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Número de publicaciónWO2011040804 A1
Tipo de publicaciónSolicitud
Número de solicitudPCT/MY2010/000176
Fecha de publicación7 Abr 2011
Fecha de presentación24 Sep 2010
Fecha de prioridad29 Sep 2009
También publicado comoCN102754141A
Número de publicaciónPCT/2010/176, PCT/MY/10/000176, PCT/MY/10/00176, PCT/MY/2010/000176, PCT/MY/2010/00176, PCT/MY10/000176, PCT/MY10/00176, PCT/MY10000176, PCT/MY1000176, PCT/MY2010/000176, PCT/MY2010/00176, PCT/MY2010000176, PCT/MY201000176, WO 2011/040804 A1, WO 2011040804 A1, WO 2011040804A1, WO-A1-2011040804, WO2011/040804A1, WO2011040804 A1, WO2011040804A1
InventoresSau Cheong Loh, Hock Ow.Siew, Peng Chew.Fong, Zahari Ishak, Gim Liew.Siew
SolicitanteUniversiti Malaya (U.M)
Exportar citaBiBTeX, EndNote, RefMan
Enlaces externos:  Patentscope, Espacenet
Visual auditory simulation technique (vastech)
WO 2011040804 A1
Resumen
The present invention relates to a courseware using visual auditory simulation technique that incorporates multimedia flash to systematically foster the attention for normal (3 - 6 years chronological) and special children (7 — 12 years chronological); and 2) to ascertain the effectiveness of Visual Audio Simulation Technique in promoting on-task behavior of normal (3 - 6 years chronological) and special children (7 - 12 years chronological). The invention adopts both the quantitative and qualitative approaches by using a visual auditory simulation technique in promoting the on-task behavior of 30 normal and 30 special children. The frequency of on-task behavior before and after the intervention will be recorded.
Reclamaciones  (El texto procesado por OCR puede contener errores)
A method of Visual Auditory Simulation Technique (VASTech) wherein the methods include:
a. identifying user module level;
b. setting the user in step (a) to appropriate module level;
c. setting module level time range;
d. setting games with unique features;
e. providing the user with games to perform tasks;
f. providing the user with remedial games;
g. providing the user with games on incremental basis;
h. providing the user with gradual and systematic training on attention;
i. observing the user; and
j. compiling data to obtain information.
2. The method as claimed in claim 1 wherein, the module level consists of 3 modules.
3. The method as claimed in claim 2 wherein, the 3 modules includes module 1 for beginner, module 2 for intermediate learners and module 3 for advance learners.
4. The method as claimed in claim 1 (d) wherein, the setting games with unique features includes colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features.
5. The method as claimed in claim 1(e), wherein providing the user to perform tasks includes 15 different tasks.
6. The method as claimed in claim 1(f) wherein' providing the user with remedial games includes 15 simplified tasks for Remedial 1.
7. The method as claimed in claim 1(f) wherein providing the user with remedial games includes 15 simplified tasks than Remedial 1 for Remedial 2.
8. The method as claimed in claim 1 wherein, the time ranges between 1 to 15 minutes:
9. The method as claimed in claim 1(g), providing users games on incremental basis, wherein Game 1 ends at 1 minute, Game 2 ends at 2 minutes, Game 3 ends at 3 minutes, and so on with the subsequent games until Game 15.
10. A system for Visual Auditory Simulation Technique (VASTech), the system includes a multimedia software wherein:
5 the software includes physical features;
the software includes a plurality of modules and a plurality of games.
11. The system as claimed in claim 10, wherein the modules are grouped from simple to complex level.
12. The system as claimed in claim 10, wherein the games having the means of 10 increasing time for each games and providing plurality of different tasks for the users. . ■'■ ■ · '
13. The system as claimed in claim 10, wherein the software includes colorful features.
14. The system as claimed in claim 10, wherein the software includes attractive 15 ; · ;. features.
15. The system as claimed in claim 10, wherein the software includes animated features. . . :
16. The system as claimed in claim 10, wherein the software includes music-added features.
20 17. The system as claimed in claim 10, wherein the software includes simulated context features.
18. The system as claimed in claim 10, wherein the software includes simple instruction features.
19. The system as claimed in claim 10, wherein the software includes moral -based 25 tasks in the form of games.
20. The system as claimed in claim 10, wherein the software includes reinforcement features.
21. The system as claimed in claim 10, wherein the system includes at least 3 module • level. 7'
30 22. The system as claimed in claim 21, wherein the 3 module comprising Module 1 for beginner, Module 2 for intermediate learners and Module 3 for advance learners.
23. The system as claimed in claim 10, wherein the games comprises of 15 different ■ tasks.
24. The system as claimed in claim 10 to 23, wherein the games comprising of 15 simplified tasks for Remedial 1 and Remedial 2.
25. The system as claimed in claim 12 wherein, the time ranges from 1 to 15 minutes.
26. The system as claimed in claim 10 wherein, each game has an incremental time of 1 minute, which means that Game 1 will last for 1 minute, Game 2 will last for 2 minutes, Game 3 will last for 3 minutes, and so on with the subsequent games until Game 15.
27. A kit set for Visual Auditory Simulation Technique (VASTech), wherein the kit includes:
a) a user manual depicting how the normal game, Remedial 1 and Remedial 2 are played;
b) a book or manuscript describing the visual auditory simulation concept;
c) a digital data storing device such as a compact disc (CD) or any other digital storing device; and
d) an activity manual comprises activities to be completed by the child after each module.
28. The kit as claimed in claim 27, the digital data storing device includes three storing device featuring the three modules, wherein each module comprises five (5) games.
Descripción  (El texto procesado por OCR puede contener errores)

VISUAL AUDITORY SIMULATION TECHNIQUE (VASTech)

The present invention relates to a visual auditory learning technique preferably a simulation technique for learning.

BACKGROUND OF INVENTION

The ability to attend and stay on task is critical to our ability to function within society. It is therefore particularly important for learners to be on-task whenever learning tasks are performed. No learning can occur unless the learner is first able to focus on the relevant aspects of the task or concept and to focus on that long enough to process the information, . giving it meaning and making it usable. For children, me inability to pay attention and stay on task while learning new skills and information can be challenging.

Young children wit inattention problems will find difficulty in concentrating on a task do - not finish what they start, do not listen and always lose things. Students with mental retardation, learning disabilities, ADHD, or emotional or behavioral disorders, as well as other low-achieving children, frequently exhibit problems with attention, or one or more of its component, as one of the defining characteristics of their disability.

Children who demonstrate high level of distractibility are allowing their energy to dissipate away non-meaningfully. The short term solution is to use medication. However, in the long ,πιη, children, including the special needs ought to be trained in sustaining attention. On-Task Behavior in this expariment is defined as the successful completion of a task or tasks given by the researcher, e.g. a drawing task, body exercise and so on.

SUMMARY OF INVENTION

Accordingly, mere is provided a method of Visual Auditory Simulation Technique (VASTech) wherein the methods include identifying user module level, setting user to appropriate module level, setting module levels time range, setting games with unique features, providing users games to perform, providing users remedial games to perform, providing users games on incremental basis, providing users gradual and systematic training on attention, observing users for data and compiling data to information. Accordingly, the method of Visual Auditory Simulation Technique (VASTech) includes identifying user module level; setting the user to appropriate module level (preferably 3 modules); setting module time range (1 to 15 minutes); setting games with unique features (such as colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features); providing the user with games to perform in each module; providing the user with remedial games in each module (includes 5 simplified tasks for Remedial 1 and Remedial 2 in each module); providing the user wit games on incremental basis; providing the user with gradual (whereby, Game 1 ends at 1 minute, Game 2 ends at 2 minutes, Game 3 ends at 3 minutes, and so on with the subsequent games) and systematic training on attention; observing the user; and compiling data to obtain information.

Furthermore, there is provided a system for Visual Auditory Simulation Technique (VASTech), the system includes multimedia software. Moreover, the software includes colorful features, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, and provision of reinforcement features, plurality of modules (the modules are grouped from simple to complex level) and a plurality of games. Indeed, the games having the means of increasing time for each game (preferably 5 different tasks for Remedial , 1 and Remedial 2 in each module) and providing plurality of different tasks for the users. In addition, the system includes at least 3 module levels, whereby the 3 modules comprising module 1 for beginner, module 2 for intermediate learners and module 3 for advance learners. Also, each game has an incremental time of 1 minute, which means that Game 1 will last for 1 minute, Game 2 will last for 2 minutes, Game 3 will last for 3 minutes, and so on with the subsequent games until Game 15. In addition, the present invention also relates to a manual for Visual Auditory Simulation Technique (VASTech). Moreover, the presnt invention disloses A kit set for Visual Auditor Simulation Technique (VASTech), wherein the kit includesra user manual depicting how the normal igame, Remedial 1 and Remedial 2 are played; a book or manuscript describing the visual auditory simulation concept; a digital data storing device [three storing device featuring the three modules, wherein each module comprises five (5) games ] such as a compact disc (CD) or any other digital stormg device; and an activity manual comprises activities to be completed by the child after eac module.

BRIEF DESCRIPTION OF THE DRAWINGS The present invention will be fully understood from the detailed description given herein below and the accompanying drawings which are given by way of illustration only, and thus are not limitative of the present invention, wherein:

FIG. 1 is a diagrarh showing a model of cognitive processing;

FIG. 2 is a diagram showing a quasi experimental design; and

FIG. 3 is a diagram showing an example of how the program interface or game is presented.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

Before the present invention is further described, it is to be understood that this invention is not limited to particular embodiments described, as such may, of course, vary. It is also to be understood that the terminology used herein is for the purpose of describing particular embodiments only, and is not intended to be limiting, since the scope of the present invention will be limited only by the appended claims. When a range of values is provided, it is understood that each intervening value, to the tenth of the unit of the lower limit unless the context clearly dictates otherwise, between the upper and lower limit of that range and an other stated or intervening value h that stated range, is encompassed within the invention. The upper and lower limits of these smaller ranges may independently be included in the smaller ranges, and are also encompassed within the invention, subject to any specifically excluded limit in the stated range. When the stated range includes one or both of the limits, ranges excluding either or both of those included limits are also included in the invention.

The present invention relates to Visual Auditory Simulation Technique (VAStech). Hereinafter, this specification will describe the present invention according to the preferred- embodiments of the present invention. However, it is to be understood that limiting the description to the preferred embodiments of the invention is merely to facilitate discussion of the present invention and it is envisioned that those skilled in the art may devise various modifications and equivalents without departing from the scope of the appended claims.

The following detailed description of the preferred embodiments will now be described in accordance with the attached drawings, either individually or in combination.

Information processing researchers have studied how human beings collect, interpret, store and modify information received from the environment and retrieved from their own stored information. It is based on the premise that cognition is a highly interactive internalized process which departs from the perspectives of the constnictivists and behaviorists. The critical factors influencing the success of learning include the learner's selection of stimuli, from all the available environmental stimuli and the process they use to give meaning to those environmental stimuli. A variety of functional models and hypotheses have resulted from this aspect of the complex process involves in cognition. There are three primary components of cognitive functions models, namely structural components, strategic control components and executive control functions components.

The structural components of the cognitive model include the sensory register, the immediate memory (short-term and working memories), and the long-term storage or memory. While the strategic control components include functions or strategies for completing specific tasks, it contain attention, perception and the storage and retrieval strategies used to transform information so that it is useful in the next step of the processing. The executive control functions would carry out a variety of monitoring activities, evaluating the effectiveness of cognitive processing, directing the flow 6f information and allocating resources.

The relationship of the structural, strategic and executive control functions to the processing of environmental stimuli or information is illustrated in the FIG 1 Model of Cognitive Processing.

Attention is an integral part of a cognitive process. Deficiencies and inefficiencies in attention create problems in learning and everyday functioning for many learners with disabilities. However, difficulties in learning are more likely caused by a fundamental limitation in the cognitive functioning as a system than by a deficit in any single function such as attention. However, the ability to attend or the quality of that attention is affected by the interaction of three variables: the child, the setting and the task. Thus, training attention seems to depend largely on the setting and task while recognizing the disabilities remains a constant factor which is important in the effort

The nature of any disabilities in children such as mental retardation, learning disabilities, ADHD, or emotional or behavioral disorders, is important to take note, because the. conditions frequently reduce the effectiveness of attending behaviors. On the other hand, the more structured the demands and the setting, the more difficult it is for any child to respond with appropriate level of attention. And when evaluating the task demands, the determination of the extent of me task requires voluntary attention is imports

more voluntary the attention demands, the more effort the learner must exert to focus ' ,: · . 7

attention. In short, the more strongly the task draws the attention of the learner, the less the individual has to consciously pay attention and the easier it is to sustain attention.

This present invention adopts both the quantitative and the qualitative approaches. The quantitative approach involves the quasi experimental study, while the qualitative approach 5 would be on observation and interview. FIG 2 shows the quasi experimental design adopted for the present invention.

The ability of computers to deliver information in multiple forms and presentation styles makes them an attractive resource for delivery of instruction to children who have different 10 skill levels and learning styles.

Multimedia is used to simulate reality, through video and audio streams, to produce a sense of learning "in context." This may be especially important in skill-training environments, when learning in an actual cockpit or surgical operating room would be unsafe and costly. In 15 more academic domains, simulations can give students the feel of an authentic experience, and both situated learning and anchored learning approaches have attempted to capitalize on this advantage of multimedia presentation.

Sound effects and music in general help simulated environments seem more authentic, and 20 may be helpful for situated learning and anchored instruction, thus enable to encourage learners to be on-task. In summary, the features of Visual Auditory Simulation Technique include being colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features, a series of easy-to-use 15 games structured in the form of concrete stimuli (e.g. butterfly in the garden, animal in the 25 farm etc.), the games would exist in 3 modules: 1 module for beginner, 1 module for intermediate learners and 1 module for advance learners, the activities would be set with different time, ranging from 1 - 15 minutes, the duration for each activity will be set in an incremental basis, which means that Game 1 will last for 1 minute, game 2 will last for 2 minutes, game 3 will last for 3 minutes, and so on with the subsequent games until Game 15; io the purpose of setting the short timeframe in an incremental basis is to allow gradual and systematic training of enhancing learners' attention while performing the games. Also, researchers in the area of attention have relied quite heavily on speeded task. A preliminary testing on the software was conducted. Three children with special needs of which two were children with Down syndrome and one was children with autism were chosen to participate in the pilot testing of the software. Here are some observations obtained from the children.

Child 1: 5 years old, Autistic child. He just played until Game 2 but repeated Game 1 for 3 times. He managed to concentrate on screen for first few minute, then he start to touch on the ; screen, since there is an exit button there. He kept on pressing the button to exit. This is the reason why he repeated Game 1 for 3 times.

Child 2: 6 years old, Down Syndrome child. He managed to play until Game 5. He showed more interest on Game 4 and 5.

Child 3: 4 years old, Down Syndrome child. He managed to play until Game 5 with the guidance and urge from people. During the testing, he lost concentration easily by pressing the keyboard button here and there without looking at the screen.

Generally, the three students are more used to use touch screen man keyboards (due to the school training). Each of them was trying to do the task by touching on the screen. They cannot understand the instruction of press any key and press any key continuously. However, they were quite attracted to the intro of each game.

BEST MODE TO CARRY OUT THE INVENTION

It is acknowledged that the term 'comprise' may, under varying jurisdictions, be attributed with either an exclusive or an inclusive meaning. For the purpose of this specification, and unless otherwise noted, the term 'comprise' shall have an inclusive meaning-i. e. that it will be taken to mean an inclusion of not only the listed components it directly references, but also other non-specified components or elements. This rationale will also be used when the term 'comprised' or 'comprising' is used in relation to one or more steps in a method or process.

EXAMPLES

Module 1, 2 and 3 includes 5 separate games each which are used to build attention of a child. Each of the five games in this module 1, 2 and 3 has a manual and a game guideline. Each game contains a normal game, Remedial 1 and Remedial 2. If the user cannot complete the normal game, then the user will be directed to Remedial 1 with same time allocation. If the user cannot complete the game in Remedial 1, then the user will be directed to Remedial 2 with same time allocation. Remedial 1 is an easier approach than normal game to encourage a user to complete a given task. Remedial 2 is an easier approach than Remedial 1 to encourage a user to complete a given task. However, if the user still fails to pass through Remedial 2, the user will need to repeat that particular game again. Once the user succeeded to pass the game, the user will be prompted to the next game.

Module 1

The five games have the timer of 1 minute to 5 minutes. First game is started once you click on the main exe file. Only when you successfully pass the game, you are allowed to go to the next game.

Game 1: Catch the Butterfly

Game objective The little girl needs to catch butterflies with the net within one

minute.

Description The little girl will run in a circle with a net. User need to press any key for the girl to catch the butterfly fly near her.

Normal game The little girl needs to catch 5 butterflies within one minute. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial 1 The little girl needs to catch 4 butterflies within one minute. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little girl needs to catch 3 butterflies within one minute. If fail, the user will direct to normal game. If success, the user will prompt to go to the next game.

Game 2: Touch the Stars

ame objective The little girl needs to find all the animals hidden behind the

blinking stars on the tree within two minute.

Description The little girl will fly randomly with a magic wand. User heed to press any key continuously for the girl to fly near the star and touch the star. The animal will reveal when the little girl use the magic wand to touch the star.

Normal game The little girl needs to touch 6 stars within two minute. If fail, the , user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial 1 The little girl needs to touch 5 stars within two minute. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little girl needs to touch 4 stars within two minute. If fail, the user will direct to normal game. If success, the user will prompt to , go to the next game.

Game 3: Catch the Fish

Game objective The little boy needs to catch all the fish within three minutes.

Description The little boy will use the fishing rod to catch the fish. User need to press any key continuously to roll the string into the water and up. The boy will catch the fish if the fish's mouth touches the hook.

Normal game The little boy needs to catch 7 fish within three minutes. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial 1 The little boy needs to catch 5 fish within three minutes. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little boy needs to catch 4 fish within three minutes. If fail, the user will direct to normal game. If success, the user will prompt to ,. go to the next game.

Game 4: Push the Log

Game objective Two little boys need to cross the river filled with crocodiles within four minutes.

Description The little boys will push the log to cross the river in four minutes.

User need to press any key continuously to push the log to the opposite riverbank. The boy can cross the river after the log is successfully pushed to the opposite riverbank. After that, user needs to press any key continuously for the boys to cross over with the log. Normal game The little boys need to push the log until opposite riverbank and cross the river within four minutes. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial 1 The little boys need to push the log until opposite riverbank and cross the river within four minutes. In this round, the log is easier to push than in normal game. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little boys need to push the log until opposite riverbank and cross the river within four minutes. In this round, the log is easier to push than even in remedial 1. If fail, the user will direct to normal game. If success, the user will prompt to go to the next game.

Game 5: Save the Chicks

Game objective The little girl needs to save the chicks fallen into the river with the bucket within five minutes.

Description The little girl will get ready with a bucket. User need to press any key for the girl to through the bucket to the chicks and save them. The chances of saving the chicks are randomized.

Normal game The little girl needs to save 7 chicks within five minutes. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next module.

Remedial 1 The little girl needs to save 6 chicks within five minutes. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next module.

Remedial 2 The little girl needs to save 5 chicks within five minutes. If fail, the user will direct to normal game. If success, the user will prompt to go to the next module. Module 2

Module 2 has five games and each game is given a time between 6 to 10 minutes. First game is started once a user clicks on a main exe file. Only when the user successfully passes the game, then the user is allowed to go to a next level of the game.

Game 1: Build the Sand Castle

Game objective The little girl needs to build the sand castle with tools within six

minutes.

Description The little girl will build the sand castle with some tools. User need to press any key to select the correct tools to build and press any key continuously to dig the sand into the mold and build the sand castle.

Normal game The little girl needs to select 7 tools with 7 steps to help her to build the sand castle within six minute. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial! The little girl needs to catch 6 tools with 6 steps to help her to build the ' sand castle within six minute. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little girl needs to catch 5 tools with 5 steps to help her to build the sand castle within six minute. If success, the user will prompt to go to the next game.

Game 2: Catch the Crabs

Game objective The little boy needs to catch certain amount of crabs within seven minutes.

Description The little boy needs to press any key to catch the crabs that come .

near him. The crabs will randomly come out and the user has to aim and press in order to catch them.

Normal game The little boy needs to catch 40 crabs within seven minutes. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game. Remedial 1 The little boy needs to catch 30 crabs within seven minutes. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.

Remedial 2 The little boy needs to catch 20 crabs within seven minutes. If fail, me user will direct to normal game. If success, the user will prompt to go to the next game.

Game 3: Fly the Kite

Game objective The little boy and girl successfully fly the kite within eight

minutes.

Description Both the little boy and girl will fly the kite for eight minutes where they have to avoid flying objects in the sky. User need to press any key to pull down the kite from being bumped by the flying objects such as birds and remote planes. Once the kite is damaged by the flying object, user need to select a new kite prompt to them within : 10 seconds.

Normal game The little boy will fly the kite for the first 4 minutes and the girl flies the kite for remaining 4 minutes. User has 5 lives to fly the kite within eight minutes. If ll lives finished used, the user will direct to remedial 1. Else, the user will prompt to go to the next game.

Remedial 1 User has 6 lives to fly the te within eight minutes. If all lives finished used, the user will direct to remedial 2. Else, the user will prompt to go to the next game.

Remedial 2 User has 7 lives to fly the kite within eight minutes. If all lives finished used, the user will direct to normal game. If success, the user will prompt to go to the next game.

Game 4: Riding a Jet Ski

Game objective Two little boys need to cross the river filled with crocodiles within nine minutes.

Description The little boys and girl ride the jet ski to the island to get the flag.

Along the way, they have to avoid the rocks and other obstacles on the sea. Once hit on the obstacles, they will tumble and fall. Soon get up and continue until they reach the destination and get the : flag. User needs to press any key to jump over the obstacles. User has the chance to gain back their live each time they tumble.

Normal game. The little boys and girl have 5 lives to ride the jet ski to the island and get the flag within nine minutes. If all lives finished used, the user will direct to remedial 1. Else, the user will prompt to go to the next game.

Remedial 1 The little boys and girl have 6 lives to ride the jet ski to the island and get the flag within nine minutes. If all lives finished used, the user will direct to normal game. Else, the user will prompt to go to the next game.

Remedial 2 The little boys and girl have 7 lives to ride the jet ski to the island and get the flag within nine minutes. If all lives finished used, the user will direct to remedial 2. Else, the user will prompt to go to the next game.

Game 5: Throwing Sand Darts

Game objective The little boy will compete with the girl (computer) to throw dart within ten minutes. Who throws for higher point will get shell. The user win once the he successfully gets 10 shells.

Description There will be a flying target moves above the dart. User need to aim the circle he want and press any key to throw his dart. The boy is the user who needs to throw the dart. The girl is the computer generated user to compete with the boy. Whoever throws for higher point will get shell. The user win once the he successfully gets 10 shells. The game continues until 10 minutes.

Normal game The little boy throws for higher points within ten minutes. If user fails to throw any dart for miiiute^ the user will direct to remedial 1. If success, the user will prompt to go to the next module.

Remedial 1 The little boy throws for higher points within ten minutes. In this round, the opposition (computer) will get less point to encourage the user. If user fails to throw any dart for 1 minute, the user will direct to remedial 2. If success, the user will prompt to go to the next module.

Remedial ! The little boy throws for higher points within ten rninutes. In this round, the opposition (computer) will even get less point to encourage the user. If user fails to throw any dart for 1 minute, the user will direct to normal game. If success, the user will prompt to go to the next module.

17 · ' ;,;·,;

Module 3

Module 3 includes five games that have a timer from 11 to 15 minutes. First game is started once a user clicks on a main exe file. Only when the user successfully passes the game, the user is allowed to go to the next game.

Game 1 : Country Run

Game objective The little boy needs to finish the country run within 11 minutes.

Description The little boy needs to finish the race in a cross country run. User need to keep pressing any key for the little boy to run. There will be 10 check points in total to complete the run. In each check point, the little boy will collect a flag. Along the way, some obstacles can hinder his way such as stepping on the mud or banana skin and get smashed by a poll of water when a car passed by.

Normal game The little boy needs to pass at least 6 checkpoints to get the 6 flags in order to pass this country run within 11 minutes. If the user fails, the user will direct to remedial 1. If success, the user will prompt to go to the next game. The user can get more than 6 flags within the time; he is allowed to do so until the game times up.

Remedial 1 The little boy needs to pass at least 4 checkpoints to get the 4 flags in order to pass this country run within 11 minutes in remedial 1. If fail the user will direct to remedial 2. If success, the user will prompt to go to the next game. The user is allowed to continue running to get the flags from the checkpoints if it is within the time constraint

Remedial 2 The little boy needs to pass at least 2 checkpoints to getfhe 2 flags :

in order to pass this country run within eleven minutes in remedial 2. If failj the user need to restart the whole game. If success, the user will prompt to go to the next game. The user is allowed to continue running to get the flags from the checkpoints if it is within the time constraint Game 2: To Collect Fruits and Clean up the Orchard

Game objective A little boy and little girl need to collect certain amount of fruit and rubbish within twelve minutes.

Description A little boy and little girl need to collect certain amount fruit and .'·'.'.

rubbish within twelve minutes. Before they come to any fruit tree or rubbish, user has to keep pressing any key to keep the little boy and girl moving. The fruit tree and rubbish will randomly appear and user has to press any key to pluck the fruit. User is allowed to pluck more fruit and pick up more rubbish iftime is not up.

Normal game The little boy needs to collect at least 8 pieces of rubbish and the little girl needs to collect at least 8 fruit within twelve minutes. If fail, the user will direct to remedial 1. If success, the user will prompt to go to the next game.

Remedial 1 The little boy needs to collect at least 6 pieces of rubbish and the little girl needs to collect at least 6 fruit within twelve minutes. If . fail, the user will direct to remedial 2. If success.; the user will prompt to go to the next game.

Remedial 2 The little boy needs to collect at least 4 pieces of rubbish and the little girl needs to collect at least 4 fruit within twelve minutes. If fail, the user will direct to normal game. If success, the user will prompt to go to the next game.

Game 3: Scout's Mission to Collect Flags

Game objective The scout boys successfully collect 4 flags from four stations

within thirteen minutes.

Description Both the scout boys will canoe down the river to collect 4 flags from four stations along the river within thirteen minutes. They need to complete the game offered by each station owner in order to get the flag from them. The four stations will be in random order each time user play. Each game will have different game and require different methods to play. One of the stations is playing tug of war. User need to keep pressing to help the scout boys to pull the rope. Another station is a balloon popping game. User need to press any key to shoot the balloon when the target moves over the balloons. Other stations are shooting sand bag and searching flag in aborigine village. User needs to shoot as many sand bags as he can. User need to press any key to shoot the sand bag when the target over them. In aborigine village, user needs to keep pressing the key for the scout boys to search the flag that tied up on a tree.

Normal game The scout boys canoe down the river to collect all 4 flags within thirteen minutes. They need to complete the games offered by each station owner in order to get the flag from them. If the user fails, the user will direct to remedial 1. Else, the user will prompt to go to the next game.

Remedial 1 The scout boys canoe down the river to collect at least 3 flags within thirteen minutes. They need to complete the games offered by at least 3 station owners in order to get the flag from them. If the user fails, the user will direct to remedial 2. Else, the user will prompt to go to the next game.

Remedial 2 The scout boys canoe down the river to collect at least 2 flags within thirteen minutes. They need to complete the games offered by at least 2 station owners in order to get the flag from mem. If the user fails, the user will direct back to normal game to replay.

Else, the user will prompt to go to the next game.

Game 4: Treasures Hunt in Mysterious Temple

Game objective A scout boy and girl will go for treasure hunt in a mysterious temple in deep forest.

Description The scout boy and girl go for treasure hunt to find the treasure in the mysterious temple in deep forest within 14 minutes. They have to pass four spots in order reach the mysterious temple. The four spots are river side, cave, jungle and mysterious temple. At the end of each spot, user will find a few treasure boxes and they have to open it up until they find hint of the next destination.

Walking along the riverside, they need to avoid the some obstacles such as banana skins, tree trunk, etc. User has to press any key to avoid the obstacles. On second spot, they will go into a cave to find the treasure box. User needs to keep on pressing to move them. There are obstacles such as falling rocks and bats along the way. On third spot, they need to walk through a jungle. Along the way, user needs to press any key to avoid the obstacles. The last spot is the mysterious temple where user has to keep pressing the key to move them.

Normal game The scout boy and girl must pass all 4 spots in the treasure hunt and find the treasure in the mysterious temple within 14 minutes. If the user fails, the user will direct to remedial 1. Else, the user , will prompt to go to the next game.

Remedial 1 The scout boy and girl must pass at least 3 spots in the treasure hunt and find the treasure in the mysterious temple within 14 minutes. If the user fails, the user will direct to remedial 2. Else, the user will prompt to go to the next game.

Remedial 2 The scout boy and girl must pass at least 2 spots in the treasure hunt and find the treasure in the mysterious temple within 14 minutes. If the user fails, the user will direct back to replay the whole game. Else, the user will prompt to go to the next game. Game 5: Finding the Objects Hiding in the Bushes

Game objective A group of little boys and girls will find the objects hidden by

their teacher in a small jungle. They have to find the items within the time constraint

Description A group of children are camping with a teacher in the jungle. The teacher has arranged an activity for them to search for 6 objects hidden in the bushes within 15 minutes. The 7 children are divided into 3 team where each of them team has to find 2 objects from the list. The items are red camping bag, orange shoe, yellow stick, green giant book, blue cap and purple pail. Different group will . search at different spots. User has to keep pressing any key for them to go and search. At each spot, the item hidden behind the bushes will be seen a corner, then a child have to find the correct one. .· · . . '."■ .

Normal game The 3 groups of students have to find at least 4 items within 15 minutes. If user fails to find, the user will direct to remedial L If the user pass, he is successfully completed the whole module.

Remedial 1 The 3 groups of students have to find at least 3 items within 15 minutes. If user fails to find, the user will direct to remedial 2. If the user pass, he is successfully completed the whole module.

Remedial 2 The 3 groups of students have to find at least 2 items within 15 minutes. If user fails to find or on task for 3 minutes, the user will direct back to normal game and replay the whole game. If the user pass, he is successfully completed the whole module.

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Otras citas
Referencia
1 *GOH, D.H. ET AL.: "Strategies for designing effective psychotherapeutic gaming interventions for children and adolescents", COMPUTERS IN HUMAN BEHAVIOR, 2007, XP022776899, DOI: doi:10.1016/j.chb.2007.10.007
2 *SILBIGER, M.: "Press Play to Grow! Designing Video Games as Trojan Horses for Catalyzing Human Development", MEANINGFUL PLAY 2008 CONFERENCE, 13 October 2008 (2008-10-13)
3 *WESCOURT, K.T. ET AL.: "KNOWLEDGE-BASED CAI: CINS FOR INDIVIDUALIZED CURRICULUM SEQUENCING (Tech. Rep. 290).", STANFORD UNIVERSITY, INSTITUTE FOR MATHEMATICAL STUDIES IN THE SOCIAL SCIENCES, 1977, STANFORD, CALIFORNIA USA: STANFORD UNIVERSITY, pages 7, 17, 22 - 24, 41-43, 47, 51, 53 ,98
Clasificaciones
Clasificación internacionalG09B7/00, A63F13/00
Clasificación cooperativaA63F13/60, A63F13/44, A63F13/47, A63F13/50, A63F2300/807, A63F2300/6027, G09B19/00
Clasificación europeaA63F13/10, G09B19/00
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