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*αí*ß *αí*ß Document Transcript

  • Trainers’ Handbook Game On Accessible Learning - GOAL Grant Agreement number: UK/07/LLP-LdV/TOI-009 Contents: 1.0 Overview 2.0 Installation 3.0 Recommended specification for the target computer 4.0 Games Description 4.1. Cheese Factory 4.2. Escapology 4.3. Escapology Editor 4.4. True/False and Conveyor Belt quiz 4.5. My Appearance 4.6. Introduction to Work and Preparing for Interview 4.7. Route Mate 4.8. Starting Work - Isometric Game 5.0 GOAL Course Curriculum – appendix A. 6.0 GOAL Course Material – appendix B. 1
  • 1.0Overview Computer-aided education is a relatively recent method to facilitate the learning process and the interaction between the trainer and the trainee. Within this form of education, it is worth noting the increasing interest in education by means of ‘serious’ games (computer games with an educational purpose), especially with those groups of learners termed ‘hard to reach’ or ‘disaffected’ from learning. This guide is aimed at supporting the trainers’ activities in a work preparation environment, and with an interest in using serious games and other motivational approaches for learning and training in work skills. It will provide a guide for trainers to whom e-learning may be a new concept, with example usage scenarios and lesson plans, tutorials on each of the serious games, target platform specification, and a guide on how e-learning is placed in context with the additional materials to form a complete and blended learning experience. 2.0Installation Extract the files to a location that you will be able to find on your computer (e.g. My Documents). You can have multiple versions on your computer by extracting do different locations (e.g. My DocumentsGOAL-Beginners and My DocumentsGOAL-Advanced). You could make shortcuts to the game content (Send to… Desktop) or use the editor to add and remove them for you. 3.0Recommended specification for the target computer Windows® • Intel® Pentium® II 450MHz or faster processor (or equivalent) • 128MB of RAM • Adobe Flash Player installed Macintosh® • PowerPC® G3 500MHz or faster processor • Intel Core™ Duo 1.33GHz or faster processor • 128MB of RAM • Adobe Flash Player installed Linux • Modern processor (800MHz or faster) • 512MB of RAM, 128MB of graphics memory • Adobe Flash Player installed See http://www.adobe.com/uk/products/flashplayer/productinfo/systemreqs/ for further details of Flash player requirements
  • 4.0Games Description There are 8 serious games that will deliver the learning objectives of this training program. Each game will start in its own window, but may be expanded to play at full screen using the standard window resize option. 4.1.Cheese Factory This game addresses basic numeracy skills and challenges the learner to match the falling shapes to the shapes that the learner controls using the keyboard arrow buttons to form a full shape. The shapes can be represented by fractions, percentages or decimals. In the same way the difficulty of the game can be altered by changing the speed of the game. To launch the game first double click the ‘Cheese Factory’ Icon, the ‘Game Options’ page will then be launched. To select your language simply select your country flag at the bottom of the ‘Game Options’ page. To change between matching percentages, decimals or fractions - use the ‘Select Game Type’ option To change the difficulty of the game hold the mouse over the current setting number (1=slow, 7=fast), and drag and drop to the setting you wish. To turn the in-game music on and off, select the current setting with the mouse and drag and drop to the setting you require.
  • You now have two options – ‘Play Game’ or ‘Quit’ Selecting ‘Play Game’ launches the game where you are challenged to form whole shapes by matching the falling percentages (to make 100%), fractions (to make 1) or decimals (to make 1) using the arrow keys (←for left; →for right). Matching 10 cheeses launches the next level of the game of which there are four. Each successive level becomes harder, and the percentages, decimals or fractions in the falling shapes become increasingly more complex. If you manage to get through all four levels then you will receive feedback that you have completed the game and will get your score. If you don’t manage to get through all four levels you will still receive your score.
  • 4.2.Escapology This game addresses the Work Sustainability part of the curriculum. To launch the game first double click the ‘Escapology’ Icon The introductory page is launched and you will see the national flags of the languages this game has been translated into (English, Bulgarian and Greek). Choose your language using your mouse. The next page will give you the choice of the three main learning objectives for this game • Dress and Presentation • First Days at Work • Your Rights at Work Use the mouse to select the category of your choice.
  • You will then be given a sub list of 3 or 4 categories for each of these major learning objectives. Again make your choice using the mouse. You next have the choice to set the difficulty level of the questions – Easy, Medium or Hard. Use your mouse to select. The game is the launched and depending on the difficulty level you have selected, you will be given an amount of time to find the word (Easy: 90 seconds, Normal: 60 seconds, Hard: 30 seconds).
  • Before you enter into the game you are presented with a basic instructions screen that reminds you of the actions needed in order to play the game. Once you have entered the game, by clicking start. The curtains will open and you are presented with the game play screen. The sign to the left hand side of the figure reminds the learner of the category from the sub list they have chosen, whilst the sign to the right hand side offers a clue to this word which is activated using a mouse click. Now use the alphabet at the bottom of the screen to build the word.
  • If you run out of time, the word will be revealed and feedback given on the explanation of the word in the context of the learning objective. If you guess the word correctly you will be congratulated. In both cases you have the chance to advance to further words, or alternatively quit the game.
  • 4.3.Escapology Editor Escapology may be extended using the accompanying editing tool. This tool allows you to modify the question content, or completely change the material presented by the game. Find the Content_Editor editor icon: in the location that you extracted the “Goal Software Suite” files to. Double click this and wait. Please be patient, it may take 30-40 seconds to load. The icons: allow you to add and remove Desktop shortcuts to the two games (Windows). The flag icons at the top of the editor allow you to choose your language. 3 1 2 Select main category (1) and sub-category (2) from the left; question content (if any, will appear on the right) (3). If a category appears greyed, then it is hidden from players using that game. You can hide a category by deleting it ( ) while it has content (either sub-categories or questions) and can unhide it again by adding it ( ).
  • The editor uses a few icons consistently; they appear greyed (inactive) unless an action is possible. These icons are: Icon Action Categories Questions Change a category or sub Change the content of a question category name Edit You must click “Save” to confirm You must click “Save” to confirm changes changes Add a new category – fill in the Add a question new item to the text box below the list with a new current topic. It will be added category name; UNLESS a after the question currently on greyed (hidden) category screen Add selected, then it will be unhidden You must click “Save” to confirm You must click “Save” to confirm additions additions Hide or delete a category. Delete a question – all the fields will be emptied If a category has content – either questions or sub-categories, it will You must click “Save” to confirm be hidden from the games Delete To delete a category completely, you must delete all questions and/or sub categories first. You must click “Save” to confirm Undo Forget the change just made Forget the change just made Only appears when a saveable Only appears when all fields have change has been made some content and a saveable change has been made Save Each change to a category name must be saved or it will be lost Changes to each question must be saved before moving on, or they will be lost. Next n/a Move to the next question Previous n/a Move to the previous question
  • 4.4.True/False and Conveyor Belt quiz This game can present graphic, animated, video and text content as the means to present information, and challenge players using different challenge/quiz elements (currently two) within a standard navigational framework. All content and layout is dynamic and editable, but at present this must be done by hand, and a detailed description is beyond the scope of this document. The materials provided cover aspects of Personal Hygiene and Work Sustainability in English, Greek and Bulgarian. Some additional materials use BSL video to present similar topics. Each set of content follows a similar sequence of events, but differences in content and presentational approach are present. Navigation can always be achieved through use of the keyboard (arrow keys to move and space to select) or by mouse. 4.4.1Content Summaries I. Personal Hygiene This is a very simple set of content. It comprises 7 personal hygiene statements, that are answered as “True” or “False”. We begin with a brief preamble and some simple usage instructions. Each of the seven statements has a relevant background image. The “True” and “False” locations are randomly assigned.
  • After answering “True” or “False”, a feedback statement is given; a correct answer is associated with a green smiley face, a wrong answer is associated with a red sad face. After completing the quiz, a summary screen is displayed, showing the number scored out of the number possible, and the derived percentage value. The player’s responses may be saved as a PDF. The first pages gives a summary of results, and the subsequent page(s) show a screen shot of each question, the statement associated with that screen shot, and a tick or cross, indicating whether the player answered correctly or not.
  • II. Getting and Keeping a Job This is slightly longer set of content. It comprises 4 sections, with topic specific statements that are answered as “True” or “False”. Again, we begin with a brief preamble and some simple usage instructions. Then follows a screen detailing the sections to be encountered. These are: • Getting a Job (7 statements) • Starting Work (9 statements) • Getting ready for work (3 statements) • Your working day (10 statements) Each of the sections has a relevant background image. The “True” and “False” locations are randomly assigned.
  • After answering “True” or “False”, a feedback statement is given; a correct answer is associated with a green smiley face, a wrong answer is associated with a red sad face. At the end of a section, a summary of the player’s progress is displayed. This is accompanied by a green smiley or a red sad face, depending on whether a 50% threshold of correct responses has been met. The subsequent sections are then presented in sequence.
  • On completion, a summary screen is displayed, showing the number scored out of the number possible, and the derived percentage value. The player’s responses may be saved as a PDF. The first pages gives a summary of results, and the subsequent page(s) show a screen shot of each question, the statement associated with that screen shot, and a tick or cross, indicating whether the player answered correctly or not.
  • III.Stress at Work (English/BSL only) This variation uses animated content (swf files) and the “conveyor” interaction, to present two or more optional answers covering issues of stress at work. 8 topics are covered. We begin with a brief preamble and fairly detailed usage instructions, in text and BSL. The player uses the left or right arrows to move the conveyor at the bottom of the screen and space to select (alternatively, clicking on an un-highlighted answer brings it to the central location and highlights it, clicking again selects it). Once a response has been chosen, feedback is given.
  • A correct answer is accompanied by a smiley face and the answer associated with that issue. A wrong answer allows the player to try again or go directly to the answer associated with that issue. Once all 8 items have been answered, we reach the feedback screen again.
  • The player’s responses may be saved as a PDF. The first pages gives a summary of results, and the subsequent page(s) show a screen shot of each question and a tick or cross, indicating whether the player answered correctly or not.
  • IV.Anger Management (English/BSL Only) This set of content uses opposed video sketches that the player must choose between The cameos cover: • Discipline • Peer pressure • Bullying • Frustration & stress Selection uses the “True” or “False” approach, the player should choose the clip showing the most appropriate behaviour.
  • Again, a summary of the player’s progress is presented on completion. 4.4.2Content Format The file structure is standardised for each set of content, with a “content” folder immediately next to the game executable. The “content” folder contains all the materials presented in the game. Graphics, sounds, animation (swf) and video (in flv format) are stored here. The game is defined by xml files, which can (at a push) be edited by hand. The layout and navigational logic is defined by the “framework.xml” file, and each set of questions has its own level file i.e. “level_1.xml”, “level_2.xml” etc. An editor will be produced to facilitate this process in the next development phase.
  • 4.5.My Appearance This game starts with a Language selection screen – simply click a flag to select your appropriate national language. The next screen allows you to enter the game by choosing select ‘Play Game’ or you can view the credits to see who created the game and some information about the project. You will notice and audio button on each page – the text on the page will be read to you in your national language by simply clicking this button. The next screen allows you to select whether you want the instructions in you native language (both text and audio) or in British Sign Language. Making your appropriate choice leads you through the pages in which the game instructions are presented in a clear and simple way to you.
  • The next pages allow you to start personalising the game – enter your name, then your gender, and then the time you have in the morning until you have to leave for work. You will notice that in each case you cannot proceed in the game until you have responded to the questions. The time you have in the morning before leaving for work in selected by using the ‘+’ or ‘-‘ buttons to add or decrement minutes, and creates the tension in the game – have users left enough time in the morning to carry out their personal hygiene routines, get dressed and have breakfast? Almost certainly not in their first attempt and this game playing, followed by reflection and more playing will allow them to adjust their timings so that enough time is left to carry out these routines properly. The game begins in the bedroom – by simply clicking on the hotspots in the game (green borders to selectable objects – e.g., around the wardrobe). Clicking the door to each room takes you into the corridor of the house and allows you to enter other rooms – the kitchen and bathroom. Carrying out routines in the incorrect order – e.g., putting your clothes on before having a shower will waste time and means the routine must be repeated in the correct order. These mistakes raise important discussion point between trainers and users where the consequences of carrying out routines in the incorrect order can be discussed.
  • On the right hand of the screen is you personalized ‘avatar’. Its appearance will change depending on the activities you carry out in the game, and this is further emphasized by the ‘Appearance’, ‘Hygiene’ and ‘Alertness’ bars to give in game feedback to the users. If the user runs out of time they will receive further in game feedback telling them they are late for work – again providing opportunities for discussions on this with their peers and trainers to provide strategies for avoiding this in the future. When all routines have been completed the user can leave for work via the front door of the house. Full feedback is given at this point on the user’s performance, listing the things remembered in the morning and things forgotten. This is in the form of a list of icons for greater accessibly and it can also be printed out in .pdf format as a record of achievement and compared with future attempts at the game to monitor progress in the important activities. 4.6. Introduction to Work and Preparing for Interview This DVD covers a number of concerns that disabled people will ultimately face when
  • starting their first or new job. Most people will feel nervous or apprehensive about starting a new job. These feelings are often worse for disabled people, as they fear they will not fit in and many don’t have the same level of confidence as people without disabilities. These feelings and anxieties can often hold people back and make them not want to work. The disc will play in any DVD player, and on insertion, you will be greeted by the language selection screen. You can choose the dialogue in the game to be presented in English, Bulgarian, Lithuanian, Hungarian and Greek. British Sign Language is an additional option if English is selected. Once your language has been selected, you have the opportunity to navigate to the main sections of the DVD. The DVD plays for 30 minutes, and content is delivered at a sedate pace to allow the viewer to digest the information presented, so the menu can be useful. Each main section covers a number of topics, these are listed below:
  • I. Job Coach Office • Feelings about starting work • Useful information to know before you start • Find out what to wear • It can be useful to make notes • Worries about meeting new people • Think about how you talk to people • Do your best and don’t panic • Don’t be afraid to ask questions II. First Day At Work • Plan your way to work • Introduce yourself at reception • Meeting your manager • Information about your first day • Fire exits and first aid equipment are important III.The Workplace • Information about your role • Who you will be working with • Tell your boss about any worries you have IV.The Staff Room • What you can use the staff room for • Lunch break information • Where to keep personal items when at work • Making drinks when at work • Fire alarm information • What to do if you see a fire • First aid information
  • V. Human Resources • Induction information • Human Resources information • Health and Safety • Making the workplace a safe place is your employer’s responsibility • Code of Conduct • Understanding your role is important • The amount of work you are expected to do • Time management skills are important • What to do if you are unwell • Your disability should not affect your opportunity of work • Think about what support you may need • Support for bullying
  • 4.7.Route Mate Route Mate combines location based services with games based learning to assist people with learning disabilities and additional sensory impairments to Plan and practice their new routes to work with their trainers or caregivers, and then to use this system independently to travel to work. These 3 usage modes are related to elements of the curriculum (presented in section 4) in the following ways: Modes Skill Description Plan route Route Planning Helps the user define the new route that they will mode take to work Training Route Planning and Helps the user to practice and reinforce this new mode Stress Management route with their trainers. Deviation from route and estimated time of arrival functions help correct route errors thus avoiding potential stress, and re Usage Concentration, This will use game-based learning techniques to mode memory, keep the user engaged while they actively learn and rehearse their route to work. This will improve Confidence and Stress confidence, foster greater independence and help Management. to manage stress in usage mode. This application is designed for the Android operating system from Google, which is currently used by the HTC Dream & HTC Hero (available as T-mobile’s G1 and G2 phones), the HTC Magic (available from Vodaphone & Orange), Samsung’s I7500 (aka Galaxy) and InstinctQ from (available from O2). Google claim there will be at least 18 models using Android worldwide by the end of 2009. 4.7.1Main Menu Once the Route Mate application has been launched, the first screen that appears is the Main Menu. On this screen, the user can choose the Plan mode, Practice mode, Use mode or Language. A BSL button, common throughout the application, can also be selected to view a video describing the current screen in British Sign Language.
  • When the language button is touched, a new screen appears. Here, the user can select the language by touching the relevant flag or name. VI.Plan Mode The Plan mode is where a route is set-up for future use and should be used with the help of a parent, carer or trainer. Once choosing Plan mode, the following screen will appear On this screen, the user is given the option of new, to create a new route, or open, to load and modify an existing route. In addition, the user also has the option to go back to the previous screen, which is a common feature throughout the application. VII.New If the user selects new, a screen will be displayed asking the user to enter a route name.
  • This name should be unique, as it will be used as the filename when the route is eventually saved. A warning will appear and be spoken if this is not the case. Another warning that can appear is when trying to use the character ‘.’ in the name as this is not allowed. Both warning messages have been shown below. To progress to the next screen (), the next button should be touched. This is the common way to progress in most screens throughout the application. VIII.Open If the user selects Open, the following screen appears. Here, the user can select the route they wish to load by touching the route name. This will cause the application to progress to the next screen (). IX.Start Address The start address screen allows the user to enter the address of the location they would like to begin the route from. If the user does not know the address, the ‘pick on map’
  • button can be touched to choose the location on the map screen. Using this ‘pick on map’ button will progress the user to the end address screen (). If the user enters the start address at this screen, the address will be searched for. If the address cannot be found, the following error message is shown and spoken. When an entered address is successfully found, the application progresses to the time to leave screen (). X. Time to leave Here, the user can enter the time that they should start their journey. This is used by the alarm to remind users when it is time to leave. The time can be adjusted using the ‘+’ and ‘-‘ buttons. XI.Alarm days The next part of setting the alarm is choosing which days they should alert on. This can be
  • done by touching the relevant check boxes or day names. Leaving all days unchecked will result in the alarm being disabled for this route. XII.End Address Once setting the start address, the user can then enter the address of the end location. The screens that appears here is similar to screen . If the user enters an address that is successfully found, the user will be presented with a screen similar to where the time to arrive should be entered. This is used so the application can assist the user to try to prevent them from being late. If the user touches the ‘pick on map’ button or after the time to arrive has been entered, they will taken to the emergency contact screen (). XIII.Emergency Contact This screen requires the user to enter the name of a contact in the phone’s contact list to use if they get lost or need help. As the user begins to type the name of the contact, matching suggestions appear below which can be touched to auto-complete the field. When the user tries to progress to the next screen, the application tries to obtain the phone number from the contact name If a number cannot be obtained because the contact is not stored on the phone, the
  • following message is displayed and spoken. XIV.Map The user is then presented with a map screen. The user can navigate around the map by using the arrow buttons and zoom in and out using the magnifying glass buttons. The map shows the locations of the user, start address, end address and points of interest using icons. Actions can be performed on the map by pressing the phone’s menu button. This displays the following menu. From this menu, the user can change the view of the map by touching the ‘map mode’ button and choosing between satellite or map view. Within map mode the user can also turn compass mode on or off which causes the map to orientate itself depending on the direction the phone is pointing. Also from the above menu the user can view their current location by touching the ‘find me’ button. This will focus the centre of the map around the user. Note: In order for this to work correctly, the phone’s GPS must be turned on. Another button on this menu is the ‘point order’ button. This displays a screen () that allows the user to adjust the order that the points of interest should be reached. The menu also features a ‘search’ button which when touched, displays a window to allow the user to enter the place they would like to search for on the map.
  • The final two options are ‘help’, which displays a window describing what the user should do on the map screen, and ‘done’ which closes the plan mode. Before closing, the user is asked if they would like to save this route. If they choose yes and the route has not been saved before, the route is saved. If the route has been saved before, the user is asked if they would like to save it under a new or the same name. If the user chooses to use the same name, the current route overwrites the previously saved version of this route. If the user chooses to save it under a new name, the user is asked to enter this new name. Actions can also be performed on the map by touching a location on the map. If the location touched is not the location of a point of interest, the following menu appears. From this menu, the user can set a point of interest that reminds the user when using the route about this point of interest when they get close to it. When touching this option, the set point of interest title screen () will appear. The user can also set the start and end location, which when touched, will display a similar screen to to set the relevant time. There is also a cancel option to go back to the map screen. If the user touches a point on the map that is the location of a point of interest, a slightly different menu appears that allows the user to edit the point of interest or delete it as shown below. If the ‘change’ button is touched, the application progresses to the set point of interest title screen (). XV.Point of Interest Title When creating a point of interest, the user must enter a title for it.
  • This can be done by either entering a title into the text field or by using the ‘pick’ button. Using this button displays a window that allows the user to pick a relevant title using symbols. A relevant title can be selected using the arrows and the ‘use’ button. If the user tries to progress from the point of interest title screen without entering a title, the following message will be displayed and spoken. If a title has been entered, the application progresses to the point of interest picture screen () XVI.Point of Interest Picture Here the user can take a picture with the phone’s digital camera. This is used by the application when using the route to help remind the user about the point of interest when they get close.
  • The ‘take picture’ button should be touched if the user would like to attach a picture. The camera screen will then be displayed allowing the user to take the picture they want. When the user touches the ‘next’ button on the point of interest picture screen, the user will be taken back to the map screen () with the created point of interest shown by a pin icon. XVII.Point Order This screen allows the user to change the order that the points of interest should be reached in. This is done by touching the title of the point of interest you would like to move then press the relevant up or down button. 4.7.2Practice & Use Mode The Practice and Use mode are described together here, as they are very similar but with a few differences. The idea behind the Practice mode is to reinforce the route in the users memory while using the application with a trainer or helper. The purpose of the use mode is to give the user the opportunity to be more independent and rely less on the application and more on themselves. Due to this, the screen turns off while travelling between points of interest. The route is continually reinforced by the quiz.
  • If an alarm has been set for a route, when the time comes, the user will be alerted and the window shown below will appear. Once in the Route Mate application and either the practice or use mode has been selected, the load screen () will be displayed. Here the user should choose the route they wish to load. After the selection has been made, the map will be loaded. If this is the first time the route has been used or practiced, the following message will appear explaining that the route the user will take will be recorded to calculate estimated time of arrival and help the user stay on route in future trips. If the user is not close to the route’s start location, the following message will appear to tell the user they must start the route close to the start location. Whilst using the route and on the map screen, similarly to screen , the phone’s menu button can be pressed to display a menu. An item on this menu that does not appear in screen is the help button. This should be used when the user wants to send a text message to their emergency contact notifying them of where they are.
  • If GPS fails, the user can move the map to where they think they are. In this case, this location will be used in the text message. The following message will appear and be spoken if the message was sent successfully. If the message was not successful, a similar message will appear but state that the message was not sent and has a red cross instead of a green tick in the icon. When the user gets close to a point of interest, a window reminder appears displaying the relevant picture (or title if a picture was not attached). The phone also alerts the user through audio and vibration. The reminder window also contains two buttons. The ‘look’ button displays a screen showing a larger version of the picture and the title. The ‘next point’ button notifies the application that the user has finished with this point of interest. If the user is in Use mode, they will be quizzed on the next point of interest. This quiz involves displaying three pictures relevant to the points of interest in the route (or all of the pictures if there are less than three available). The user must touch the picture that relates to the next point of interest they must reach. If they select the correct picture, a well done message appears and is spoken and the application moves back to the map screen. If they select the wrong picture, a message appears and is spoken telling the user to try
  • again. This option also disappears to signify this has been tried. Once reaching the end of the route, if the user is in practice mode and has arrived late (with some slack), the following screen appears to notify the user they were late. On the next screen the application will then ask the user to enter a more appropriate time to leave. If the time entered by the user is deemed inappropriate, the application calculates the time it thinks the user should leave and sets the time to leave to this.
  • In both modes, at the end of the route, the following message stating the end has been reached is shown and spoken.
  • 4.8.Starting Work - Isometric Game This game simulates the player’s home, and presents a number of multiple choice questions relating to getting ready to start work, in the appropriate locations around a house. These locations are the bedroom, bathroom, kitchen and living room. When the player chooses to leave the house, they receive a summary of how they performed, plus the option to save a report of their progress as a PDF. The first screen has one or two options, depending on whether a previous game has been saved. Once a saved game exists, the second option will always appear. To clear a previous player’s saved game, start a new game, and then immediately save and exit. Selecting “New Game” presents the player with some context and simple instructions. The arrow keys are used to navigate around the house, and the space bar activates the hot-spots dotted around. Buttons may be selected and activated either with the arrow keys and space bar, or using the mouse.
  • If a saved game exists, then selecting “Load Game” skips this screen and immediately starts the player off at their saved location. A new game starts in the player’s bedroom. The hint line at the bottom shows context sensitive information. If no other action is available, then the default action (“Press space to save or quit”) is active.
  • Active areas appear as yellow spots on the floor, and when the player passes over or stands on one of these spots, the hint line will show a context related phrase Pressing the space while over a hot-spot will activate the activity associated with it. Activities are presently limited to quiz content, but may consist of one or more quiz rounds. The quiz associated with the above location consists of the two questions below. The player can use the mouse or arrow keys to highlight an answer, and the space bar or a mouse click to make their selection. A tally of the current round of questions is kept at the top right of the screen.
  • Once all the questions in the sequence have been answered, play is returned to the house view, where the yellow hotspot has been removed. When in the house view, the tally at the top right shows the total score. The default action (“Press space to save or quit”) pauses play and presents three options to the left of the screen: Save, Back and Quit. “Save” will save the player’s current location, score and answer history, then return to play “Back” will return to play without saving. “Quit” will present the player with a confirmation screen, and informs them that they need to leave for work to receive a score.
  • There are two further quiz areas downstairs, plus the exit. Leaving by the exit presents the player with the following screen, asking them if they are ready to leave for work.
  • Selecting “No” returns play to the house. Selecting “Yes” presents a summary of the player’s progress. A full breakdown of the player’s progress may be saved as a PDF.
  • Before saving, the player’s name needs to be entered. Once “Save Scores” has been selected, a standard file browser appears, allowing the PDF to be saved on the computer. The PDF records the date and time it was saved, the player’s name entered, the quiz items attempted, the order in which they were completed, and the answer given by the player. Once the PDF has been saved, we are returned to the summary screen, where we may “Restart” a new game.
  • 5.0GOAL Course Curriculum – appendix A. The curriculum is extensive and is broken down into three main themes: Basic Skills, Personal Development and Work Sustainability. Each of these themes is broken down in units (or Learning Objects). Each unit is further broken down to describe the unit’s aims, a statement of the unit’s learning objectives, and overview of the educational content of the unit. This is complimented by a guide on teaching strategies that can be used to deliver the unit, a note on whether any previous knowledge is required to carry out the unit, and a suggestion on other resources that can be used to compliment the serious games in delivering the unit. Assessment criteria is suggested to monitor students’ progress. A summary and glossary complete the description for each unit. A suggested Lesson Plan proceeds each unit, which together with the curriculum, serious games, teaching strategies, and other resources form a blended learning approach and a range of usage scenarios to guide tutors and trainers of people with learning disabilities and additional sensory impairments developing their work skills. 6.0GOAL Course Material – appendix B. The GOAL Course Materials together with the Curriculum in Appendix A form our Support Materials. The Course Materials describe in greater detail the educational content for the personal development, basic and key skills and work preparation and sustainability elements of the curriculum. We also provide an extensive range of links to other best practice resources in each curriculum unit to further enhance our blended learning approach, to sit alongside our serious games, teaching strategies, lesson plans, and other resources described in the course curriculum.