Section 2 - Commodore Computers

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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 educational 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
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Page 1 and 2: 1\ MALA Educational Programs M\~ Fo
Page 3 and 4: May. 1982. Issue 24 COMPUTEI 101 Ma
Page 5 and 6: • the battle for the moons of Jup
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Page 9: i i ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~,
Page 13 and 14: May. 1982. Issue 24 COMPUTEI 111 Ma
Page 15 and 16: APPLE • ALTOS • ATARI • MAXEL
Page 17 and 18: CBM Maintenance In-House DOWNEY, CA
Page 19 and 20: NEW PET/CBM SOFTWARE NEW PET/CBM SO
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Page 27 and 28: OSI TRS-80 COLOR-80 OSI OSI TRS-80
Page 29 and 30: THEE MOSAIC 32K RAM FOR ATARI 32K R
Page 31 and 32: VOUNEED YOU NEED SpeedRead+ • Opt
Page 33 and 34: MOV, May, 1Q82, 1982, Issue 2A 24 C
Page 35 and 36: May. May, 1982, Issue 24 2.::1 COMP
Page 37 and 38: May, 1982, Issue 24 COMPUTEI 135 Ma
Page 39 and 40: MENAGERIE . ... $11.95 GRAFIX MENAG
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Page 53 and 54: May, 1982, 19S2. Issue 201 24 COMPU
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Mov. May. 1982.lssue 1982, Issue 24
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May. WIoy. 1982, 1982. Issue 24 21:
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HP·S5 HP*85 ao BO Column Printer H
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Section 2 - Commodore Computers

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