Question 1.
Identification of software (title, publisher or URL, author), system
requirements (processor, RAM, HDD, peripherals, OS)
The title of this software is Maze Explorer
1.0, published by Mike Darnell, 1996. System requirements are: a hypercard 2.0,
a colour or black and white monitor, and system 6.07+ or system 7.0+. Maze
Explorer is an educational package for Macintosh computers, the download size is
438 k and it can be downloaded from the following URL:
http://www.gamesdomain.com/tigger/mac/mazeexplorer.html
Question 2.
Value judgement (price/registration fee versus educational worth), ease of
use (your own impression, what features made it easy to use, how was it to
install)
The licence costs $30 and is available
through shareware. This package provides students with a valuable introduction
to the basics of programming and control. Maze Explorer has been used with
children from 7 to 13 years. Whilst level one is most suited for younger
children, levels two and three could be used as part of an introductory
computing course with Secondary School students. With this diverse range of
suitability this software is well worth $30.
To download this package was extremely easy, the user has to simply click on
the download for a macintosh computer (as seen below).
Stuffit expander was opened automatically and when that was finished all that was required was to save the software where ever desired.
To start up the software only required the user to click on the Maze Explorer
which was a positive point of the program. With the documentational user guide
(see Question 3.) provided enough information so as to equip the user with
enough knowledge to successfully use the software. Once the instructions were
clear the software proved to be very simple and because of the repetition in
commands would be easy for children of the nominated age group to use. In order
to get the robot bug to move the user had to click on direction buttons or
number buttons, this made it very easy to use, eliminating any keyboard use.
Also the buttons were located close to each other in an order that was easy to
use.
Question 3.
Documentation accompanying (operating instructions, help system, student
worksheets), Framework nature (to what degree does the program permit you to
change content etc)
The help menu was non-functional, whether this was due to being on trial or
not, was not clear, but this too would have been a useful tool for students to
refer to. There was some documentation available with this software such as the
user guide and the registration form.
A particular part of the package available only to those who register is that
students have the opportunity to create their own maze. This also would provide
opportunities to problem solve. The read me file was also helpful giving
relevant, simple information about the software. A good thought would be to
print these documents and compile into a book for students to refer to while
using the program, instead of having to quit and find the files.
The framework was organised in a way that was very simple and easy to
understand. This was an added bonus to the software. Because everything is done
by using the mouse it was a great help to have the buttons close together.
Question 4.
Description of operation of software, illustrated with screen-shots. Quality
of web-pages, including appropriate backgrounds.
Maze Explorer is an educational package that
introduces the user to the basics of programming and control. To do this, it
uses the simplest instructions and ideas from the Logo programming language. The
problems set by Maze Explorer are all based around freeing a small, robot bug
from maze-like puzzles.
Below is a shot of the menu screen. This is where you select the level of
difficulty of the game.
Below is a shot of the screen that you select the style of maze from. For those who register there is more than one style of maze to choose from.
Below is a picture of the screen where the problem solving takes place. Before the game starts, users are shown where the exits are, it is then up to the user to remember them.
To the left is the control
panel for level 1. When each command has been selected (by pressing the desired
direction and distance followed by "do it") the bug will move immediately. As
opposed to the control panels, to the right, for level 3, the bug does not move
until you have completed all commands necessary to free the bug. After pressing
the desired direction and distance and degrees the user has to press "store"
(commands are displayed to the left of the controls), it is not until the "run"
button is pressed that the bug moves. With level 2. (not shown) it is a
combination of both level 1 and 3 where the user has to select degrees, but the
bug moves straight away. With both level 2 and 3, the numbers on the control
panel are replaced with 90, 180, and 360 degrees after the left or right button
is pressed.
The tool bar as seen below provided some helpful information. In the apple menu was some information about the software, credits etc. The fonts menu, not relevant to this software. Under the file menu, you could choose from: Choose a maze, print program, main menu, help on/off and quit. Under the register menu is where you can go to register.
After the game has been succesfully completed, the user has an option to print the programs that were employed - a very useful evaluating tool for teachers. See picture below.
Question 5.
Keen observation of someone else using the software, ideally from the target
student group, highlighting differences between your expectations and the
student's responses.
I was unable to find someone of the target
age group to use this software to enable me to answer this question. However, a
good friend provided some time to use the software, while I observed.
Michael found some of the instructions in the user guide a bit brief, while I
thought they would be quit ok for children. He said that it was extremely
necessary to read the user guide. Even after reading it he still needed
promptings from me. Loading up the game was a bit tricky and I thought that a
good idea would be to create an alias for loading the program and even draw a
map and stick it up on the wall near the computer. Michael found it a pain
having to keep going to the user guide in the documentation file every time he
had a question. I thought that (as mentioned previously) a hard copy of the user
guide made into a booklet and sat beside the computer would save having to keep
returning to the documentation file.
Something that wasn't mentioned in the user guide that Michael questioned,
was how much does the number 1 or 2 represent. He asked, " Does that represent
one space or what?" Even though he worked out that 1 = one square space this
could pose some problems for younger students. Michael really had to think hard
about direction when the bug was turned to face him, I was expecting this,
however it was not too hard.
All in all Michael responded how I thought he would. I was surprised to find
he didn't understand as well as I assumed he would. This will cause the children
to think a little more indepth (which is not a bad thing) and until students are
more familiar with the software, some teacher assistance would be required.
After all that, I was able to find someone within the target age for this
software and I observed Stuart as he used it. I was very surprised that after he
read the instructions he still found it hard to get started. However after he
got started he found it easy to use. His experience was practically the same as
Michael's. He also commented that the user guide was too brief.