reviews:mathblaster-2015

Game Review of MathBlaster

Note: This template is copyright K.Becker and may not be used without her written permission.

Game: Mathblaster Audience: School & Homeschool
Publisher: Davidson & Associates, Inc. Subject: Math
Developer: Knowledge Adventure Company Grade(s): G1-6
Release: 1987, 1990, 1993, 1996, 1999, 2006, 2010 Platform: Multiple (iPad reviewed)
Genre: Side-Scrolling Platformer Cost: $2.99 + in-game purchases
Perspective: Full Shot, Eye Level View Date of Review May 13 2015

Description

An educational “action” game that can teach math to children from grades 1 through 6. Students can practice addition, subtraction, multiplication, and division. Another level, for fractions/percents/decimals contains 5 sub-levels teaching reduction of common fractions, renaming improper fractions, renaming common fractions to decimals, renaming decimals as percents, and renaming percents as fractions. Math problems can be displayed in either horizontal or vertical display, depending on preference.

Gameplay takes place on a screen with multiple answers to a problem ranged across the top of the screen, and a series of cannons below. You must move your character to the cannon aimed at the correct answer. There are 2 timers going- a seal bouncing a ball represents the time available to answer a given problem; a balloon descending towards a needle represents time left for the overall game. The speed can be adjusted for players' skill levels.

Finally, an editor is included for parents/teachers to create their own lessons featuring particular problems.

source: http://www.mobygames.com/game/dos/math-blaster]

Screenshots

Summary

Provide a summary of the review and the overall rating, out of 100.

explain

Detailed Review

Gameplay, Art & Audio

How is it as a game? Is it fun? Is it Interesting?
How does it measure up esthetically? This includes visual and auditory components.

Content & Originality

Are the game elements well developed and appropriate for the game? Does it show original thought? Does it follow accepted norms for the genre? ~OR~ does it have new take on known genre? 1)

Game Mechanics.

What can you do in the game? Are the controls logical and easy to use? Does each 'level' fit the overall style of the game?

Game Progression.

The transitions between levels (which need not be traditional levels) go from simple to challenging and are smooth and appropriate for the game. explain

Artistic Design

Is it overall Visually Attractive? Does it make me want to try the game? Does it seem to be appropriate for the game? explain

Set, Settings, Characters & Costumes

Does it seem to be appropriate for the game? Is it: Appealing. Distinctive. Sufficient variety. Original or appropriate. explain

Audio

Does it seem to be appropriate for the game? Is it: Appealing. Distinctive. Sufficient variety. Original composition or appropriately credited explain

Teacher Support

Is there adequate teacher support to make viable for use in a formal setting?

Teacher's guide

exists and is easy to find. It is clear how to use this game. Includes: Description of game play.Content description (documentation) is well organized. I can see how the game will play. Any required special permissions/skills to install or run are clearly identified. Installation and execution processes are clearly identified and easy to read and follow.

Plug and Play

includes lesson plans with thorough instructions for using it in the classroom (or other target environment). Will not require large time investment to make it “teacher-ready”

Supplementary resources

for teachers (background, how to use, where to get help) exist, and are both complete and readable.

A community

exists where teachers can go for help, support, to share. It is clearly identified and easy to find.

Educational Content

How well does it appear to deliver on its educational objectives? (This is is an analysis performed without user studies, so it is not possible to verify this here. That is left to other methodologies.)

Instructional Strategies Are the instructional strategies appropriate for the learning outcome(s)?

This relates to gameplay, but is specifically focused on how well the gameplay matches the intended educational objectives. For example, a guessing game or drill and practice may be appropriate for for learning anatomy, but not for Mendelian genetics.

Instructional Design Is the design in keeping with Merrill's 1st Principles of Instruction? Each principle is assessed pass/fail, and the score is the sum.

Problem Learning is facilitated when learners are engaged in solving real-world problems.
Activation Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
Demonstration Learning is facilitated when new knowledge is demonstrated to the learner.
Application Learning is facilitated when new knowledge is applied by the learner.
Integration Learning is facilitated when new knowledge is integrated into the learner’s world.

Objectives Does it appear to meet the educational objectives?

It is not possible to guarantee that any particular objective will be met in an educational object like this, but it is possible to assess whether or not it provides the necessary 'raw materials'.

Integration In a serious game it is essential that the desired learning outcomes be part of the required interactions of the game.

Does it pass Becker's Lazy Test (BLT)? It should not be possible to get through by brute force or by random chance. Are the educational objectives included among the required learning in the game? It should not be possible to get through the game while ignoring the learning objectives. The required learning in the game should be PART of the game and not only found in pop-up screens of text.

Accuracy Does the game contain accurate information?

Even though no game can be completely accurate, it is crucial that all of the facts associated with the learning objectives be correct, and that the needed concepts and principles are clear. There should be nothing here that is misleading.

Assessment

Is scoring in the game related to the learning content? explain

Where possible, links to studies using this game in educational settings are listed and studies cited.

Magic Bullet Assessment

How does it fare when viewed through the lens of the Magic Bullet Model?

This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. This looks at both the overall balance and the educational components

Bullet Class

  • explain

For a more detailed explanation, see: Magic Bullet Assessment

In each of these categories the rating is determined by how well the balance of the elements fits the type of game it is, its intended use and audience.

Overall Balance

Is the relationship between the 4 main categories appropriate for this game given its intended use?

Can vs. Must

Is it possible to get through the game without learning anything (i.e. without meeting any of the educational objectives)?

Operational vs Educational

Is the required operational learning appropriate for the game's intended purpose?

Educational vs Discretionary

Is there an appropriate balance of learning and fun?

General explanation goes here.

Instructional Strategies

Not Scored

What instructional strategies does it use?

Presumably, the primary instructional strategy is Concept Formation through Discovery
Drill & Practice
Multiple Choice ONLY

There's a great list <HERE> (Kelly Jo Rowan) and <HERE> (Saskatoon Public Schools) as well as HERE at the Survival Guide for Teachers Site

Theoretical Underpinnings

Not Scored

What theories, models, or principles were used in the design of this game? For each theory checked, include a brief explanation.

I'm building a list of theories and principles here.

1)
IOW Shows understanding of standard gameplay and does not go against conventions. This is important because the goal of the game is educational rather than entertainment only.
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