to associate numbers with quantities and
shapes with names. Critters pop up and count off when the child selects a
number from 0 to 30 in the Number Machine. The child can place from 1-10
rolling eyes, wagging tails and wiggling antennae on a bug or decorate cookies
with 0-20 jellybeans. The games provide immediate and positive feedback. It
provides spoken and graphic instructions for pre-readers. The product is

correlated to State Standards.

 

“ Early Learning Mathematics: MiIIe’s Math House. Retrieved September, 2002

from Riverdeep web site:
h_t_tp://www.riverdeep.net/products/edmark house series/millies math house.jht
ml

13

CHAPTER 2

AUDIENCE AND PROJECT SPECIFICATIONS

Target Audience

The primary users will be children between the ages of 3 and 5. However, in
order to reach children of those ages with software, the software must first
appeal to a secondary target audience, the parents, caretakers, and teachers

who serve as gatekeepers for young children’s media experiences.

Secondary Target Audience

This media project must be interesting to adults so they will select it for their
child’s use. The software must also be pleasing to pre-school through

kindergarten children so they wish to use it and thus learn from it.

One adult audience will be parents of children in the age range 3-5. These are
responsible people who wish to ensure that the website and experiences are
positive and safe for their child. They will want their child to have fun, while also
being successful. They will be interested in providing the child with fun learning

experiences, which also entertain them.

Another adult audience will be pre-school and kindergarten teachers. These
adults will look for learning experiences that will prepare children for the first

grade. They will expect appropriate developmental skills to be included in the

14

games. They will want experiences which the child can figure out and do by
themselves with minimal adult supervision. They will want a product that is
reliable and accurate. In addition, the learning games should be able to be
shared by more than one child and should help develop social and

communication skills.

Another adult audience may be caregivers, such as babysitters, who are
responsible for the care of a child 3-5 years old. This group will look for
entertaining devices, approved by parents, that the children will want to use.
They will want a website the child will spend more than a few minutes at and one

that requires minimal adult support.

Primary Target Audience

The children audience will be 3 to 5 year olds. They may be in a pre-school,
home or kindergarten environment. At this age they are learning to recognize
numbers, and sequence them. These children will need access to a computer.
They will be expected to have basic mouse skills, but minimal reading skills.
Children might use the software first under adult supervision, but after that they
will be guided by sound, visual changes, motion and game-playing tasks.
Children this age are generally curious, willing to be adventurous, and have a
relatively short attention span. Children will expect the games to be entertaining

and to provide a variety of experiences or activities. They will need an adult if

15

they get stuck. This project is not targeted towards handicapped or special needs

children.

Primary Persona

George is 5 years old. He is a bright, child and a quick learner. George’s family
is big; his mom, dad, one older brother, a baby sister and two grandparents as
well. They are an active family and spend time together both playing and

Ieaming.

George is very active and likes the rough and tumble games and playing with his
friends. He watches TV and likes cartoons. He likes the shoot-‘em-up westerns
and anything with lots of action. He loves loud noises, yelling and fast moving
games. He loves computer games and playing with his older brother Frank who
shows him how to use the mouse and keyboard. He is coordinated and can
control the mouse well. He likes puzzles and solving mysteries. He likes being

surprised and loves to laugh.

George might spend time on the computerjust after dinner and before bedtime
playing games. While he prefers the loud shoot-‘em-up games, he does not mind
the Ieaming games if they challenge him, move quickly and have good noises in

them. He might also play such games at a friend’s house or in pregchool.

l6

Winning is the most fun. Beating the game or not dying is the best. It’s also good

to beat someone else’s score.

To appeal to George, Enchanted Math in the Garden will require him to
physically move objects around the screen. Incorrect solutions will cause funny
“wrong” sounds to occur, while correct solutions will cause funny “correct” sounds
to occur. Correct solutions will cause surprise animations and sounds as well.
George will be challenged with levels of difficulty. George will be attracted to the

wizards, gnomes, trolls and dragons used in the games.

Secondary Persona
Cheryl is 3 years old. She is bright and interested in the world around her. She
lives at home with her mom and one older sister. Her mom works full-time so she

is involved in both pre-school and after school programs.

She likes playing with her friends, but not too roughly. She likes playing with
dolls and watching cartoons and having her mother read to her. She is curious
and adventurous about trying out new things. She likes to learn, but is not quick
to ask questions. She is not terribly interested in math, but does not dislike it
either. She has played on a computer at school and thinks it is OK. She has
played computer games and likes I Spy the best where you have to find all the

hidden things. She likes to impress her older sister when she can and even

17

sometimes show off for her. She likes puzzles and loves being surprised. She

draws well already and likes to use bright colors in her coloring books.

To appeal to Cheryl, Enchanted Math in the Garden will incorporate games which
require Cheryl to find hidden creatures for the correct solutions. She will be
challenged with several puzzle-solving type games and will find surprise sounds
and animations throughout. Cheryl will be attracted to the brightly colored

screens and the wizards, fairies and elves used in the games.

Production Plan

This will be an interactive, web-based project. Children at this age may not be
able to read, so all directions need to be spoken and as self-explanatory as
possible. Rollovers will speak where appropriate. Music will be used to add
repetition and gain attention. The images will be colorful and full of motion to

attract attention. There will be multiple levels of difficulty.

Flash will be the development tool. Screens will be designed using the MSU 4-H
Children’s Garden’s theme garden - the Enchanted Garden - as the metaphor.
Navigation will need to be obvious and easy-to-use. Learning experiences and

games will include:

18

. number recognition

0 number exploration to learn the numbers, their written and verbal names, and
graphic depictions

. number explorations depicting the correct sequence of numbers 1-10

0 matching games to practice matching the number with the word, the sound
and the graphic depictions,

. sequencing games to practice counting and placing numbers in the correct

order

The project is broken up into four sections: 1) the introductory screen, 2) the

main screen, 3) one tutorial for each number, and 4) ten games.

The introductory screen ties the product to the 4-H Children’s Garden Enchanted
Garden theme garden. It provides access to credits and cues the viewer that the
fairy will be the direction giver. Clicking on the fairy will take you to the main

screen.

The main screen provides three functions: 1) access to the ten games, 2) an
opportunity for the child to roll over a number and hear it say its number, and 3)
access to the fairy who will count 1-10 in sequence for the child. When the fairy
counts, she counts to a musical theme created by Mike Lownds, a twelve year
old in seventh grade. This counting theme is repeated throughout the games.

Children will hear the numbers count using the same melody over and over and

19

begin to sing along. The melody is intended to stick in their heads and be

repeated after the game playing is over.

Once a child clicks on a flower in the main screen, they are taken to that
number’s tutorial. The tutorial displays the number (and sings it), the word for the
number (and sings it), objects for that number (and sings it) and then the number
once again (and sings it). When the objects are displayed, they are added in one
at a time and the counting theme is repeated. The child is then taken to the

game.

The games all use characters such as fairies, wizards, dragons, and gnomes to
match the enchanted theme. The characters are all copyright free clip art, but
they are placed in photo-realistic backgrounds. Photographs were taken of the

Enchanted Garden for this use.

Each game has a home button which allows the child to return to the main
screen and select another game to play. Each game has a fairy which is the
direction giver. When clicked on, the fairy will give verbal directions to the child
about how the game is played. In all games, when a number is clickable, it sings

its name from the counting song.

Each game has three levels of difficulty and buttons which allow the child to

move between levels. Levels of difficulty are intended to challenge the child. The

20

first level typically deals with the numbers 15 Level two typically deals with
numbers 5-10 which are a bit more difficult. Level three begins to mix numbers

and words or numbers and objects making this the most difficult level.

Sounds are used to indicate correct or incorrect choices. The sounds are funny

and child-like and intended to be enjoyable.

Each game contains an animation or surprise of some sort. Each game also

contains a small bug which may be found by the child. When clicked, it makes a

funny noise and may be dragged and released anywhere on the screen.

21

CHAPTER 3
RESEARCH METHODS

Methods include observing and interviewing children aged 3-5 using a prototype

of Enchanted Math in the Garden.

Upon completion of the design and development of an Enchanted Math in the
Garden prototype, three Lansing area Head Start Program children, aged 3-5,
were asked to participate in the research. Parental consent was obtained in
advance, working with the teacher and 4-H Children’s Garden curator Norm
Lownds. The children were asked to sit at a computer one at a time and play with
the prototype. The children were read a short introduction and given the
opportunity to assent or decline to participate. Upon assent, they played the
games and were asked seven questions (listed below). The researcher answered
questions if the child was lost or stuck in the software. The researcher observed
the child playing Enchanted Math in the Garden, took notes about apparent likes
and dislikes and watched for apparent usability problems. After the child was
done playing with the software, the researcher asked a small number of informal
questions about the experience, taking notes on the answers. Anonymity is
impossible since the researcher directly observed the children. However, all
interview and observation notes will remain confidential. Names were not
recorded or associated in any way with the data or observation notes. No video
or audio was used. While the interview process involved face-to-face contact,
subject’s names were not associated with their comments in any way. Notes will

be stored in a password-protected computer. Only the Principal investigator and

22

Secondary Investigator will have access to the data. The data will only be used to
aid the Principal Investigator in the design process and assess the value of the

tools developed.

This research was used to help identify any problems with design and will be

used to refine the software to best meet the needs of children in this age group.

Interview Introduction

I am going to show you some computer games to help children your age learn
math skills, like counting 1-10. I would like you to play the games and let me
watch and take notes about what you think is fun, what is not fun, or what does

not work well. What you say will help make the games even better.

When you are done playing, I would like to ask you some questions. Your
answers will help me make sure the games work well and are fun to play. If, at
any time, you don’t want to talk to me or have me ask you any more questions,

just tell me to go away and I will.

Does this sound OK? Would you like to try the games and answer some

quesfions?

23

Interview Questions

Were these games fun to play?

Which game did you like best? Why?
Which game did you like least? Why?

Was it easy to figure out what to do to play?
What did you learn playing these games?
Would you like to play them again?

Would you like to show these games to a friend?

Risks and Benefits

The risks to the child seem minimal. There is always the possibility that a child
may feel uncomfortable with being informally observed or interviewed. The child
may feel singled out and therefore embarrassed in front of their peers. The
computer monitor may cause eye irritation and the keyboard may cause wrist
soreness. The prototype software may frustrate the child or cause them to feel it
is their fault if the software fails to perform correctly. There is a possibility that the
observation or interview process may disrupt an ongoing event and cause

frustration to the children.

The potential benefit of creating a more useful math learning tool is greater than
the risks involved. Many children today are being home-schooled or are being

taught skills at an earlier age. For those children with computer access, web-

24

based learning tools, which follow national standards, can be of great benefit in

aiding children aged 3-5 learn basic math skills.

Testing this software on adults rather than on children would provide little useful
input. Adults know too much math, and they do not perceive the world or play

games the same way young children do.

25

CHAPTER 4
THE PROJECT

The entire project is loosely based on the premise of "See it. Say it. Do it." That
is, the task is demonstrated so the child can see what is expected. By verbally
repeating the task steps, such as the counting theme, the expectations are
reinforced and memory enhanced. Then the child performs the task. Repeating
these steps reinforces and enhances the learning process. I intended to take
advantage of this age group's tendency to play games over and over. By
repeatedly reinforcing the visuals of the number, word, sound and objects,
children may retain this information on their way to playing the games. A
repetitive counting melody will encourage the child to sing along while learning to
count. The games provide the basis for task performance. Three levels of
difficulty are provided so that quicker learners can continue to challenge

themselves.

I embrace the premise of the Children's Garden to "nurture the wonder in a
child's imagination and curiosity and provide a place of enrichment and delight for
children of all ages." I hope that l have created games for children that will
interest, challenge and entertain them. I wanted to bring some fun into the

process and what better helpers than gnomes and fairies to do that!

The Look and Feel
The screens were created using bright colors. Some characters were designed

using clip art. All clip art used is copyright free. These were combined over real

26

photos taken of the Enchanted Garden theme garden in the 4-H Children’s
Garden. This combination provides a reality-based setting. Should children go to

the real garden, they would see a similar setting.

Required Skills
Children will need to be able to use a mouse and have some skill at clicking and

dragging objects around on a computer screen.

Navigation
It cannot be assumed that the children will be able to read directions. Thus the
fairy became the direction-giver throughout. Clicking on the fairy in any screen

will always provide directions on what to do or how to play a game.

  

Figure 4.1. The Fairyprovides directions

27

Intro Screen
The introductory screen provides title and credits for the project. Verbal directions
are given for the child to click on the fairy to proceed. Upon clicking, they will be

taken to the main screen.

EN GRANTED GARDEN

[AWE with nil-A «nut gardens
Uh. oh! that
Delight 1:; their tmnuty.

In: our ”can a: w..-
u. w:- m: 3L “.1
..r:- number
x - Inufi.
m “we!

 

.4 . _ ' . .
‘ -""' I ~- - «by.-- "~W -~-W ”*W

Figure 4.2. Intro Screen

28

Main/Home Screen
Spoken directions from the fairy tell the child "click me to make the flowers count,

or click a flower to play a game."

Children who need reinforcement counting from 1-10 can follow along with the
fairy as the numbers are sung in the proper sequence. The counting melody
used was intended to be memorable so the child might sing the melody while
repeating the numbers in sequence. The melody used was child-composed, by

Mike Lownds, a seventh grader.

A

Z
31.

m
-.‘I ,g’Zf’
..
A.‘r
‘.v .

k.

 

 
   

Wm
Figure 4.3. Main/Home Screen
There are ten flowers, each representing a different game. Clicking a numbered

flower takes you to a short tutorial for that number and then on to a game (there

29

are ten games, each with three levels of difficulty). Levels of difficulty are

included so that quick learners can continue to challenge themselves.

When a flower is clicked, a short animation shows the number of that game as a
number, is spoken, is shown as a word, is shown as a graphic and then one
more time as a number. While the number is being shown as a graphic, the count
is incremented and the counting melody is played up to that number. Since this
sequence plays each time the child wants to play a game, the learning is
reinforced by repetition. The same counting melody used when the fairy counts is
used for each of the numbers. Then the child is able to begin playing the game.

The child can click the fairy for instructions at any time.

Game Levels

There are three levels of difficulty for each game. Children may navigate between
game levels using forward and back arrow buttons. Each level increases the
difficulty in some way. It may use the higher numbers 6-10, it may combine
numbers with words, numbers with graphics or numbers with sounds rather than
matching a number with itself. The hardest level may require matching a word to

a graphic or a word to a word.

 

  

II..- _.;.—..... -. _ .. .2
Figure 4.4. Game Level Buttons

30

Home Button
It is important that a child can return to the Home Screen at anytime and begin a
new game or make the fairy count the numbers. Clicking on the flowers at the

bottom left corner of any screen will return the child to the main/home page.

  

A _' 1‘ ’."
I“

Figure 4.5. Home Button

 

The Games

Learning experiences and games are designed to include:

0 number recognition

0 number exploration to learn the numbers, their written and verbal names, and
graphic depictions

0 number explorations depicting the correct sequence of numbers 1-10

. matching games to practice matching the number with the word, the sound
and the graphic depictions,

. sequencing games to practice counting and placing numbers in the correct

order

Flower 1:
Game Name: Number Match

Skill: Number recognition, matching number-graphic and number-word

31

Task: Child drags a number to a specific spot that matches with a picture
showing that number of objects.

Other actions: All numbers say their names when clicked on.

Flower 2:

Game Name: Plant Me in Order

Skill: Number recognition, sequencing

Task: Child drags unordered, numbered plants from pots to plant in the ground,
sequencing the plants in the correct order.

Other actions: Flowers say their number when clicked on.

Flower 3:

Game Name: Plant the Seed and Watch It Grow

Skill: Number recognition, matching number-graphic

Task: Child picks an image of the number of seeds matching the numeral on the
pot and drags it to plant it.

Other actions: All seeds say their number when clicked on. The number on the
pot will say its name when clicked on. The flower that grows as a result of

selecting the correct match may be clicked on to say its number.

Flower 4:

Game Name: Flower Count

Skill: Number recognition and sequencing, word recognition and sequencing

32

Task: Child clicks on the numbered flowers in the correct sequence.
Other actions: Numbers must be clicked on in correct sequence. As a correct
number is clicked on, it arranges itself along the bottom in the correct order.

These numbers may be clicked on to say their names.

Flower 5:

Game Name: Help Plant the Wizard's Garden

Skill: Number recognition, matching number-number, number-word and number-
graphic.

Task: A wizard appears with a sign containing a number or object. The child
identifies the number or “how many” and clicks on the matching garden hole’s
number.

Other actions: When the correct number/hole is clicked, that number of flowers

grow from the hole.

Flower 6:

Game Name: Find the Creatures

Skill: Number recognition, matching sound-number and sound-word

Task: Child finds hidden creatures and learns their number by rolling over them,
then drags them to sit on the mushroom with the matching number.

Other actions: All creatures say their number when rolled over. All numbers say

their name when clicked.

33

Flower7:

Game Name: Spin and Match

Skill: Number recognition, matching number-number and number-word

Task: Child identifies the number of the flower growing in the pot and clicks on
the spinning flower that matches.

Other actions: When correct spinning flower is clicked, the matching flower

changes color.

Flower 8:

Game Name: How Many Are There?

Skill: Number recognition, counting, match count-number and count-word
Task: Child counts the flowers in the pot and clicks on the number that matches
their count.

Other actions: Flowers in the pot count when rolled over. Number selections
identify themselves as “too high” or “too low” to help the child select the correct

number. All numbers say their names when rolled over.

Flower 9:

Game Name: Flower Repair

Skill: Number recognition, sequencing, matching number-number. number-word
and word-word.

Task: Child drags numbered petals to match those on the flower to make it

whole again.

34

Other actions: Numbered petals on the left side say their number when clicked

on.

Flower 10:

Game Name: Help the Caterpillar Escape

Skill: Number recognition, sequencing

Task: Child drags caterpillar body parts to complete the caterpillar in the correct
sequence.

Other actions: The numbers may be dragged in any order. Once all numbers

are in order, the caterpillar says “thank you" and crawls away.

ForFun
Each game contains a bug that makes noises when clicked. It may be dragged
anywhere the child wishes. This element is not obvious, but provides a surprise

reward upon exploration.

  

Figure'4.6. A Fun Bug

35

CHAPTER 5
RESEARCH RESULTS

Anticipated Problems

The games all require the child to be able to control a computer mouse, click and
drag objects across the computer screen. It is anticipated that the motor
coordination of a three year-old child is less well developed than a five year-old
child. Children who possess a low degree of motor coordination and mouse skill

may find it a prohibiting factor in their ability to play the games.

Observation Results

Clem

Observation was done at a small table off to one side of the larger classroom.
Other activities were going on while the testing was being done. Some of these
activities were noisy, such as dancing and laughing. Occasionally the noise was

so loud as to prohibit hearing of the verbal directions on the computer.

Mouse skills were better than anticipated. Unfortunately, a two-button mouse was
used for the observation and the second button introduced difficulties and
frustrations for the child. A single button mouse would have made it a bit easier
for the children. All children were able to click and drag objects. One child found
a unique approach: standing, the child used one hand to hold the mouse steady
once it was in the proper location, and then used their other hand to press the

correct button.

36

All children observed indicated that they had fun playing the games they chose

and would show them to a friend.

Design problems were discovered in the introduction page and in the direction-

giving process.

Introduction

The introduction page provides three functions. First, it provides access to the
ten games. Second, when the child rolls over a flower they hear the name of the
number on that flower. Because the flowers are in two rows, the child needed to
return to the bottom left to hear the numbers 5-6. They had a hard time getting to
the 5 without rolling over the 6-10 flowers, disrupting the sequence. The child
could not easily roll over the numbers in a 1-10 sequence. The third function is
provided by clicking on the fairy. This begins a short animation with the fairy
counting the numbers 1-10. Each child observed continued to roll over the flower
numbers causing them to say their numbers while the fairy also counted. It was

confusing and should be modified.

Directions

All children indicated that it was hard to figure out what to do in order to play the
games. While it was intended that the fairy provide directions, in all observations
the child could not hear the directions in the noisy classroom environment. In all

cases, the researcher had to help each child figure out how to play the games.

37

However, once the child knew what was expected, they were able to successfully

play the games. The games will need more than verbal directions.

Once a child completed a game, they were not sure what to do next. The
researcher prompted them to choose to play it again at a harder level, or to go

back to the home page and choose another game.

The Games

When asked what they learned from these games, they were not able to identify
any learned skills. However, I observed one child begin a game incorrectly
identifying the numbers and end by correctly counting them backwards and
fonrvards. I also heard children sing along with the counting songs which was one

of the repetition goals.

Smcific Observations (3 children)

Game Number 1: After a short demonstration of how to play the game, one child
correctly identified the number to be dragged, successfully found the matching
number and successfully dragged the number to the correct location. The child
then began counting all the objects for me.

Game Number 2: not played

Game Number 3: not played

Game Number 4: After a short demonstration, one child experimented a bit on

level 1. The child liked the “sorry” phrase heard when clicking the wrong item and

38

began repeating it. The child experimented a bit, not quite sure of the sequence
of the numbers 1-5, but finally got the sequence. The child moved to level 2 and
did quite well. The child returned to level 1 and figured out they could click on
ordered numbers on the wall and make them count. The child proceeded to click
on them and to count them out loud both forwards and backwards. While the
child began by wrongly identifying several number as “seven”, they ended
correctly identifying 1-5 forwards and backwards.

Game Number 5: After a short demonstration, the child successfully played
levels 1 and 2. The child was able to match the number and click on the
matching number. The child liked the “success“ noise heard when correct.
Game Number 6: During the short animation before the game, the child began
signing along with the number count. When seeing the game picture, the child
said, “Cool!” A short demonstration was required to show the child what to do;
then the child was able to correctly match the spoken numbers with the written
numbers and drag the characters into the right location.

Game Number 7: This game did not require a demonstration, but did require
verbal coaching. The child then played level 1 successfully.

Game Number 8: Children played all three levels of this game. This game was
harder for the children and one said it was their least favorite. It was not obvious
what to do. Once coached, the children could count the flowers, find the
matching number and click on it. One child loved the buzzer noise when they
were wrong. One child found the cricket and enjoyed moving it around and

hearing its noises.

39

Game Number 9: The child who tried this game did not find it the most exciting.
After a short demonstration, the child was able to repeat the task, but seemed
unexcited by the game. The child did not complete the game and chose to return
home to select another game.

Game Number 10: A short demonstration was required to show the child what to
do. The child then played level 1 and level 2. While playing level 2, the child
seemed to improve and gain confidence and began experimenting a bit with
matching shapes to help figure out the number order. The child laughed when

the caterpillar crawled off saying “thank you”.

40

CHAPTER 6

CONCLUSIONS

Indications for Future Development

Two areas require further development: 1) the introduction page and 2) the
direction-giving process. Two games require minor adjustments and the

teacher’s manual needs additional directions.

Introduction

On the introduction page, it was not clear to the child to click on the fairy for
directions. The flower roll-overs which say the flower’s number were quite
successful, but when the child chose to have the fairy count the numbers, they
continued to play and roll-over the flowers which made it impossible for them to

hear the fairy count. This part of the introduction page needs to be re-worked.

The fairy needs to be more obviously identified as the direction/demo-giver.
The layout of the numbers needs to be changed to make it easier to roll over
them sequentially - such as in a circle, all in one row and smaller, or a sine

wave.

When the fairy counts the numbers, the rollover process needs to be disabled so

it does not interrupt the counting. During counting, the counted number should

stand out more.

41

Directions

The direction interface needs to be further developed. Getting directions from the
fairy, particularly in a noisy environment was not effective. Only verbal directions
were not effective for young children. Once children were given a demo on how
the games worked, they were successful in duplicating the process. Each game

needs to include a short demo that shows the child how to play the game.

Once the child completed a game, they were not certain what to do next. When a
game is completed, it would be useful to prompt the child in some way to choose
the next level or the home button, or to automatically move them to the next

game. Adding verbal instructions to the buttons on roll-over would be one option.

Using animation to draw the child’s attention to the button might be another.

G_arr.L6§

Other than adding a demonstration module to each, the games do not require
major corrections. Game 10 requires a minor fix to enlarge the target size so the
number 9 will “stick” more easily. Game 8 could be enhanced by adding a “too
low” or “too high” cue to incorrect buttons to help the child narrow in on answer.
The flowers to be counted should be clickable and say their number. This would

help the child figure out the correct number to click on.

42

For the Teachers

A teacher’s instruction booklet is also necessary. Using a page for each game, it
would include a picture of the game along with directions on how to play the
game. It would include the skills and tasks for each game and note any unique
features of the game. It was suggested that these page be encased in plastic for

durability.

General
Work might be done to see if a two-button mouse could be made to generate the
same result from either button. This would make it easier for the children who

were using a two-button mouse.

Conclusion

Children today are Ieaming more at a younger age. Enchanted Math in the
Garden provides a tool for 3-5 year olds to learn basic number skills at home or
in pre-school in an enjoyable format. The scope and focus of the project are
purposefully limited to allow for an intensely concentrated experience. The
games successfully use number recognition, matching and sequencing tasks to
aid the child in meeting the designated goals of the project and in developing
their number skills. The games use repetition and a variety of stimuli such as
animation, sound, color and Enchanted Garden themes to attract and hold a

child’s attention.

43

The skills required to count from 1-10 and recognize each number in its various
forms are well interwoven into the games in this project. It is this researcher’s
conclusion that while the introduction and direction-giving facilities need
enhancement, the games meet the desired project goals. There are probably a
variety of permutations and combinations that could be created to provide further
experiences. In addition, higher numbers could be included. While not within the
scope of this project, it could create the basis for additions to this project in the

future.

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46

        
 
   

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