Laura Hopkins Caitlin Johnson Channetta Johnson Emma Maynard Christy Meier MINDFORGE FRACTION REDESIGN

INTRODUCTION Background Needs Analysis Learner and Context Analysis Instructional Goal Design & Development

 Client: Dr. Diane Wilcox and Tom Wilcox  Developed in late 1990s  One of few software programs to use three-dimensional graphics & animation  Taught NC second-grade students fractions  Award winning BACKGROUND

ORIGINAL MENU SCREEN

SAMPLE QUESTION

 Obtain grant to redesign software  Update original software creation for today’s student  Develop content for a mobile platform  Broaden target audience to children ages 5 – 9, grades K-3 in the U.S.  END RESULT:  Update core curriculum with targeted objectives  Literature review of current technology and mobile app feasibility  Prototype one level of mobile app design CLIENT NEED

 Standards of learning related to fractions  Literature review NEEDS ANALYSIS

Virginia Standards of Learning  Fraction teaching objectives in VA  Kindergarten = halves & fourths  Third = adding/subtracting with like denominators up to twelfths in National Council of Teachers of Mathematics Standards  US standards for teaching math  Same levels as the VA SOLs  Pre-K-2 recognize halves, thirds, and fourths  Grades 3-5, add and subtract fractions STANDARDS

LITERATURE REVIEW

 Pass-back effect – adults pass phones to children during down time  64% of children felt iPhone/iPod devices were easy to use  Children are engaged with games when content is  Developmentally appropriate  Humorous  Multi-faceted “LEARNING: IS THERE AN APP FOR THAT?”

 “Mobile devices bring the real world into the classrooms, and the classrooms into the real world.”  Mobile devices allow  Customized learning experiences  Individualized learning  Portability  “…we don’t ban pencils and papers because students pass notes” “POCKETS OF POTENTIAL”

 Analysis of Apple app store educational apps  23% - toddlers (birth-5), 25% - elementary (6-12)  14% mathematically focused  Majority of apps were instructive and linear “ITOUCH AND ILEARN – AN EXAMINATION OF “EDUCATIONAL” APPS”

 74% of teachers use digital games – 57% use iPads/tablets  Primary/elementary aged students – digital games are used 2- 4 times a week  71% of teachers said mathematics games improved learning  Difficult to find games aligned to curriculum “LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES”

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 Lack of mathematical games in the Apple app store  Games not aligned to curriculum standards  Mobile apps must take advantage of  Portability  Accessibility  Functionality KEY TAKEAWAYS

Age 5-9 years old Education United States educational system following Standards of Learning (SOLs) in fraction based mathematics for kindergarten - third grade (K-3) levels Technology Variety of levels in knowledge, skills and abilities pertaining to technological proficiency TARGET AUDIENCE

LEARNING THEORIES

ENVIRONMENTAL CHARACTERISTICS

PERSONAS

The K – 3 students utilizing the Mindforge Fraction Software will be able to practice their skills in learning how to complete various processes with fractions. These include: identification, discrimination, addition and subtraction. INSTRUCTIONAL GOAL

DESIGN & DEVELOPMENT Content Analysis Objectives Instructional Module Development Prototype Demonstration Evaluation Plan

Need to KnowNice to Know Technology Skills Mobile Device – accessibility to app provider (iTunes/Google Play/Android) Software – controls for how to use the fractions software Shortcuts on particular mobile device to access the application more readily Study SkillsKnowledge – recall of basic processes such as addition and subtraction Application – how to apply knowledge of fractions in advancing through the various levels of the Mindforge software How to implement best practices for retention of information Motor SkillsPhysical Interaction – must physically be able to interact with the application by selecting specific cues, touching and dragging words and/or numbers where appropriate Assisting those who may not be familiar with working on a touch screen CONTENT ANALYSIS

OBJECTIVES - KINDERGARTEN

OBJECTIVES – 1 ST GRADE

OBJECTIVES – 2 ND GRADE

OBJECTIVES – 3 RD GRADE

INSTRUCTIONAL MODULE DEVELOPMENT

PROTOTYPE DEMONSTRATION

 Level 1  Level 2  Level 3  Level 4 EVALUATION PLAN