Section 2 - Commodore Computers

108 COMPUTEt May. 1Q82.lssue 24
108 COMPUTE! May, 1982, Issue 24
the A key. Programs for young children require
the A key. Programs for young children require
great care so the child is able to discern these relationships.
One thing we have observed is that young
children often press a key and then keep holding it
down. On some computers this registers as many
key presses. We have seen children do this using
the Froggy program. Froggy then jumps many
times. Since the child thinks he has pressed a key-
just once, he does not realize how he caused the
action on the screen.
Make il it eas),/or easy for Ihe the child 10 to enler enter responses. All the
programs described above require just one or two
key presses for each response. Some of them also
give the child a chance to erase and reenter a response
before anything happens. This is useful as
young children often press keys they did not intend
young children often press keys they did not intend
to press. Input devices such as joysticks, game
to press. Input devices such as joysticks, game
paddles, and light pens are often easier forr children
to use than keyboards, but few available programs
to use than keyboards, but few available programs
use these devices.
Let Lei the child work al at his own pace. Children are
very variable in how quicklyy they respond. There
herefore,
programs should be paced by the child's
res po nses, not by internal timers (unless, of course,
responses, not by internal timers (unless, of course,
speed of response is an impon important part of the lesson
or game). Programs that move on too quicklyy become
frustrating. Programs that make the child
wail wait become boring.
Hold I-I children's allention, attention, bul but do 1101 not distract dislracllhem them
from the important information. Preschool children
/rolll Ihe imporlanl in/orlllalio". Preschool children
typically y have short shon attention n spans and may not be
able able to tell which information on the screen is most
important. importanl. Screen displays have to be carefully
y
designed to make them interesting ting without being
confusing or distracting. Color, sound, and movement
are very salient for r children. They can n be
used to draw attention to educational aspects of the
lessons or games. However, they can easily y be
misused and distract or confuse the child. . For
example, in the Above/Below program the lines
and boxes that appear vary in color. This creates a
pleasing visual display. However, it can n also lead to
confusion - several children First Ilrstthought thought they
were controlling the color of the lines, not the
location. Another example of distraction is found
in the Hodge Podge program. When music plays,
the words DO, RE, ME, , FA, SO, LA and TIT I appear
in the e corner of the screen as each note plays. ThisT distracted some children from the main part of the
distracted some children from the main part of the
display, and confused those who could not read
the words. Several programs also leave a flashing
cursor r in the corner of the screen. Many children
find this annoying. A prompt symbol that does not
lind this annoying. A prompt symbol that does not
fl ash wo uld better serve the sa me purpose.
flash would better serve the same purpose.
Make sure Sllre the Ih e child can understand IIndersla the Ihe feedback. In
order o to learn, the child must understand when his
answer is correct and when it is not. We have found
answer is correct and when it is not. We have fo und
many cases of feedback that children ca cann misinterprel.
pret. Forr example, so some programs nash flash the child's
name on the e screen when a COrt-ecl correct answer is en­
tered. . We have observed some children become
upset by this -they - thought they were wrong and
the computer was yelling ling at them. We have even
seen programs for preschoolers which use the
seen programs for preschoolers which use the
words correct and wrong. wrong, with no other feedback.
For pre-readers, readers, things like smiling and frowning
faces are much more appropriate.
faces are much more appropri ate.
Some minim al requ irements for softwa re
Some minimal requirements for software
design have not been included in our list of principles.
We assume all software designers realize such
things as programs should not crash when an
unex pected key is pressed and feedback should
unexpected key is pressed and feedback should
not be insulting to thee child. There is no excuse for
programs that do not meet these minimal standards.
programs that do not meet these minimal standards.
The quality of educational software has increased
greatl y in the past few yea rs and will continue to do
greatly in the past few years and will continue to do
so. Software designers are now placing more eem­
phasis on makingg programs user-friendly r-Friend and
pedagogically y effective. We expect the most excitingg
new developments in the next few years to be in
software, rather than hardware, and look forward rd
to seeingg many)' innovative ve and well-designed edu-
cational programs. ©
cational programs. ©
i'or For use with ICit/)
PET/CBM PEl/ cml Computer Complller & c- Printer Plilller
plus plltS
Compatible Com/it/riMe Disk Oisk System
,~I'Slem
Computerprograms 0 1111/)1111..'" pIYJ.ltrams designedjbr desiglll..'d /01' use by /).1' tbeclassmom Ibe c1assroomleac/)eras
teacher a primary source of exercises in mathematics, basic skills.
Through simple question and answer, and ivilb the use of only
i(Jlle me computer aml/)IIU'I' system, ,9'Slem, ua teacher 1I'!(lc/)er may 111(1.1' satisfy sati.V), all till individualized, ;lIdiddIlOliz('d, in-
ill·
class cllISS and (ll/d homework /)0I1I('IlYJrk requirements Iw/uiremelllS for drill dlill in ill arithmetic.
mil/)meti(",
Students Slut/ellIs work lI 'fJrk directly d;rec/~J I upon U/JOII exercise eXercise sheets. s/)eets, Difficulty level letlC/ is
easily ('asi~J ' adjustable. m(jus(a/)/c>, Answers A/lslI'ers are always (I"I '(~I 'S provided. tJ/T}II;ded, 23 .!3 programs
tNT/grallls
i'minded, Ineluded, covering cOIlt'liug integers, Inlegers, decimals, decil/wls, fractions, [mf.'liOlls, ficrce?it /H.!/'('elll and (III(/
much mu(,'/) more. mm'l',
Mllthematics, Mathematics, Basic BlISic Skills
Paper Exercises in Arithmetic Aritbmeti