Skip to content

Latest commit

 

History

History
155 lines (123 loc) · 9.39 KB

number_race.org

File metadata and controls

155 lines (123 loc) · 9.39 KB
Raw

NumberRace: specifications

Cognitive background

  • quantity representations
  • numerical comparison
  • varying levels of numerical distance
  • adapt to the current level of the child’s quantity representation
  • association between representations of number and space
  • reinforce core number sense and the link between number sense and its symbolic representation
  • increase ability for very basic addition and subtraction facts
  • scaffolding procedure to rely increasingly on symbolic representation
  • repeated association feature

From the conclusion : “The design of the software incorporated four major principles: Enhancing number sense, cementing links between symbolic and non-symbolic representations of number, conceptualiz- ing and automatizing arithmetic, and maximizing moti- vation.”

User Interface

Two main screens :

  1. The comparison screen for numerical comparison task
    • possibly add or subtract
    • possibly with a timer
    • format can be non-symbolic (gold pieces) or symbolic-written (digit) or symbolic-verbal (spoken words) or a combination
    • feedback: (1) all three formats together for the choice and (2) whether the player wins or loses
  2. The board screen
    • move by the chosen number (win or lose)
      • at one time
      • if 4 pieces, move by x then y [then z] (x+y[+z]=4)
      • avoid hazards [how many hazards?]
      • if go on hazard, go backward [how many steps? one]
      • if arrive at the end, collect a reward

Addition = a sum, up to 9 Subtraction = a subtraction, result up to 8

Adaptative learning

A 3-dimensions learning space

numerical distance
see Weber ratio
speed
increasingly short deadline, when there is a deadline
conceptual complexity
teaches about number symbols and elementary arithmetic. Difficulty is increased in two [three] ways:
  • decreasing the ratio non-symbolic/symbolic information
  • introducing addition and subtraction at the higher level
  • [adding hazards to the board]

The learning space is a cube, with probabilities of success attached at each point - for example, the [0.1,0.1,0.1] point in the cube as a .3 probability of success = an operational definition of the current knowledge of the child.

Adaptative algorithme

“The task of this algorithm is to estimate what the knowledge space looks like for each child, and to present children with problems on which the child will perform well most but not all of the time, i.e. problems in their “zone of proximal learning”.

Core adaptative algorithm

  • the algo calculates the performance for the 20 last turns
  • suggest a problem at the difficulty level required to maintain a 75% success performance

Levels

Level = Board LengthNon-symbolicSymbolic verbalSymbolic arabicRange ceillingDot fadingDot fading durationHazards presentAddition requiredSubtraction requiredStarting Level
NUM 1-40YES/NOYES/NOYES/NOmax 9YES/NONUM (in ms)YES/NOYES/NOYES/NOName
1 = 12YesYesYes3No0NoNoNoEASY
2 = 12YesYesYes3Yes4000NoNoNo
3 = 12YesYesYes3Yes1000NoNoNo
4 = 20YesYesYes5No0NoNoNo
5 = 20YesYesYes5Yes4000NoNoNo
6 = 20YesYesYes5Yes1000NoNoNo
7 = 20NoNoYes5No0YesNoNo
8 = 20NoNoYes5No0NoYesNoINTERMEDIATE
9 = 20NoNoYes5No0NoNoYes
10 = 30NoNoYes5No0YesNoNo
11 = 30NoNoYes5No0NoYesNo
12 = 30NoNoYes5No0NoNoYes
13 = 40NoNoYes5No0YesNoNo
14 = 40YesYesYes9No0NoNoNoHARD
15 = 40YesYesYes9Yes4000NoNoNo
16 = 40YesYesYes9Yes1000NoNoNo
17 = 40NoYesYes9No0NoNoNo
18 = 40NoNoYes9No0NoNoNo
19 = 40NoNoYes9No0YesNoNo
20 = 40NoNoYes9No0YesYesNo
21 = 40NoNoYes9No0YesNoYes
22 = 40NoNoYes9No0YesYesYes
 
# Conceptual complexity dimension levels
# Format:
# NUM     1-40,         YES/NO,       YES/NO,          YES/NO,          max 9,          YES/NO,     NUM (in ms),         YES/NO,          YES/NO,            YES/NO,               Name
# Level = Board Length, Non-symbolic, Symbolic verbal, Symbolic arabic, Range ceilling, Dot fading, Dot fading duration, Hazards present, Addition required, Subtraction required, Starting Level
1 = 12,Yes,Yes,Yes,3,No,0,No,No,No,EASY
2 = 12,Yes,Yes,Yes,3,Yes,4000,No,No,No
3 = 12,Yes,Yes,Yes,3,Yes,1000,No,No,No
4 = 20,Yes,Yes,Yes,5,No,0,No,No,No
5 = 20,Yes,Yes,Yes,5,Yes,4000,No,No,No
6 = 20,Yes,Yes,Yes,5,Yes,1000,No,No,No
7 = 20,No,No,Yes,5,No,0,Yes,No,No
8 = 20,No,No,Yes,5,No,0,No,Yes,No,INTERMEDIATE
9 = 20,No,No,Yes,5,No,0,No,No,Yes
10 = 30,No,No,Yes,5,No,0,Yes,No,No
11 = 30,No,No,Yes,5,No,0,No,Yes,No
12 = 30,No,No,Yes,5,No,0,No,No,Yes
13 = 40,No,No,Yes,5,No,0,Yes,No,No
14 = 40,Yes,Yes,Yes,9,No,0,No,No,No,HARD
15 = 40,Yes,Yes,Yes,9,Yes,4000,No,No,No
16 = 40,Yes,Yes,Yes,9,Yes,1000,No,No,No
17 = 40,No,Yes,Yes,9,No,0,No,No,No
18 = 40,No,No,Yes,9,No,0,No,No,No
19 = 40,No,No,Yes,9,No,0,Yes,No,No
20 = 40,No,No,Yes,9,No,0,Yes,Yes,No
21 = 40,No,No,Yes,9,No,0,Yes,No,Yes
22 = 40,No,No,Yes,9,No,0,Yes,Yes,Yes

Problems

  • for tested children (from 7 to 9), the first levels were to easy, and the software took too long to adapt to an interesting level.
  • some children bored after 10 hours of use.
    • due to initial slowness (see above)
    • insufficient variation in the game
    • slowness of game play
    • children had won all of the rewards and characters available

Data

  • Comparing numbers from 1 to 9

Assets

  • images
  • sounds